Deck 13: Cooperation and Conflict Between Groups

Question 1

Which of the following is a potential determinant of realistic group conflict?

A) A desire to gain positive social identity for the in-group.
B) A desire to reduce out-group social identity.
C) A desire to prevent other groups from gaining objectively scarce resources.
D) A mistaken perception that the out-group is hostile.

Answer 1

C

Question 2

Which of the following most accurately describes realistic group conflict?

A) A type of conflict that may arise when there is a desire to gain scarce resources for one's self or one's in-group.
B) A type of conflict that may arise when there is a desire to gain positive outcomes for both the in-group and the out-group.
C) A type of conflict that may arise when there is a specific focus on dehumanizing members of the out-group.
D) A type of conflict that may arise when there is competition between in-group members.

Answer 2

A

Question 3

In Sherif's robber's cave study, group conflict was reduced by which of the following methods?

A) Decreasing the amount of intergroup contact between the rival groups.
B) Setting up a series of superordinate goals for the rival groups.
C) Creating competition between the rival groups.
D) Allowing the rival groups to choose names for themselves.

Answer 3

B

Question 4

Which of the following is a definition of the use of superordinate goals to reduce group conflict?

A) Creating positive attitudes towards members of one's own group.
B) Removing negative perceptions of the competing group.
C) Allowing competing groups to work together by pooling efforts and resources to meet a common goal.
D) Creating more positive outcomes for the leaders of the competing groups.

Question 5

Rhett, a member of a fraternity, is approached by another member of his own fraternity and a member of another fraternity, both of whom seek donations for the same local charity. Rhett decides to only make a donation to his fellow fraternity member. This example best illustrates which of the following?

A) The individual-group discontinuity.
B) In-group favoritism.
C) Individuation.
D) Intergroup conflict.

Question 6

Which of the following best illustrates the principle of the ultimate attribution error?

A) The tendency to view out-groups as homogenous.
B) The tendency to underestimate the influence of social situations.
C) The tendency to over-attribute the behavior of others to dispositions.
D) The tendency for competing groups to perceive the negative behaviors of in-groups and the positive behaviors of out-groups to be caused by situational, rather than person, factors.

Question 7

Steven frequently notices that he and his teammates are far more competitive when they scrimmage each other as a team, as opposed to when they work out independently. This increase in competitiveness could be best explained by which of the following concepts?

A) Dehumanization.
B) The individual-group discontinuity.
C) The ultimate attribution error.
D) The contact hypothesis.

Question 8

According to the individual-group discontinuity, groups may behave more competitively than individuals because

A) people expect that groups will act competitively.
B) people are able to convince themselves that competition promotes a positive intergroup relationship.
C) people believe that conflict is reduced by behaving competitively
D) social identity is lower in group conditions

Question 9

In Sherif's robber's cave study, the Rattlers group stole a flag from the Eagle group's cabin. How did the Eagles respond?

A) They stole a flag from the Rattlers.
B) They reported the theft to the counselors.
C) They replied with even more hostile behaviors.
D) They did not reply but accepted the transgression calmly.

Question 10

Joseph is a community leader interested in reducing the conflict between two local gangs. Based on the information presented in Chapter 13, which of the following strategies is least likely to help Joseph achieve his goal?

A) Trying to get the gang members to individuate members of the rival gang.
B) Trying to get the gang members to decrease their perceptions of out-group homogeneity.
C) Trying to get the gang members to become interdependent.
D) Trying to decrease the amount of contact between the rival gangs.

Question 11

According to the contact hypothesis, negative attitudes and stereotypes are presumed to be reduced because

A) contact helps individuals see the truth about their stereotypes.
B) contact increases arousal, which is linked to the positive appraisal of out-group members.
C) contact helps to alter social norms associated with the expression of negative attitudes.
D) contact increases the likelihood that in-group members will social categorize out-group members.

Question 12

In general, we can say that ignoring the category memberships of others

A) will increase stereotyping and prejudice.
B) will increase social identity.
C) is very difficult, if not impossible, to do.
D) is likely to be the most successful way to reduce stereotyping and prejudice.

Question 13

Based on the research devoted to the effectiveness of intergroup contact on producing changes in group attitudes, which of the following statements is correct?

A) There is substantial empirical support demonstrating that intergroup contact is effective in reducing prejudice.
B) Although appealing in theory, research actually shows that contact increases prejudice.
C) Although appealing in theory, there is no empirical support demonstrating that intergroup contact is effective in reducing prejudice.
D) The empirical support demonstrating that intergroup contact is effective in reducing prejudice is inconclusive.

Question 14

Which of the following has been found in experimental research on the effects of group contact on prejudice?

A) When intergroup contact is cooperative, there is no reduction in prejudice.
B) When intergroup contact is competitive, there is a reduction in prejudice.
C) When intergroup contact is cooperative, there is a reduction in prejudice.
D) When intergroup contact is of only short duration, there is a reduction in prejudice.

Question 15

Which of the following is not a situational characteristic presumed to foster reduced prejudice and negative stereotyping according to the contact hypothesis?

A) The situation must promote equal status.
B) The situation should be expected to take effect rapidly once all of the necessary conditions are achieved.
C) The situation should promote interdependence.
D) The situation must create the possibility for the original negative beliefs to be disconfirmed.

Question 16

Which of the following is the best description of the generalization problem?

A) Although beliefs about individuals who are frequently contacted become more negative, attitudes towards other out-group members as a whole may become more positive.
B) Although beliefs about individuals who are frequently contacted become more positive, attitudes towards other in-group members as a whole may become more negative.
C) Although beliefs about individuals who are frequently contacted become more positive, attitudes towards other out-group members as a whole may not change.
D) Although beliefs about individuals who are frequently contacted become more negative, attitudes towards in-group members as a whole may not change.

Question 17

Contact is more likely to be effective to the extent that the contacted individual

A) presents information about him/herself in a very personal way.
B) presents information about him/herself in a way that is ambiguous
C) presents information about him/herself in a way that is representative of the group.
D) presents information about him/herself in a way that is not representative of the group.

Question 18

According to your textbook, which of the following has not been found to be an effective way of improving intergroup attitudes?

A) Increasing intergroup contact.
B) Changing social norms.
C) Creating a common in-group identity.
D) Increasing self-categorization.

Question 19

Sechrist and Stangor conducted a study in which prejudiced and non-prejudiced white college students learned about the supposed attitudes toward blacks held by other students at their university. Which of the following describes the results of the study?

A) Prejudiced students who learned that other students were also prejudiced sat farther away from a black confederate.
B) Prejudiced students who learned that other students were non-prejudiced sat closer to a black confederate.
C) Only non-prejudiced students' behavior was influenced by the norm feedback.
D) The norms had little influence on behavior, but did affect stereotyping.

Question 20

Which of the following best describes a fundamental assumption of the common in-group identity model?

A) As differentiation between the in-group and the out-group decreases, so should in-group favoritism, prejudice, and conflict.
B) As differentiation between the in-group and the out-group increases, in-group favoritism, prejudice, and conflict should decrease.
C) As contact between in-group and out-group increases, in-group favoritism, prejudice, and conflict should decrease.
D) As contact between in-group and out-group decreases, in-group favoritism, prejudice, and conflict should decrease.

Question 21

Football Teams A and B routinely practice together before upcoming games. Although the players reside in different townships, rarely do the players from these teams engage in conflict or maintain negative views each other. When asked about the lack of potential conflicts by a local reporter, the coach of Team A noted, "We rarely have any conflicts in practice because the players on both sides see themselves as a single, larger unit, as opposed to two distinct teams." Based upon the coach's synopsis, which of the following principles best explains why these teams have been able to work cooperatively and avoid conflict?

A) Intergroup Contact.
B) Common In-Group Identity.
C) Realistic Group Conflict.
D) Consensus Beliefs.

Question 22

Which of the following examples best depicts the common in-group identity model?

A) Cooperation $\rightarrow$ Favorable Attitudes $\rightarrow$ Common In-Group Identity.
B) Conflict $\rightarrow$ Favorable Attitudes $\rightarrow$ Common In-Group Identity.
C) Cooperation $\rightarrow$ Common In-Group Identity $\rightarrow$ Favorable Attitudes.
D) Conflict $\rightarrow$ Common In-Group Identity $\rightarrow$ Favorable Attitudes.

Question 23

In research conducted by Neir and his colleagues, white students asked black students to complete a survey for them at a football game. Which of the following was found?

A) The black students were more likely to comply when the white students smiled at them.
B) The black students were more likely to comply when the white students wore a hat from the same university that the black students wore.
C) The black students were more likely to comply when the white students wore a hat from a different university than the black students wore.
D) The black students were unlikely to comply due to racial prejudice.

Question 24

Which of the following best describes the extended-contact hypothesis?

A) Dale has friends who are members of an out-group.
B) Dale has lots of contact with people from an out-group.
C) Dale has friends who are friends with members of an out-group.
D) Dale has friends who have positive attitudes toward the out-group.

Question 25

William is working on a group project at his school. He has been given only one part of the information necessary to do the assignment, whereas the other group members have been given the rest of the information. This forces them to share their ideas and work together. William is participating in which of the following techniques?

A) School desegregation.
B) The jigsaw classroom.
C) The common in-group identity technique.
D) The de-categorization technique.

Question 26

Consider the findings of the robber's cave experiments. What were the causes of intergroup hostility in this research, and how was it reduced?

Question 27

Consider how negative intergroup attitudes are formed on the basis of both realistic group conflict, as well as on the basis of misperceptions about group differences. Do you think that most prejudice is realistic or misperceived? Explain why.

Question 28

Define and give an example of the individual-group discontinuity. Indicate some reasons that it might occur.

Question 29

Consider the theoretical, empirical, and practical ramifications of the contact hypothesis. Is contact an effective way to change group beliefs?

Question 30

Are stereotypes, prejudice, and discrimination a natural part of everyday life that will always be with us, or is it possible to eradicate them? On the basis of your answer, what programs or interventions (if any) might (or might not) be useful in reducing the negative impact of negative intergroup beliefs on their targets?