Test Bank to accompany - Frat Stock · High status members of a group tend to a. ... c. Ensure autokinetic effect d. Make group members more liberal in ... c. Groupthink is prevalent

Full file at https://fratstock.eu

Test Bank to accompany

Johnson and Johnson

Joining Together Group Theory and Group Skills

Tenth Edition

prepared by

David W. Johnson University of Minnesota

Upper Saddle River, New Jersey Columbus, Ohio


______________________________________________________________________________ Copyright © 2009 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. Pearson. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department, 501 Boylston Street, Suite 900, Boston, MA 02116, or fax your request to 617-671-2290. Pearson® is a registered trademark of Pearson plc Merrill® is a registered trademark of Pearson Education, Inc. Instructors of classes using Johnson and Johnson, Joining Together: Group Theory and Group Skills, Tenth Edition, may reproduce material from the Test Bank for classroom use.

ISBN-10: 0-13-715755-X www.pearsonhighered.com ISBN-13: 978-0-13-715755-6


Contents

Chapter 1: Group Dynamics 1 Chapter 2: Experiential Learning 11 Chapter 3: Experiential Learning 18 Chapter 4: Communication Within Groups 35 Chapter 5: Leadership 44 Chapter 6: Using Power 53 Chapter 7: Decision Making 63 Chapter 8: Controversy and Creativity 72 Chapter 9: Managing Conflicts of Interest 80 Chapter 10: Valuing Diversity 94 Chapter 11: Cooperative Learning in the Classroom 100 Chapter 12: Leading Growth and Counseling Groups 108 Chapter 13: Team Development, Team Training 114



Chapter 1: Group Dynamics 1. Which is NOT a defining attribute of a group? a. Mutual goal b. Unstructured relationships (p. 7) c. Positive interdependence d. Interpersonal interaction. 2. Which is a characteristic of a group but NOT of an aggregate?

a. Share some common characteristics (p. 8) b. Are present at the same time and at the same place c. Find belonging to the group emotionally rewarding d. Share the same norms and rules to the same extent

3. Which of the following is the best example for a group? a. College students listening to Professor Hamilton’s lecture b. Shoppers at the local grocery store taking advantage of the sale c. Members of Brazil’s soccer team playing against England (p. 8) d. People from a suburb commuting to work

4. Which of the following is NOT a group?

a. Members of Brazil’s soccer team playing against England b. Students of an inner-city high school c. Mexican Americans living in L.A. d. Passengers waiting for flights to take off (p. 8)

5. Social psychologists subscribing to the group orientation believe that a. Studying individuals is not sufficient to understand how groups work (p. 9) b. The sum of individual behavior equals groups behavior, consequently social psychologists should focus on individual behavior c. You can’t stumble over a group d. Using individual members as the unit of analysis is appropriate as long as the group in question is homogeneous

6. According to Solomon Ash’s metaphor of water for understanding groups, a. The properties of the constituting members of a group will sufficiently explain the behavior and effect of a group b. A group as a unit is always a unique entity, thus examining the members of a group will not help us learn more about the group c. We need to understand both the characteristics of the members, and of their combination as an entity (p. 10) d. Pseudogroups don’t stick together because they don’t have any interest in

working together.

1


7. Understanding group dynamics is central to all of the following EXCEPT a. Maintaining a viable family b. Long term maintenance of psychological health c. Effective business d. Facilitating mother-child bonding (p. 13)

8. Group structure can be defined as a. A stable pattern of interaction among group members (p. 15) b. The sum of the roles members take on c. The norms members willingly accept d. The expectations defining the appropriate behavior of an occupant of position

toward the occupant of another position 9. In a class, nerd, clown, princess and jockey are all examples of

a. Roles (p. 15) b. Norms c. Group structure d. Status

10. Courtesy, mutual respect and responsibility are all examples of

a. Roles b. Norms (p. 17) c. Group structure d. Status

11. James Barrett is a tax auditor working for the IRS. When his wife asks for help for her private company’s tax evasion, Mr. Barrett will probably experience _______. a. Norm conflict b. Role conflict (p. 15) c. Status conflict d. Identity crisis

12. Roles and norms are alike in that they are both a. Expectations guiding one’s behavior (p. 15) b. Common beliefs determining one’s world view c. Determined by one’s status in a group d. Present only in pseudo- and traditional work groups

13. Status refers to a. Popularity within the group b. Group achievement achieved through cooperation c. One group member’s power within the group (p.16) d. A social norm

Test Bank for Joining Together, 10th Edition

2


14. Mr. Fox is recognized as a master teacher yet the school board does not act on his suggestions for change. You could say that he is a __________individual in the school where he works. a. Low status with high power b. Low status with low power c. High status with high power d. High status with low power (p. 16)

15. High status members of a group tend to

a. Work in high performance groups b. Be treated more tolerantly (p.16) c. Demonstrate autokinetic effect d. Permit a wide range of behavior for the other group members

16. Milgram’s (1974) study on obedience to authority showed the power of a. Status b. Norms c. Roles (p. 16) d. Group structure

17. What percentage of the subjects in the role of “teachers” administered the maximum voltage (450 volts) to the learners in Milgram’s (1954) famous study on obedience to authority? a. 30% b. 45% c. 60% (p. 16) d. 75%

18. Whereas _______ differentiate members’ rights and obligations; _______ integrate the actions of all members. a. Group structure; norms b. Group structure; roles c. Norms; roles d. Roles; norms (p. 16)

19. Group norms will a. Maintain behavioral consistency (p. 17) b. Strengthen authority c. Ensure autokinetic effect d. Make group members more liberal in their political views

20. Which of the following statement is NOT true for norms? Norms a. Are social products b. Regulate all aspects of behavior in a group (p. 17) c. Are often internalized by group members d. Have an “ought to” or “must” quality

Chatper 1: Group Dynamics

3


21. Muzafer Sherif’s (1936) study on the autokinetic effect showed that norms a. Develop out of interaction (p. 17) b. Are imposed by confederates c. Are internalized by naïve subjects only d. Will affect students with liberal political leanings

22. Newcomb’s (1943) study at Bennington College showed that a. Groups punish nonconforming behavior b. Groups reward conforming behavior c. Groups one identifies with affect one’s political orientation (p. 18) d. Reference groups determine the extent of autokinetic effect

23. After a year at college, Taylor considered his dorm roommates as his best friends.

He liked the same kind of music, books, clothing, dance as they did, and thought very similarly about politics. He soon lost touch with his old friends from high school. His college roommates became his a. Idols b. Conforming group c. Bennington group d. Reference group (p. 18)

24. Members of this kind of group would be more efficient if they worked alone than when working in group setting. a. Pseudogroups (p. 19) b. Traditional work groups c. Effective groups d. High performance groups

25. A crucial difference between pseudogroups and traditional work groups is that

pseudogroup members _______, whereas in traditional work groups _________. a. Don’t talk to each other; they communicate to a certain extent b. Compete against each other; they communicate about how the work will

get done (p.19) c. Commit themselves to the shared goals of the group and communicate only to

achieve that; they withhold information from each other d. Are forced to work together; they work together happily

26. A shared characteristic of pseudogroups and traditional work groups is that members are a. Positively interdependent b. Evaluated as individuals (p.19) c. Committed to the group’s success only to a mediocre extent d. Exploited by each other


4


27. The following are all defining characteristics of effective groups EXCEPT one. Which one? a. Positive interdependence b. Clear operational goals c. Almost impossible to achieve (p.20) d. Members are happy to work together

28. A crucial difference between traditional work groups and effective groups is that traditional work group members are ______, whereas in effective groups ______ a. Not held accountable; they are held accountable as individuals b. Not held accountable; they are held accountable as a group c. Held accountable as individuals; they are held accountable as a group

(p. 19-20) d. Held accountable as a group; they are held accountable as individuals

29. Which type of group makes free rides for loafers possible? a. Pseudogroups b. Traditional work groups (p.20) c. Effective groups d. High-performance groups

30. Which of the following groups is characterized by positive interdependence?

a. Pseudogroups b. Traditional work groups c. Effective groups d. High-performance groups e. A and C f. B and C g. B and D h. C and D (p. 20)

31. Which of the following groups are rare? a. Pseudogroups b. Traditional work groups c. Effective groups d. High-performance groups (p. 21)


5


32. Which of the following traits do effective groups share? a. It achieves its goal b. Decisions are always made by the highest authority c. Groupthink is prevalent d. Members maintain good working relationships e. Conflicts are resolved through distributive negotiations f. The group adapts to changing conditions g. Leadership is delegated. h. a, d and f (p. 24) i. a, b and g j. d, f and g k. all of the above l none of the above

33. The following are guidelines for effective group functioning. All of them are valid

EXCEPT one. Which one? a. Match the procedure of decision making with the needs of the situation. b. Members’ power should be based on personality characteristics. (p. 25) c. Make sure that all members are involved in the group’s work, and committed to implementing the group’s decisions. d. Engage in controversy by disagreeing and challenging each other’s conclusions.

34. Among the guidelines for creating effective groups is

a. Give one member the power to make the group work b. Designate the leader so every knows who to follow c. Ensure that conflicts are avoided so that the group can make adequate progress d. Match decision making procedures with the needs of the situation (p. 25)

35. Match the stages from Tuckman’s model with their descriptions (p. 28)

____a. Forming 1. Group members actively work together to achieve group goals

____b. Storming 2. Group disbands ____c. Norming 3. Period of uncertainty, trying to establish

procedures and roles ____d. Performing 4. Coming to a consensus on norms and roles ____e. Adjourning 5. Conflicts arise

36. Tuckman’s five-stage model of group development is different from Johnson’s

seven-stage model in that Tuckman’s model is primarily applicable to groups with a. Passive leaders (p.28) b. Strong coordinators c. Social interdependence d. Mutual accountability


6


37. Based on Johnson’s seven-stage model, when should the coordinator establish the group goals and positive interdependence? a. Defining and structuring procedures (p. 29) b. Conforming to procedures and getting acquainted c. Recognizing mutuality and building trust d. Committing to and taking ownership of the goals

38. A shared element between Tuckman’s five-stage model and Johnson’s seven-stage model is that a. The coordinator has to explain the procedures to be used, and establish

positive interdependence b. At one point members rebel against working with the group toward

achieving the group goal (p. 30) c. Group norms become internalized in the first two stages d. Both are recurring phase models

39. What should a coordinator do to deal with conflict in a group? a. Ignore them b. Tighten control and enforce group norms c. Mediate them (p. 30) d. Take ownership of the group’s success 40. Motivation for the group’s success becomes intrinsic rather than extrinsic during

which state of group development? a. Defining and structuring b. Conforming and getting acquainted c. Rebelling and differentiating d. Committing to the groups goals, procedures and members (p. 30) 41. The field of group dynamics came into being primarily to study a. How to strengthen democratic organizations (p. 36) b. How early humans interacted c. How war develops d. How to further free enterprise 42. On problem-solving and decision-making tasks, which is more productive? a. Individuals b. Groups (p. 36) c. Both are the same 43. The study of group dynamics became prominent in the 1940s because there was a

strong need to understand how a. Theory can be applied to practice b. Autocratic organizations work c. Democratic organizations work (p. 36) d. Social facilitation affects performance on simple tasks


7


44. Triplett’s study on the effect of other people’s presence on motor performance tasks showed that individuals performed ___________ when racing against other people _________ when racing against the clock. a. Better; than (p. 36) b. Worse; than c. Slightly worse; than d. The same; as

45. Norman Triplett’s 1898 study is important because it was the first attempt to experimentally study the impact of a. Similarity on conformity b. Group polarization when faced with conflict of interest c. Social interdependence on task performance (p. 36) d. Social loafing in decision making

46. Contestants in a talent show have been asked to write a speech on Martin Luther King. Based on Zajonc’s research on social facilitation-impairment we can expect that contestants perform _________ on the speech writing task when watched by an audience ________ when they write the speech without an audience. a. Better; than b. Slightly better; than c. Worse; than (p.36) d. The same; as

47. Contestants in a talent show have been asked to type the name “Martin Luther King” as many times as they can in 3 minutes. Based on Zajonc’s research on social facilitation-impairment we can expect that the contestants perform ________________ on the typing task when watched by an audience ________ when they type without an audience. a. Better; than (p. 36) b. Worse; than c. Slightly worse; than d. The same; as

48. The 1980s and 1990s brought about a resurgence in the study of group dynamics

because a. Festinger’s theories of social comparison clarified the role of attitudes and

values b. Lewin, Lipitt and White’s study on leadership models showed that important

social issues can be studied experiementally c. Asch’s study on conformity convinced social psychologists that there was a

strong need to investigate social interdependence d. Several methodological and statistical problems have been solved (p. 39)


8


49. Kurt Lewin’s term “action research” means that a. Research should take place through observation in real life settings b. Theories should have practical significance in solving social problems

(p. 40) c. Researchers should enter the life space of the experimental subjects d. Practitioners are more important than theorists when it comes to solving social

problems. TRUE OR FALSE 50. The individualistic orientation of studying groups posits that groups can be

understood by considering only the qualities and characteristics of each member. TRUE (p. 9)

51. There is a general consensus among social psychologists concerning the existence of groups. FALSE (p. 9)

52. Knowledge of group dynamics is central to effective businesses and industries. TRUE (p. 13)

53. In an effective group, the individual members’ goals are matched with group goals. TRUE (p. 25)

54. Ineffective groups are characterized by one-way communication. TRUE (p.26) 55. Traditional work groups are more productive than pseudogroups. TRUE (p. 19) 56. Roles are always formally assigned to group members. FALSE (p. 15) 57. Once you assume a role, you are expected to act accordingly – deviations are not

approved of. TRUE (p.15) 58. The function of roles is to ensure that group members are connected to each other

in a way so that the group’s goals are achieved. TRUE (p. 15) 59. Roles and norms are interrelated but different concepts. TRUE (p.125) 60. Studies have shown that the opinions of low status people tend to be ignored more

often than that of high status people. TRUE (p.16) 61. One’s status is determined by one’s role in an organization. FALSE (p. 16) 62. Norms differ in their importance – some are essential to observe, while others

tolerate more deviation. TRUE (p. 16) 63. In any group, the same norms apply to everyone. FALSE (p. 17) 64. All groups have some norms. TRUE (p.17) 65. In effective groups, disagreements are avoided. FALSE (p. 26) 66. A group challenging the authority of the group leader means that the leader did not

do his/her job right. FALSE (p. 30) 67. In Johnson’s seven-stage model not all stages last the same amount of time. TRUE

(p. 31) 68. The study of group dynamics started in the age of the Enlightenment, in the 18th

century. FALSE (p. 36) 69. Triplett’s study showed that an audience improved performance on motor

performance tasks. TRUE (p. 367) 70. Social psychology can be studied experimentally. TRUE (p 38)


9


71. According to Lewin, social psychologists need to do research that helps solve social problems. TRUE (p. 40)

SHORT ANSWER QUESTIONS 72. Define what a small group is. (p. 8) 73. Explain how group orientation is different from individualistic orientation. (p. 9) 74. Explain why it is important to study group dynamics. (p. 13) 75. Explain what a role conflict is, and provide one example. (p. 15) 76. Explain what a role conflict is and give an example. (p. 15-16) 77. What are group norms and how do they influence individual behavior? (p. 17) 78. Explain the differences among pseudogroups, traditional work groups, effective

groups and high performance groups. (p. 19-20) 79. List and briefly explain the seven guidelines for creating effective groups. (p. 25) 80. Explain the difference between recurring-phase and sequential stage theories. (p.

27) 81. Briefly describe Tuckman’s five-stage theory. (p. 28) 82. Briefly describe Johnson’s seven-stage theory (p. 28-31) 83. Explain the relationship among theory, research and practice (p. 34) 84. Explain Kurt Lewin’s term ”action research” (p. 40)


10


Chapter 2: Experiential Learning 1. In experiential learning, it is most important to a. Have many experiences b. Discuss experiences c. Read about experiences d. Reflect on experiences (p. 45) 2. Procedural learning is different from book learning in that procedural learning

__________than book learning. a. Relies more heavily on feedback (p. 46) b. Is based on acquiring larger chunks of information c. Emphasizes readily usable insights more d. Is more accepted in traditional school setting

3. In experiential learning, the responsibility of learning lies with a. The other participants b. The coordinator c. The exercise designer d. The learner (p. 46)

4. Group dynamics can only be understood by a. Reading books written by Kurt Lewin b. Using group skills (p. 46) c. Formulating correct action theories d. Anticipating what actions will lead to what consequences

5. In experiential learning, it is crucial to a. Accumulate a lot of experience b. Formulate the correct action theory right from the beginning c. Integrate experience with theory (p.46) d. Avoid discussing your experience with people who are not versed in group

dynamics 6. Action theory can be defined as a theory

a. Used in research for group dynamics b. About action heroes and games c. About actions needed to achieve something (p. 47) d. That can be used to predict what action someone will take

7. When we do something automatically, without thinking, then our action theory is

a. Anticipatory b. Flawed and in need of scrutiny c. Tacit, not expressed in words (p. 47) d. Perfect, and in no need of any modification

11


8. Action theories are created by a. Group dynamics scholars b. Group dynamics learners when engaging in experiential learning c. People with automatic behavior d. Everyone (p. 49)

9. The purpose of experiential learning is to a. Alter cognitive structures b. Modify attitudes c. Expand behavioral skills d. All of the above (p. 48) e. None of the above 10. Experiential learning may be defined as a sequence of

a. Formulating an action theory, testing it, assessing it, reflecting on the experience and modifying the action theory (p. 49)

b. Testing an action theory, reflecting on the experience, assessing it, formulating theory and then modifying it

c. Assessing an action theory, reflecting on the experience, testing the theory and then modifying it

d. Assessing an experience, reflecting on the action theory, testing the theory and then modifying it

11. Experiential learning will change the learner’s

a. Action theories b. Attitudes and values c. Behavioral skills d. All of the above (p. 48) e. None of the above

12. Experiential learning relies heavily on

a. Continuous refinement of the process (p. 49) b. Changing attitudes over time c. Facilitator/participant interaction d. Stimulus/touch learning

13. Both Hillary and James want to learn more about conflict resolution. James decides

to go to a lecture series presented by the national expert on conflict resolution. Hillary joins a group where members experiment by role playing with various ways of resolving their conflicts. Based on what you know about experiential learning, whose learning will be more effective? a. James b. Hillary (p.49) c. The same d. Not enough information


12


14. Which of the following is NOT one of the principles that experiential learning is based on?

a. People believe more in knowledge given to them by experts than by what they discover themselves (p. 50)

b. Learning is more effective when it is active, not passive c. It takes more than first-hand experience to generate valid knowledge d. It is easier to change in a group context than an individual one

15. A crucial difference between experiential learning and traditional lecture approach is

that it is only in ___________ a. Experiential learning that the learner decides what aspect of the material

to focus on (p. 52) b. Traditional lecture approach that the learner decides what aspect of the

material to focus on c. Traditional lecture approach that the emphasis is on the value of knowledge d. Experiential learning that the emphasis is on the value of knowledge

16. Petra has known from early on that she wanted to become a teacher. She has

always felt a strong affinity toward kids, and it has been important to her that children learn to love reading. She found out how she can become a licensed elementary school teacher, and took the required courses, which she found challenging and interesting. Upon graduation, she is likely to feel a. Psychological success (p. 52) b. Extrinsic motivation c. Awkwardness because she has to practice new skills d. Loss of control of her learning

17. The most important step in learning group skills is to a. Watch someone else perform the skill b. Practice the skill while getting feedback (p. 53) c. Read about how to do the skill d. Practice the skill in private 18. In order to acquire group skills efficiently, all of the following principles are important

EXCEPT one. Which one? a. You need to understand why a certain skill is important and how you can apply

it in your life b. Gauge how well you can apply a certain skill c. Get a friend to monitor your use of skill who is willing to criticize you and

pinpoint any weaknesses (p.54) d. Help others acquire the skill

Chatper 2: Experiential Learning

13

Documents

Test Bank to accompany - Frat Stock · High status members of a group tend to a. ... c. Ensure autokinetic effect d. Make group members more liberal in ... c. Groupthink is prevalent