85-102 Exam Three, Fall, 2016
Name______Section______
Please answer any 10 of the following 13 questions (+ the extra credit if you wish) with spillover
onto the back of the page if needed. Clear, concise, legible and planned answers are best!
1. Place the letter of the best answer(s) in the blank. Answers can be used more than once or may
not be used at all.Any given question can have multiple answers, so choose all that apply.
(a)Broca’s aphasia(b)Lorenz (c)Wernicke’s aphasia (d)linguistic determinism
(e)morpheme(f)phoneme(g)grammar(h)semantic feature(i)prototype(j)McClain(k)syntax
___A/C__ would be unable to listen to a sentence and repeat it back___E__ smallest unit of meaning in language
___D__ Russians are faster to determine the difference between two shades of blue
__C___ inability to monitor speech production
___F__ smallest unit of sound in speech
__B___ demonstrated imprinting in ducklings & goslings
__G/K___ rules of language
___I__ when thinking of the concept of “bird,” a robin would be a better ____ than a penguin
__D___Whorfian hypothesis
__A___ expressive aphasia
-What was the point of Dr. Manke reciting “Jabberwocky” in the language lecture? Give a one
sentence take-home of why he would have done something so strange.
______
______We are really good at language.______
2. True or false:
___F___ The bystander effect says that the more individuals there are to witness an emergency, the more likely the group is to respond.
___F___ Diffusion of responsibility says that group members tend to evenly break up task components.
___T___ Easy temperament is the most common temperament style.
___F___ Object permanence marks the end of the preoperational period.
Multiple choice:
___C___ Ainsworth studied which of the following? a. aggression b. morality c. attachment
d. ethology e. mother-infant ties in animals
___E(C)___ Harlow studied which of the above?
____C__ Which of the following in not an attitude consistency theory? a. balance theory
b. cognitive dissonance theory c. Piagetian theory d. self perception theory
___B___ Which of the above was authored or discovered by Leon Festinger?
__B____ The "strange situation" was used by Ainsworth to study Mother-child interaction in?
a. obedience b. attachment c. conformity d. object constancy e. all of the above
___C___ One of the findings of the Harlow experiments with infant monkeys raised with fake
mothers was that __ is crucial if the infant monkey is to form bond with its "mother".
a. feeding b. comforting in the face of danger c. contact comfort d. shape e. vibration
3. Answer the following questions.
_____acdb____ Order (youngest to oldest) the Piagetian stages of cognitive development.
a. sensorimotor b. formal operations c. pre-operational d. concrete operations
____bdac______Order (youngest to oldest) the following steps in language development.
a. one-word stage b. receptive speech c. telegraphic speech d. babbling
Describe the difference between assimilation and accommodation in reference to schema development.
Assimilate: use schema to interpret world
Accommodate: changing schema to reflect new information
Describe one of the following studies and how it relates to the concept of language and thought shaping one another: Lewis & Frank study on word complexity, Chestnut and Markman study on gender and subject-complement structures.
Chestnut study: “boys are as good as girls” vs “girls as good as boys” vs “boys and girls equally as good as one another”. In “girls are as good as boys” at math, it increased endorsement of the stereotype. (saying “boys are as good as girls” actually got rid of the bias.)
Lewis study: more complex objects had more complex words. Both when people were presented with fake objects and asked what the name would be, and when looking at naturally occurring language across many languages.
4. Piaget proposed that infants do not have object permanence until 9 months of age because they fail the A-not-B task. Describe what he meant by this and how the A-not-B task is performed. Then, describe an example of another cognitive error that children make early on in development (for example, errors related to quantity or numeracy, though other answers would be perfectly acceptable!)
Describe A-not-B task: move object, child still reaches for where it was initially.
Several other errors work here: failure of conservation of liquid, of quantity, numeracy, failure of theory of mind, etc.
5.We discussed the role of critical or sensitive periods in relation to language acquisition and development of attachment. Provide two pieces of evidence for each (2 for language, 2 for attachment) and explain what they show about sensitive periods in humans.
Language: social isolates, age of immigration (could also mention studies about adoption or studies about brain damage – if it occurs early, people can adjust more than if it occurs late).
Attachment: monkey studies, Romanian orphanages, evidence about adoptions, London studies where children attachment severed b/c of the war.
6.(A) Discuss (briefly) what we’ve learned about intrinsic and extrinsic motivation, and discuss two different studies that looked at the role of these types of motivation. Be sure in your answer to discuss the conditional effects of extrinsic motivation (hint: interest levels). (B)Which type of motivation do you think would be more effective for immediate behavior change? Which type of motivation would lead to longer term behavior change? Use at least one finding to justify why you gave the answer(s) you did.
Intrinsic generally stronger, leads to lasting change bc it creates attitude change. Extrinsic can undermine intrinsic, UNLESS there is initially low interest in a task – this happens b/c of overjustification effect. Maybe extrinsic gets people to do something immediately, but not continue it in the future. Studies: gave children reward to draw (expected, unexpected, no reward). Lepper work on interest levels (the crossover effect for hi vs. lo interest in terms of extrinsic rewards)
7. How can the “foot in the door” results be used to explain the behavior found by Stanley Milgram in his obedience study? Include a summary of the major result of his study.What other mechanisms did we discuss as explanations for the behavior of participants in the study?
People shocked learner all the way to the end! Once they’ve committed to doing the small shocks at the beginning, that’s analogous to how foot in the door works – small commitment makes bigger commitments more likely. Other mechanisms (need at least 3): conformity, need to belong, need for consistency, high status of authority figure, social roles, authority figure took responsibility, distance of victim, etc.
8.We discussed two different cultural views: individualism and collectivism. Briefly explain the difference between these two views in terms of how people conceptualize the self. Then, describe one study that shows different motivations (hint: different choices) in each of the two cultures. Finally, describe one finding demonstrating how language reflects these cultural differences (hints: “I am____” or emotion words).
Self as social connections (interdependence) vs. individual (independence); overlapping circles example of self; motivations: choose shapes or pens study, collective more likely to pick majority item; language: Japanese more relational emotion words, americans more self-focused emotion words OR blank in “I am ___” more likely to be social roles in collective, as opposed to traits in individualist
9.When people observe behavior – both in others and in themselves – they tend to make attributions. Briefly describe (a) the two types of attributions we discussed in class, (b) what types of attributions we make when evaluating others, (c) what kind of attributions we tend to make when evaluating ourselves, and (d) reasons why (b) and (c) are NOT the same.
Situational v. dispositional; more likely to make dispos. with others (FAE), more likely to make dispositional with ourselves unless it’s something good, then dispos. (self-serving bias); reasons why: different access to information (know our thoughts and our history), more likely to FAE with people less similar to the self, different motivations (self-enhancement and consistency)
10. You've just been hired to be the sales manager of Zippo ("We'll set the world on fire") Motors, an automobile dealership. You got the job because you said Dr. Manke and Dr. Kotovsky taught you how to separate people from their money – in other words, they taught you about social influence. Your first assignment is to teach a mini course to the salespeople on how to use social psychology to sell cars. Pickthree findings or techniques of attitude change that you would teach them, briefly describing or defining the technique and showing how it applies to and can be used in selling cars. (Assume for the purpose of this answer that you were given your own locker in which to check your scruples when you come to work every day!)
Foot in the door. Door in the face. Lowball. Could do cognitive dissonance potentially.
11. Stereotypes tend to last a long time – they are very difficult to get rid of, even if we are exposed to decent amounts of stereotype inconsistent information. Citing evidence for each, how do stereotypes affect (a) what we perceive, (b) what we remember, (c) why we hold on to beliefs (hint: perseverance), and (d) what we expect (hint: prophecies!)
a. interpret things in light of stereotypes (study about ambiguous shove); b. we remember things that are consistent (e.g., remember Billy doing boy behaviors from book, remember every time a stereotyped group does stereotype consistent behavior); c. belief perseverance – suicide note study; d. self-fulfilling prophecy (bloomers v non-bloomers study)
12.One claim Dr. Manke made in class was that belonging was a basic human need. Briefly describe one piece of evidence suggesting that belonging is indeed a basic need.Then, to illustrate the power of this need to belong, we discussed several pieces of evidence related to how negative the experience of social exclusion was. Describe two studies that demonstrate the way that humans are programmed to respond to social exclusion.
Lots of things would work to show it’s a basic human need: harlow, orphanage studies, social isolates, etc. Social exclusion: cyberball studies (we feel like garbage, even with a minimal exclusion, and it even trumps things like financial incentives in hot potato version), Tylenol studies (show we’re equipped to literally feel pain at social exclusion)
13. What is cognitive dissonance theory? In your answer, describe (a) what the motivation is that underlies cognitive dissonance theory, (b) the results of the boring task study, (c) the results of the forbidden toy study, and (d) how the results from (b) and (c) contrast to conventional wisdom.
Define CDT: mismatch between behaviors and beliefs/attitudes – need to mention this negative arousal component.
a. consistency. b/c. paid less or punished less led to more liking and less liking, respectively. D. people think big rewards or big punishments work longer, but not the case.
[Extra Credit (ans. on back of this page]
You studied a lot for this exam (hopefully). And, you probably studied a few things that did NOT come up on the exam – what a drag that is. Well, since we care about you learning things, we want to give you some credit for the things you DID learn. So, for this bonus, you can write two questions about topics that DID NOT GET INCLUDED ON THIS EXAM, and then answer them. (Don’t just write another question about one of the topics on the exam already -- you won’t get credit for another question about the strange situation, for example).