LESSON 2 STUDYING GROUPS: THEORETICAL PERSPECTIVES

Question 1

are psychological mechanisms that give purpose and direction to behavior.

Answer 1

MOTIVATIONS

Question 2

Wants, needs, and other psychological processes that energize behavior and thereby determine its form, intensity, and duration.

Answer 2

MOTIVATIONS

Question 3

Desires and needs are often accompanied by ______

Answer 3

EMOTIONS

Question 4

A theoretical explanation of the way organisms acquires new responses to environmental stimuli through conditioning (learning).

Answer 4

BEHAVIORISM

Question 5

An economic model of interpersonal relationships that assumes individuals seek out relationships that offer them many rewards while exacting few costs.

Answer 5

SOCIAL EXCAHNGE THEORY

Question 6

assumes that complex phenomena are the result of the constant and dynamic adjustments that occur between and among the interdependent parts of the whole.

Answer 6

Systems theory

Question 7

Any one of a number of general conceptual analyses of groups that assumes raw materials (inputs) (raw materials are knowledge and skills) are transformed by internal system processes to generate results (output).

Answer 7

Input–process–output (I–P–O) model

Question 8

Mental processes that acquire, organize, and integrate information including memory systems that store data and the psychological mechanisms that process this information

Answer 8

Cognitive processes

Question 9

The tendency for people to have better memories for actions and events that they are personally connected to in some way

Answer 9

Self-reference effect

Question 10

The tendency for group members to have better memories for actions and events that are related, in some way, to their group.

Answer 10

Group-reference effect

Question 11

study the relationship between physiological mechanisms and group behavior

Answer 11

Blascovich’s (2014) threat/challenge model

Question 12

PERSPECTIVE IN STTUDYING GROUPS

Answer 12

• MOTIVATIONAL PERSPECTIVES
• SYSTEMS PERSPECTIVES
• BEHAVIORAL PERSPECTIVES
• COGNITIVE PERSPECTUVES
• BIOLOGICAL PERSPECTIVES

Question 13

evaluating high resources and low demands

Answer 13

Challenge-

Question 14

evaluating low resources and high demands

Answer 14

Threat

Question 15

instrumental responses to reach a goal test taking, job interview, competition, public speaking and social interaction

Answer 15

• Motivated performance situation

Question 16

can be tangible (money incentive ) or intangible (self-esteem)

Answer 16

• Goal

Question 17

based on self-relevance

Answer 17

Task engagement

Question 18

responsible for short-lived spike of energy, mobilization of epinephrine and norepinephrine

Answer 18

sympathetic-adrenomedullary (SAM)

Question 19

high-quality task performance, emotional stability and lack of anxiety.

Answer 19

pituitary adrenocortical axes (HPA)

Question 20

a tendency to perceive situations as manageable

Answer 20

Toughness

Question 21

Its activation increased heart rate

Answer 21

SAM

Question 22

It release epinephrine in blood stream

Answer 22

HPA

Question 23

• Laboratory performance

Answer 23

(cardiovascular responses) involving speaking about playing sports (Challenge), participants perform better in next season. Speaking academic interest predicts exam performance.

Question 24

• Social anxiety

Answer 24

evaluation of low resources and high demands- Threat. differences on gender (women only)

Question 25

Social power

Answer 25

• Power-ability to allocate/withhold resources-requiring high resource evaluations

Question 26

Fairness belief

Answer 26

higher fairness belief- interacting with prejudiced partner

Question 27

• Self-esteem

Answer 27

unstable high self-esteem –associated with defensiveness, easily activated self-doubt

Question 28

considers challenge regardless of prior success or failure.

Answer 28

high self-esteem

Question 29

considers challenge after success threat if after failure.

Answer 29

unstable high self-esteem

Question 30

the mobilization of resources to carry out instrumental behavior

Answer 30

Effort

Question 31

simple desire to perform well on tasks that can reveal one’s ability.

Answer 31

o Willingness to invest

Question 32

predicts that effort will be higher in a difficult task than in easy task or extremely difficult task.

Answer 32

o Motivational intensity theory

Question 33

o Limiting conditions of task engagement

Answer 33

1. Mood/affect

2. Self-focus

Question 34

Challenge focusing on potential gains

Answer 34

Approach Motivation

Question 35

Threat focusing on potential losses

Answer 35

Avoidance Motivation

Question 36

associated with experiencing more positive affect and less negative affect than threat, except on Anger

Answer 36

Greater challenge

Question 37

attention to task-relevant info and planning and executing movements as well as cognitive tasks.

Answer 37

Motor performance

Question 38

refers to managing well in the face of a potentially stressful experience. Coping with stressors, opportunity to excel rather than experiencing overwhelming anxiety.

Answer 38

Resilience

Question 39

terror-inducing experience

Answer 39

Mortality

Question 40

Knowledge of negative stereotypes about one’s group can trigger discomfort (possibility of poor performance could confirm the stereotype. E.g. parallel parking

Answer 40

Stereotype Threat

Question 41

automatic impulse to trust one’s partner was associated with challenge.

Answer 41

• Relationship