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Group Dynamics > UNIT 6 > Flashcards

UNIT 6 Flashcards

1
Q

consensual regulatory standards that determine how group members will behave

A. Norms
B. Prescriptive norms
C. proscriptive norms
D. descriptive norms
E. principle of social proof

A

A. Norms

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2
Q

a consensual standard that identifies preferable, positively sanctioned behaviors; the socially appropriate way to respond in a situation

A. Norms
B. Prescriptive norms
C. proscriptive norms
D. descriptive norms
E. principle of social proof

A

B. Prescriptive norms

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3
Q

a consensual standard that identifies prohibited, negatively sanctioned behaviors

A. Norms
B. Prescriptive norms
C. proscriptive norms
D. descriptive norms
E. principle of social proof

A

C. proscriptive norms

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4
Q

a consensual standard that describes how people typically act, feel, and think in a given situation

A. Norms
B. Prescriptive norms
C. proscriptive norms
D. descriptive norms
E. principle of social proof

A

D. descriptive norms

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5
Q

developed by robert cialdini; people assume a behavior is the correct one when they see others performing it and they use that info to influence their actions

A. Norms
B. Prescriptive norms
C. proscriptive norms
D. descriptive norms
E. principle of social proof

A

E. principle of social proof

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6
Q

an evaluative consensual standard that describes how people should act, feel, and think in a given situation rather than how people do act, feel and think in that situation

A. injunctive norms
B. Stanley Milgram’s subway seat experiment
C. social tuning
D. Muzafer Sherif and the autokinetic effect
E. consensual and internalized

A

A. injunctive norms

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7
Q

Showed that acting in ways that run counter to norms is personally upsetting

A. injunctive norms
B. Stanley Milgram’s subway seat experiment
C. social tuning
D. Muzafer Sherif and the autokinetic effect
E. consensual and internalized

A

B. Stanley Milgram’s subway seat experiment

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8
Q

the tendency for individuals’ actions and evaluations to become more similar to the actions and assumed evaluations of those around them

A. injunctive norms
B. Stanley Milgram’s subway seat experiment
C. social tuning
D. Muzafer Sherif and the autokinetic effect
E. consensual and internalized

A

C. social tuning

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9
Q

When people made measurement judgements in groups, their personal estimates blended with those of group members; individuals revised judgements to match the group average

A. injunctive norms
B. Stanley Milgram’s subway seat experiment
C. social tuning
D. Muzafer Sherif and the autokinetic effect
E. consensual and internalized

A

D. Muzafer Sherif and the autokinetic effect

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10
Q

Norms are social facts because they are ___ and __

A. injunctive norms
B. Stanley Milgram’s subway seat experiment
C. social tuning
D. Muzafer Sherif and the autokinetic effect
E. consensual and internalized

A

E. consensual and internalized

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11
Q

add new group members and retire old ones until the entire membership of the group has turned over; arbitrary norms can stay an average of five or six complete group changes

A. generational paradigm
B. pluralistic ignorance
C. roles
D. role differentiation
E. task role

A

A. generational paradigm

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12
Q

when members of a group privately vary in outlook and expectations but publicly act similarly because they believe they are the only ones whose personal views are different from the rest of the group

A. generational paradigm
B. pluralistic ignorance
C. roles
D. role differentiation
E. task role

A

B. pluralistic ignorance

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13
Q

coherent sets of behaviors expected of people in specific positions within a group or social setting

A. generational paradigm
B. pluralistic ignorance
C. roles
D. role differentiation
E. task role

A

C. roles

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14
Q

an increase in the number of roles in a group, accompanied by a gradual decrease in the scope of these roles as each one becomes more narrowly defined and specialized

A. generational paradigm
B. pluralistic ignorance
C. roles
D. role differentiation
E. task role

A

D. role differentiation

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15
Q

any position in a group occupied by a member who performs behaviors that center on tasks and activities

A. generational paradigm
B. pluralistic ignorance
C. roles
D. role differentiation
E. task role

A

E. task role

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16
Q

any position in a group occupied by a member who performs behaviors that improve the nature and quality of interpersonal relations among members

A. relationship (socioemotional) role
B. Robert Bales Used IPA to discover what about differentiation
C. Functional role theories
D. role flexibility
E. Interactionist role theories

A

A. relationship (socioemotional) role

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17
Q

few individuals can fulfill task and relationship needs of the group simultaneously; most people dropped role as task leader in favor of relationship role

A. relationship (socioemotional) role
B. Robert Bales Used IPA to discover what about differentiation
C. Functional role theories
D. role flexibility
E. Interactionist role theories

A

B. Robert Bales Used IPA to discover what about differentiation

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18
Q

roles exist in groups to fulfill personal and interpersonal needs of goal attainment and satisfaction

A. relationship (socioemotional) role
B. Robert Bales Used IPA to discover what about differentiation
C. Functional role theories
D. role flexibility
E. Interactionist role theories

A

C. Functional role theories

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19
Q

the most skilled group member has the capacity to recognize current requirements of the group and enact role-specific behaviors appropriate in the given context

A. relationship (socioemotional) role
B. Robert Bales Used IPA to discover what about differentiation
C. Functional role theories
D. role flexibility
E. Interactionist role theories

A

D. role flexibility

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20
Q

group members share a basic sense of the requirements of roles that are common in most group settings but they work out the details of their roles and demands as they interact with one another; negotiation

A. relationship (socioemotional) role
B. Robert Bales Used IPA to discover what about differentiation
C. Functional role theories
D. role flexibility
E. Interactionist role theories

A

E. Interactionist role theories

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21
Q

in interactionist theories, displaying certain behaviors as part of one’s role in the group and negotiating

A. role enactment
B. role sending
C. role-taking
D. self-presentation
E. dynamic role theories

A

A. role enactment

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22
Q

the transmission of one’s expectations about what kinds of behaviors are expected of people who occupy particular roles

A. role enactment
B. role sending
C. role-taking
D. self-presentation
E. dynamic role theories

A

B. role sending

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23
Q

perceiving the role requirements of other group members’ roles, by taking their perspective; also the enactment of a role within a group. mentally imagine how others in the group see you

A. role enactment
B. role sending
C. role-taking
D. self-presentation
E. dynamic role theories

A

C. role-taking

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24
Q

influencing other people’s social perceptions by selectively revealing personal information to them

A. role enactment
B. role sending
C. role-taking
D. self-presentation
E. dynamic role theories

A

D. self-presentation

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25
Q

our actions in groups are based on our rational plans and goals as well as unconscious interpersonal and psychological processes that are unrecognized

A. role enactment
B. role sending
C. role-taking
D. self-presentation
E. dynamic role theories

A

E. dynamic role theories

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26
Q

suggests that in highly cohesive groups, the other group members come to take the place of our siblings so the emotional ties that bind us to our groups are like binding children to family; we unconsciously accept our leaders as parental figures

A. replacement hypothesis
B. Bales Symlog dimensions
C. structure of a symlog chart
D. group socialization theory
E. five class roles in group socialization theory

A

A. replacement hypothesis

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27
Q

dominance or submissive (up Down)

Friendliness or unfriendliness (positive negative)

acceptance or nonacceptance of task-oriented authority (forward/backward)

A. replacement hypothesis
B. Bales Symlog dimensions
C. structure of a symlog chart
D. group socialization theory
E. five class roles in group socialization theory

A

B. Bales Symlog dimensions

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28
Q

vertical axis is role related behavior

horizontal axis is attraction relations among members

circles of various sizes indicate dominance and submission

A. replacement hypothesis
B. Bales Symlog dimensions
C. structure of a symlog chart
D. group socialization theory
E. five class roles in group socialization theory

A

C. structure of a symlog chart

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29
Q

developed by richard moreland and john levine; a pattern of change in the relationship between an individual and a group that begins when an individual first considers joining the group and ends when he or she leaves it; recognizes individuals are often asked to take on roles they want to avoid

A. replacement hypothesis
B. Bales Symlog dimensions
C. structure of a symlog chart
D. group socialization theory
E. five class roles in group socialization theory

A

D. group socialization theory

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30
Q

prospective member, new member, full member, marginal member, ex member

A. replacement hypothesis
B. Bales Symlog dimensions
C. structure of a symlog chart
D. group socialization theory
E. five class roles in group socialization theory

A

E. five class roles in group socialization theory

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31
Q

lack information about their place in the group and responsibilities; often need to take on roles they want to avoid; belief that a newcomer is treated differently is a self-fulfilling prophecy where they isolate themselves from the rest of the group

A. newcomer role (moreland and levine)
B. role transitions
C. resocialization
D. role ambiguity
E. role conflict

A

A. newcomer role (moreland and levine)

32
Q

In group socialization theory, maintenance phase is devoted to role negotiation where the group and the individual negotiate the nature and quantity of the member’s expected contribution to the group (can reach divergence point)

A. newcomer role (moreland and levine)
B. role transitions
C. resocialization
D. role ambiguity
E. role conflict

A

B. role transitions

33
Q

occurs when the divergence point is reached in group socialization theory; the group and the individual resolve their difference or resocialization efforts fail and expel the person or decide to leave (exit is the final role transition)

A. newcomer role (moreland and levine)
B. role transitions
C. resocialization
D. role ambiguity
E. role conflict

A

C. resocialization

34
Q

unclear expectations about the behaviors to be performed by an individual occupying a particular position within the group

A. newcomer role (moreland and levine)
B. role transitions
C. resocialization
D. role ambiguity
E. role conflict

A

D. role ambiguity

35
Q

a state of tension, distress, or uncertainty caused by inconsistent or discordant expectations associated with one’s role in the group

A. newcomer role (moreland and levine)
B. role transitions
C. resocialization
D. role ambiguity
E. role conflict

A

E. role conflict

36
Q

a form of role conflict that occurs when individuals occupy multiple roles within a group and the expectations and behaviors associated with one of their roles are not consistent with that from another of their roles

A. interrole conflict
B. intrarole conflict
C. role fit
D. status differentiation
E. sociometric structure

A

A. interrole conflict

37
Q

a form of role conflict that occurs when the behaviors that make up a single role are incongruous, from inconsistent expectations

A. interrole conflict
B. intrarole conflict
C. role fit
D. status differentiation
E. sociometric structure

A

B. intrarole conflict

38
Q

The degree of congruence between the demands of a specific role and the attitudes, values, skills, and other characteristics of the individual who occupies the role.

A. interrole conflict
B. intrarole conflict
C. role fit
D. status differentiation
E. sociometric structure

A

C. role fit

39
Q

the gradual rise of some group members to positions of greater authority, accompanied by decreases in the authority exercised by other members

A. interrole conflict
B. intrarole conflict
C. role fit
D. status differentiation
E. sociometric structure

A

D. status differentiation

40
Q

the network of likes and dislikes among the members of a group

A. interrole conflict
B. intrarole conflict
C. role fit
D. status differentiation
E. sociometric structure

A

E. sociometric structure

41
Q

the development of stronger and more positive interpersonal ties between some members of the group, accompanied by decreases in the quality of relations between other members of the group which results in stable ordering of members from most to least liked

A. sociometric differentiation
B. balance theory
C. balanced relaitons
D. unbalanced relationships
E. communication networks

A

A. sociometric differentiation

42
Q

an analysis of social relations that assumes relationships can be balanced or unbalanced; developed by Fritz Heider

A. sociometric differentiation
B. balance theory
C. balanced relaitons
D. unbalanced relationships
E. communication networks

A

B. balance theory

43
Q

integrated units with elements that fit together without stress

A. sociometric differentiation
B. balance theory
C. balanced relaitons
D. unbalanced relationships
E. communication networks

A

C. balanced relaitons

44
Q

inconsistent units with elements that conflict with one another; odd number of negative relationships that creates tension that must be releived

A. sociometric differentiation
B. balance theory
C. balanced relaitons
D. unbalanced relationships
E. communication networks

A

D. unbalanced relationships

45
Q

patterns of information transmission and exchange that describe who communicates most frequently and to what extend with whom

A. sociometric differentiation
B. balance theory
C. balanced relaitons
D. unbalanced relationships
E. communication networks

A

E. communication networks

46
Q

the hub person reaches a saturation point where they can no longer efficiently monitor, collate or route incoming and outgoing messages

A. Marvin E Shaw, network efficiency and information saturation
B. social network analysis
C. degree centrality
D. betweenness
E. density

A

A. Marvin E Shaw, network efficiency and information saturation

47
Q

set of procedures defined by

  1. a focus on the structures of social groups and on linkages among members
  2. systematic measurement
  3. graphical representation
  4. application of statistical and mathematical procedures

A. Marvin E Shaw, network efficiency and information saturation
B. social network analysis
C. degree centrality
D. betweenness
E. density

A

B. social network analysis

48
Q

the number of ties initiated by the individual in a directed network

A. Marvin E Shaw, network efficiency and information saturation
B. social network analysis
C. degree centrality
D. betweenness
E. density

A

C. degree centrality

49
Q

the degree to which a group member’s position in a network is located along a path between other pairs of individuals in the network

A. Marvin E Shaw, network efficiency and information saturation
B. social network analysis
C. degree centrality
D. betweenness
E. density

A

D. betweenness

50
Q

the degree of connectedness of the group’s members, as indexed by the number of actual ties linking members divided by number of possibliities

n(n-1) if directed and n(n-1)/2 if not directed

A. Marvin E Shaw, network efficiency and information saturation
B. social network analysis
C. degree centrality
D. betweenness
E. density

A

E. density

51
Q

an evaluative consensual standard that describes how people should act, feel, and think in a given situation rather than how people do act, feel, and think in that situation

A. injunctive norm
B. task role
C. relationship role
D. role ambiguity
E. role conflict

A

A. injunctive norm

52
Q

any position in a group occupied by a member who performs behaviors that promote completion of tasks and activities, such as initiating structure, providing task-related feedbkac, and setting goals.

A. injunctive norm
B. task role
C. relationship role
D. role ambiguity
E. role conflict

A

B. task role

53
Q

any position in a group occupied by a member who performs behaviors that improve the nature and quality of interpersonal relations among members, such as showing concern for the feelings of others, reducing conflict, and enhancing feelings of satisfaction and trust in the group

A. injunctive norm
B. task role
C. relationship role
D. role ambiguity
E. role conflict

A

C. relationship role

54
Q

unclear expectations about the behaviors to be performed by an individual occupying a particular position within the group, cause by a lack of clarity in the role itself, a lack of consensus within the group regarding the behaviors associated with the role, or the individual role taker’s uncertainty with regard to the types of behaviors expected by others

A. injunctive norm
B. task role
C. relationship role
D. role ambiguity
E. role conflict

A

D. role ambiguity

55
Q

a state of tension, distress, or uncertainty caused by inconsistent or discordant expectations associated with one’s role in the group

A. injunctive norm
B. task role
C. relationship role
D. role ambiguity
E. role conflict

A

E. role conflict

56
Q

a form of role confclit that occurs when individuals occupy multiple roles within a group and the expectations and behaviors associated with one of their roles are not consistent with the expectations and behaviors associated with another of their roles

A. interrole conflict
B. intrarole conflict
C. role fit
D. social network analysis
E. density

A

A. interrole conflict

57
Q

a form of role conflict that occurs when the behaviors that make up a single role are incongruous, often resulting from inconsistent expectations on the part of the person who occupies the role and other members of the group

A. interrole conflict
B. intrarole conflict
C. role fit
D. social network analysis
E. density

A

B. intrarole conflict

58
Q

the degree of congruence between the demands of a specific role and the attitudes, values, skills, and other characteristics of the individual who occupies the role

A. interrole conflict
B. intrarole conflict
C. role fit
D. social network analysis
E. density

A

C. role fit

59
Q

a set of analysis procedures used to describe the structure through graphic representations and through mathematical procedures that quantify these structures

A. interrole conflict
B. intrarole conflict
C. role fit
D. social network analysis
E. density

A

D. social network analysis

60
Q

the degree of connectedness of group’s members, as indexed by the number of actual ties linking members divided by the number of possible ties

A. interrole conflict
B. intrarole conflict
C. role fit
D. social network analysis
E. density

A

E. density

61
Q

the number of ties between group members, the average of the direct connections among group members

A. degree centrality
B. outdegree
C. indegree
D. betweenness
E. closeness

A

A. degree centrality

62
Q

for nonsymmetric data, the number of ties initiated by the individual

A. degree centrality
B. outdegree
C. indegree
D. betweenness
E. closeness

A

B. outdegree

63
Q

for nonsymmetric data, the number of ties recieved by the individual

A. degree centrality
B. outdegree
C. indegree
D. betweenness
E. closeness

A

C. indegree

64
Q

the degree to which a group member’s position in a network is located along a path between other pairs of individuals in the network

A. degree centrality
B. outdegree
C. indegree
D. betweenness
E. closeness

A

D. betweenness

65
Q

the distance, in terms of ties, of an individual from all others in the network

A. degree centrality
B. outdegree
C. indegree
D. betweenness
E. closeness

A

E. closeness

66
Q

the gradual rise of some group members to positions of greater authority, accompanied by decreases in the authority exercised by other members

A. status differentiation
B. pecking order
C. expectation-states theory
D. specific status characteristic
E. diffuse status differentiation

A

A. status differentiation

67
Q

a stable, order pattern of individual variations in prestige, status, and authority among group members

A. status differentiation
B. pecking order
C. expectation-states theory
D. specific status characteristic
E. diffuse status differentiation

A

B. pecking order

68
Q

an explanation of status differentiation in groups which assumes that group members allocate status to group members judged to be competent at the task at hand and to group members who have qualities that the members think are indicators of competence and potential

A. status differentiation
B. pecking order
C. expectation-states theory
D. specific status characteristic
E. diffuse status differentiation

A

C. expectation-states theory

69
Q

in status characteristics theory, task-specific behavioral and personal characteristics that people consider when estimating the relative competency, ability, and social value of themselves and others

A. status differentiation
B. pecking order
C. expectation-states theory
D. specific status characteristic
E. diffuse status differentiation

A

D. specific status characteristic

70
Q

in status characteristics theory, general personal qualities such as age, race, and ethnicity that people consider when estimating the relative competency, ability, and social value of themselves and others

A. status differentiation
B. pecking order
C. expectation-states theory
D. specific status characteristic
E. diffuse status differentiation

A

E. diffuse status differentiation

71
Q

the tendency for individuals known to have achieved or been ascribed authority, respect, and prestige in one context to enjoy relatively higher status in other, unrelated, contexts (e.g. a celebrity who exercises influence in a group even though this diffuse status characteristic is not relevant in the current group context).

A. status generalization
B. solo status
C. attraction network
D. sociometric differentiation
E. balance theory

A

A. status generalization

72
Q

the state of being the only group member who is a representative of a specific social category in an otherwise homogeneous group (e.g. a man in an otherwise all female group)

A. status generalization
B. solo status
C. attraction network
D. sociometric differentiation
E. balance theory

A

B. solo status

73
Q

patterns of liking/disliking, acceptance/rejection, and inclusion/exclusion among members of a group

A. status generalization
B. solo status
C. attraction network
D. sociometric differentiation
E. balance theory

A

C. attraction network

74
Q

the development of stronger and more positive interpersonal ties between some members of the group, accompanied by decreases in the quality of relations between other members of the group

A. status generalization
B. solo status
C. attraction network
D. sociometric differentiation
E. balance theory

A

D. sociometric differentiation

75
Q

a conceptualization advanced by Fritz Heider which assumes that interpersonal relationships can be either balanced (integrated units with elements that fit together without stress) or unbalanced (inconsistent units with elements that conflict with one another). Heider believed that unbalanced relationships create an unpleasant tension that must be relieved by changing some element of the system.

A. status generalization
B. solo status
C. attraction network
D. sociometric differentiation
E. balance theory

A

E. balance theory

76
Q

patterns of information transmission and exchange that describe who communicates most frequently and to what extent with whom

A. communication network
B. systematic multiple level observation of groups

A

A. communication network

77
Q

robert bale’s theory and observation system which assumes that group activities can be classified along three dimensions (dominance versus submissiveness, friendliness versus unfriendliness, and acceptance versus nonacceptance of authority) and that groups are more effective when these three aspects of the group align

A. communication network
B. systematic multiple level observation of groups

A

B. systematic multiple level observation of groups

Group Dynamics (4 decks)

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