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Solomon cb10 ch11 GE version tif
Consumer Behaviour (‫)ةدحتملا ةيبرعلا تارامإلا ةعماج‬
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Consumer Behavior, Global Edition, 10e (Solomon)
Chapter 11 Groups and Social Media
1) A(n) ________ is an actual or imaginary individual or group conceived of having significant
relevance upon an individual's evaluations, aspirations, or behavior.
A) opinion group
B) demographic group
C) reference group
D) focus group
Answer: C
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-1
2) Reference groups influence us in three ways. These influences include informational,
utilitarian, and ________ dimensions.
A) reputational
B) descriptive
C) knowledge
D) value-expressive
Answer: D
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-1
AACSB: Communication abilities
3) Which of the following is an example of utilitarian influence?
A) An individual seeks information about various brands from a professional.
B) An individual's decision to purchase a particular brand is influenced by the preferences of
family members.
C) An individual feels that the purchase of a particular brand will enhance the image others have
of her.
D) An individual seeks brand-related knowledge and experience from friends, neighbors,
colleagues, and relatives who have reliable information about the brand.
Answer: B
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-1
AACSB: Communication abilities
1
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4) The capacity to alter the actions of others is referred to as ________ power.
A) publicity
B) social
C) second-order
D) behavioral
Answer: B
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
5) If a consumer admires the qualities of another person and copies his or her behaviors, the
person that is copied is said to have ________ power.
A) referent
B) informational
C) legitimate
D) coercive
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
6) The ________ influence is the reference group influence that helps the consumer make
decisions about specific brands or activities.
A) normative
B) comparative
C) selective
D) coercive
Answer: B
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
2
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7) A group composed of people that the consumer actually knows is called a(n) ________
reference group.
A) aspirational
B) tribal
C) membership
D) networked
Answer: C
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
8) Political candidates who get the most media exposure are more likely to win an election
because of the effect of ________ in determining one's set of referents.
A) propinquity
B) mere exposure
C) group cohesiveness
D) reference bias
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
9) Which of the following is an example of a new kind of avoidance group that has grown in
popularity through the Web?
A) virtual communities of consumption
B) virtual worlds
C) consumer tribes
D) antibrand communities
Answer: D
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Use of information technology
3
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10) One of the chief causes of the phenomenon of the risky shift effect is ________.
A) decision polarization
B) degeneration hypothesis
C) regeneration hypothesis
D) diffusion of responsibility
Answer: D
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
11) The ________ a group is, the more likely members are to engage in social loafing.
A) more homogeneous
B) smaller
C) bigger
D) less homogeneous
Answer: C
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
12) When members of a group come together with a certain attitude, that attitude becomes more
extreme after the group discusses it. This effect is called ________.
A) social loafing
B) decision polarization
C) responsibility diffusion
D) the principle of least interest
Answer: B
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
4
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13) Home shopping parties may activate the risky shift or ________, in which the individual at
the party may get so caught up in the party spirit that he orders products that he would normally
not purchase.
A) deindividuation
B) homophily
C) surrogate shift
D) principle of least interest
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
14) The pressure to conform that escalates as more and more group members "cave in" is called
the ________ effect.
A) polarization
B) bandwagon
C) loafing
D) homophily
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
15) Within groups, informal rules of behavior are called ________.
A) beliefs
B) values
C) norms
D) interpersonal dynamics
Answer: C
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-3
AACSB: Communication abilities
5
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16) Consumers who are confident in themselves and do not seek peer approval for their
behaviors are said to be ________.
A) normative
B) role-relaxed
C) deindividuated
D) insulated
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-3
AACSB: Communication abilities
17) Young teenagers who conform to group pressure because they believe they will be punished
by the group for nonconforming behaviors are motivated by ________.
A) social loafing
B) the principle of least interest
C) group unanimity
D) fear of deviance
Answer: D
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-3
AACSB: Communication abilities
18) According to the principle of least interest, the person who is least ________ has the most
power in a relationship.
A) committed to staying in the relationship
B) susceptible to interpersonal influence
C) susceptible to cultural pressures
D) concerned about sanctions against nonconforming behavior
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-3
AACSB: Communication abilities
6
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19) A marketing manager who wants to identify opinion leaders for her product category should
do which of the following?
A) She should find government officials who use the product.
B) She should find socially active persons who are intensely interested in the product category
and who are similar to other customers.
C) She should find intellectuals who can write and speak well so that communication will be
facilitated.
D) She should look for people who stand out in a crowd.
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
20) Which of the following statements most accurately defines homophily?
A) Homophily is the degree to which a pair of individuals is similar in terms of education, social
status, and beliefs.
B) Homophily is the degree to which a pair of individuals is similar in terms of monetary wealth
and lifestyle.
C) Homophily is the degree to which a pair of individuals is similar in terms of ethnicity.
D) Homophily is the degree to which a pair of individuals is similar in terms of sexual
orientation.
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
21) Recent research on opinion leadership has called into question the traditional view that there
is such a thing as a ________ opinion leader.
A) heterophilous
B) generalized
C) polymorphic
D) monomorphic
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
7
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22) The opinion leader referred to as a(n) ________ is actively involved in transmitting
marketplace information of all types.
A) surrogate consumer
B) innovator
C) monomorphic leader
D) market maven
Answer: D
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
23) A(n) ________ is a marketing intermediary retained by a consumer to guide what that
consumer buys.
A) market maven
B) opinion leader
C) power user
D) surrogate consumer
Answer: D
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
24) Several research methods are used to study reference groups and opinion leadership.
________ methods trace communication patterns among members of a group. These techniques
allow researchers to systematically map out the interactions that take place among group
members.
A) Momentum
B) Behavioral
C) Sociometric
D) Geodemographic
Answer: C
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
8
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25) A sociometric network analysis is likely to study all of the following EXCEPT which one?
A) referral behavior
B) the use of surrogate consumers
C) the tie strength between members of a network
D) communication in social systems
Answer: B
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
26) The importance of weak ties in a social system is demonstrated by their ________.
A) bridging function
B) social contagion
C) momentum effect
D) diffusion of responsibility
Answer: A
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
27) In advertising terms, a(n) ________ refers to a view or exposure to an advertising message.
A) node
B) impression
C) connection
D) reference
Answer: B
Diff: 2
Learning Outcome: Describe the factors influencing whether or not consumers detect and attend
to sensory marketing stimuli.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
9
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28) Product information that is transmitted by individuals to individuals is called ________.
A) independent analysis
B) product shuffle
C) reactance formation
D) word-of-mouth
Answer: D
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-5
AACSB: Communication abilities
29) In general, advertising is more effective when it ________ than when it ________.
A) tries to create new product preferences; reinforces our existing product preferences
B) reinforces our existing product preferences; tries to create new product preferences
C) relies upon word-of-mouth tactics; relies upon viral marketing tactics
D) relies upon viral marketing tactics; relies upon word-of-mouth tactics
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-5
AACSB: Communication abilities
30) Which of the following is NOT one of three basic themes of complaint Web sites recently
identified in a study of such Web sites?
A) injustice
B) identity
C) legitimacy
D) agency
Answer: C
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-6
AACSB: Use of information technology
10
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31) What is guerrilla marketing?
A) the use of large, attention-getting displays such as balloons and searchlights at the retail site
B) the use of hidden attacks on the competition by creating false news releases, negative WOM,
and industrial sabotage
C) the use of promotions that rely on unconventional locations and strategies to build buzz
D) the use of a monster attack on all sources of media so that a promotion is seen and heard
simultaneously, no matter where a customer turns
Answer: C
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-6
AACSB: Communication abilities
32) ________ refers to the strategy of getting visitors to a Web site to forward information on the
site to their friends in order to make still more consumers aware of a product.
A) Foot-in-door marketing
B) Guerrilla marketing
C) Viral marketing
D) Demand-based marketing
Answer: C
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-6
AACSB: Use of information technology
33) Social networking is an integral part of what many call ________, which is characterized by
interactive platforms that foster the creation of communities.
A) the virtual world
B) the mega Web
C) the inner Web
D) Web 2.0
Answer: D
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-7
AACSB: Use of information technology
11
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34) According to the ________ perspective, under the right circumstances a group of people is
smarter than the smartest people within the group.
A) mere exposure phenomenon
B) wisdom of crowds
C) deindividuation
D) normative influence
Answer: B
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-7
AACSB: Communication abilities
35) Jeff had collected a nice wardrobe before graduating from college. All of his friends
considered him "well dressed." After the first day at his new job, however, Jeff immediately went
out and replaced most of his clothes with what was considered to be professional dress clothing.
Jeff had just experienced the power of a new ________.
A) reference group
B) information cascade
C) avoidance group
D) brand community
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-1
AACSB: Analytic skills
36) Which form of reference group influence is most associated with the following situation?
Carl knows that Bert has had experience with various types of motor oils because Bert is a
mechanic for a large Cadillac dealership. Carl asks Bert to compare his brand against Quaker
State. Bert tells Carl that Quaker State can't be beat for performance and durability.
A) coercive influence
B) information influence
C) utilitarian influence
D) value-expressive influence
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-1
AACSB: Analytic skills
12
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37) Kimberly has been contacted eight times in the last week by a pushy telemarketer. She made
the mistake of showing some interest in the product being sold and has not had much luck in
getting rid of the caller. Which of the following forms of power is being exercised by the
telemarketer?
A) expert power
B) referent power
C) reward power
D) coercive power
Answer: D
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Analytic skills
38) If a fireman told you to leave your apartment, you would comply because the fireman has
________ power.
A) referent
B) legitimate
C) coercive
D) reward
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Analytic skills
39) Phillipe is a member of a small Harley-Davidson motorcycle club. They meet once a week to
ride and talk about their bikes. This club might exert a ________ influence on Phillipe as he
decides which model of bike to buy for his girlfriend.
A) comparative
B) normative
C) coercive power
D) legitimate power
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Analytic skills
13
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40) Every summer, thousands of bikers converge on Sturgis, South Dakota, filling up every
campground, motel, and hotel within miles of the city. This annual meeting is an example of a
gathering of a(n) ________.
A) normative clan
B) consumer tribe
C) maven network
D) aspirational group
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Analytic skills
41) Chet meets each Wednesday night at his local bookstore with a small group of computer
enthusiasts. The group calls itself X-Hackers because at one time all of these select members
were hackers. Today, members of the group have similar values and have pledged to stop
computer hacking. Which of the following membership group factors best describes what brings
this group together?
A) propinquity
B) mere exposure
C) group cohesiveness
D) avoidance
Answer: C
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Analytic skills
42) Jeremy liked to gamble. He and his friends would travel several times a month to a local
casino. If Jeremy could not find someone to travel with, he would go by himself. He noticed after
a few months that he wagered more when he was with his friends than when he was alone.
Jeremy's behavior is an example of ________.
A) risky shift
B) decision polarization
C) social loafing
D) capitalization
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Analytic skills
14
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43) Angela belongs to a film club that selects and views classic movies once a month. Angela
wouldn't watch a vampire movie on her own, but is happy to watch the classic vampire film with
the group that almost all of the other group members voted to see. This example demonstrates
which factor of conformity?
A) group unanimity
B) cultural pressure
C) fear of deviance
D) principle of least of interest
Answer: A
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-3
AACSB: Analytic skills
44) Meagan is planning her wedding and wants everything to be just right, from the invitations
and table settings to the ceremony and music selections. Because she feels overwhelmed by all of
the information to sort through and the choices to make, she hires a wedding planner to make
many of the decisions and purchases for her. Meagan's wedding planner is best described as a(n)
________.
A) innovative communicator
B) consumer surrogate
C) opinion seeker
D) key informant
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-4
AACSB: Analytic skills
15
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45) Sam and Jackson have just returned from a Houston Astros game at the new Astros ballpark.
The ballpark really impressed them. What really caught their attention, however, was the unique
way that Coca-Cola sold its products. There were roving teams of "Cola Buddies" moving
throughout the crowd during the game. These teams were passing out "free coupons" for Cokes,
souvenir cups, dugout passes, and free tickets to next week's game. Sam and Jackson will always
remember how great their day at the ballpark was and will certainly choose Coca-Cola when
given the opportunity. This is an example of which of the following communication strategies?
A) foot-in-the-door marketing
B) viral marketing
C) guerrilla marketing
D) demand-based marketing
Answer: C
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-6
AACSB: Analytic skills
46) Amanda thought she had been cheated by a local car dealership. She was so upset that she
created a Web site to share her story with the world. What is the most likely result of Amanda's
action?
A) Most readers will think that Amanda is a little nutty and ignore her Web site.
B) Amanda's Web site will decrease the credibility of the dealership's ads and will influence
potential buyers to stay away from the dealership.
C) Even if it is read extensively, Amanda's Web site will have little effect on how people see the
dealership or Amanda.
D) The Web site will actually increase sales at the dealership by giving the company free
publicity.
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-6
AACSB: Use of information technology
16
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47) Mindi heard that rubbing olive oil on her feet would help her to avoid the painful cracks that
sometimes appear on her heels. Mindi is no foot expert, but she is willing to try this remedy on
the off-chance that it might work. Which of the following would best explain Mindi's response to
word-of-mouth information?
A) She is coerced into action.
B) She is totally dependent on word-of-mouth information.
C) She is being influenced by social persuasion theory.
D) She is unfamiliar with the product and is therefore likely to be persuaded by word-of-mouth
information.
Answer: D
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-6
AACSB: Reflective thinking skills
48) Consumers who participate in social networking are more likely to consider themselves as
________ than are those who do not use online social networks.
A) media recipients
B) media broadcasters
C) members of an aspirational group
D) members of a reference group
Answer: B
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-7
AACSB: Reflective thinking skills
49) Propinquity is a factor that is related to the power of a reference group. How will it influence
the relative power between a membership group and an avoidance group?
A) Propinquity should make membership groups much stronger than avoidance groups.
B) Propinquity should make membership groups and avoidance groups equal in potential power.
C) Propinquity should make membership groups weaker than avoidance groups because the
motivation to distance oneself is increased with closeness.
D) Propinquity will have no influence on either membership groups or avoidance groups.
Answer: A
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Synthesis
Objective: 11-2
AACSB: Reflective thinking skills
17
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50) What do social loafing and decision polarization have in common?
A) Group decisions become more extreme, so that individuals who are naturally lazy become
even more so.
B) Some people do not pay their "fair share," which causes groups to polarize into smaller
groups.
C) Both effects show how individualism is maintained even within groups that exert considerable
peer pressure.
D) Both are examples of how individuals and groups of people behave differently within larger
groups than they would behave as individuals.
Answer: D
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Synthesis
Objective: 11-2
AACSB: Reflective thinking skills
51) A normative community is an actual or imaginary individual or group conceived of having
significant relevance upon an individual's evaluations, aspirations, or behavior.
Answer: FALSE
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-1
AACSB: Communication abilities
52) A person with social power has the ability to alter the actions of others.
Answer: TRUE
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
53) People we admire influence us because they hold reward power.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
18
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54) Groups maintain fundamental standards of conduct through normative influence.
Answer: TRUE
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
55) A membership reference group is made up of idealized figures such as successful business
people, athletes, or performers.
Answer: FALSE
Diff: 1
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
56) The likelihood that someone will belong to your reference group is enhanced if you and the
person have propinquity.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
57) An individual's motivation to distance himself from a negative reference group cannot be as
powerful as his motivation to please a positive group.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
58) When shopping with others, some people are more likely to choose risky alternatives than
they would be if shopping alone. This behavior occurs due to the risky shift effect.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
19
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59) Most cultures in the world encourage the same degree of conformity.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-3
AACSB: Multicultural and diversity understanding
60) Opinion leaders often absorb much of the risk in buying new products because they generally
buy them first.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
61) The original opinion leadership framework of an influence network has been largely
displaced by the two step flow model of influence.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
62) Opinion leaders are likely to also be opinion seekers.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
63) A surrogate consumer, by definition, makes a purchase on behalf of another consumer.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
20
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64) Most opinion leaders are celebrities rather than everyday consumers.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
65) The most common method of identifying opinion leaders is to use the social registry
document kept by most city newspapers.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-4
AACSB: Communication abilities
66) Word-of-mouth has a more powerful effect on consumers than paid advertising does.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-5
AACSB: Communication abilities
67) Consumers are swayed more by negative word of mouth than by positive comments.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-5
AACSB: Communication abilities
68) As people transmit information to one another, they tend to change the message.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-5
AACSB: Communication abilities
21
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69) Companies tend to use guerrilla marketing to reach consumers in their 40s and 50s who often
do not have the time to consume traditional media.
Answer: FALSE
Diff: 2
Learning Outcome: Explain how marketers can best appeal to members of different age
subcultures.
Skill: Concept
Objective: 11-6
AACSB: Communication abilities
70) Janet was very orderly around her apartment. Everything in her apartment was always very
neat and clean. At a public park, Janet took some trash out of her car and threw it toward a trash
container. Some of it fell on the ground. Janet just shrugged and said, "The trash guys will get it,"
and drove off. This is an example of deindividuation.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Analytic skills
71) Dayane and Kenneth are both active members of LinkedIn, a professional networking Web
site. They follow and post to discussion boards, add links to colleagues, and frequently update
their profiles. In networking terms, Dayane and Kenneth are both nodes.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-7
AACSB: Analytic skills
72) For an average citizen, an American senator is more likely to possess coercive power than
legitimate power.
Answer: FALSE
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-2
AACSB: Reflective thinking skills
22
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73) According to the principle of least interest, a person will gain power in a group as she
decreases her commitment to the group.
Answer: TRUE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-3
AACSB: Reflective thinking skills
74) Vicente is conducting research to test the hypothesis that the social contagion effect is weak
in adults. His finding that adults who have a close friend or relative who abstains from drinking
alcohol are more likely to abstain themselves will support his hypothesis.
Answer: FALSE
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-4
AACSB: Reflective thinking skills
75) The concepts of deindividuation and the wisdom of crowds can be used to explain why
groups of people often come up with more creative solutions to problems than individuals do.
Answer: TRUE
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Synthesis
Objective: 11-7
AACSB: Reflective thinking skills
76) Define the term reference group and explain the difference between a membership reference
group and an aspirational reference group.
Answer: A reference group is an actual or imaginary individual or group conceived as having
significant relevance upon an individual's evaluations, aspirations, or behavior. A membership
group consists of people an individual knows; an inspirational reference group, on the other
hand, consists of people an individual admires but does not know personally.
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
23
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77) Reference groups influence consumers in three ways. Name these three ways and describe
the nature of the influence upon the consumer.
Answer:
∙ Informational influence—the consumer seeks information from experts, professionals, and
others who work with the product or who are knowledgeable about the product; the consumer
may be influenced by the "seal of approval" of independent testing agencies. The consumer
consults with friends about their experiences with the performance of brands. The consumer also
observes which products are used by the experts themselves:
∙ Utilitarian influence—the individual's decision to buy a particular brand is influenced by
expectations or preferences of co-workers, family, and others with whom he has social contact.
Brand choice is influenced by a desire to satisfy the preferences and expectations others have of
him or her.
∙ Value-expressive influence—the individual feels that buying or using a particular brand
might enhance the image others have of him or her. Those who use such a brand are admired or
respected, and the individual feels they have the characteristics he would like to have. Using
such products tends to show others what he is or would like to be, and how he would like to be
regarded by them.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-1
AACSB: Communication abilities
78) Describe the concepts of normative influence and comparative influence among reference
groups.
Answer: Normative influence occurs when the reference group helps to set and enforce
fundamental standards of conduct. In contrast, comparative influence occurs when the group
(because of its nature or expertise) impacts decisions about specific brands or activities.
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
24
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79) The likelihood that people will become part of a consumer's membership reference group is
affected by three factors. Name and briefly discuss each of these factors.
Answer:
∙ Propinquity—as physical distance between people decreases and opportunities for interaction
increase, relationships are more likely to form. Physical nearness is called propinquity. For
example, residents in a neighborhood are more likely to be friends with the people next door than
those who live several doors down from them. Physical structure has a lot to do with whom we
get to know and how popular we are.
∙ Mere exposure—we come to like persons or things simply as a result of seeing them more
often, which is known as the mere exposure phenomenon. Greater frequency of contact, even if
unintentional, may help to determine one's set of local referents.
∙ Group cohesiveness—cohesiveness refers to the degree that members of a group are attracted
to each other and value their group membership. As the value of the group to the individual
increases, so too does the likelihood that the group will guide consumption decisions. Smaller
groups tend to be more cohesive; in larger groups, the contributions of each member are usually
less important or noticeable. By the same token, groups often try to restrict membership to a
select few, which increases the value of membership to those who are admitted.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-2
AACSB: Communication abilities
25
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80) Discuss the concept of conformity. Then describe the five types of social influence that affect
the likelihood of conformity.
Answer: Conformity refers to a change in beliefs or actions as a reaction to real or imagined
group pressure. In order for a society to function well, a system of rules for expected behaviors is
developed, more or less informally as norms or formally through laws. Over time, there is
general agreement within the society about obeying these rules and conforming to the group's
norms. Among the factors that affect the likelihood of conformity are:
∙ Cultural pressures can exert enormous influence on individuals to "do the right thing."
∙ Fear of deviance pressures individuals because most societies and groups punish or
disapprove of behaviors different from those of the group.
∙ Commitment or the degree to which the individual is dedicated to continued membership in a
group influences behavior. Generally speaking, the greater the desire to remain in a group, the
more conformity an individual will exhibit.
∙ Group size, unanimity, and expertise all combine to increase a group's power to elicit greater
conformity.
∙ Susceptibility to interpersonal influence refers to an individual's need to identify or enhance
his or her image in the opinion of significant others. This enhancement process is often
accomplished by the acquisition of products the person believes will impress his or her audience.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-3
AACSB: Communication abilities
81) Briefly describe the characteristics of someone who is role-relaxed.
Answer: Some individuals need to have others think highly of them. For the role-relaxed person,
the opposite is true. These individuals tend to be older, affluent, and have high self-confidence.
The role-relaxed person does not purchase for social approval. They are much less susceptible to
interpersonal influence to conform.
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Concept
Objective: 11-3
26
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82) What characteristics of opinion leaders make them valuable sources for product information?
Answer: All of the following reasons are cited in the chapter:
∙ Opinion leaders have technical competence leading to expert power.
∙ They have prior familiarity with product information and evaluation from a non-biased
perspective. This gives them knowledge power. They pre-screen information.
∙ They have high social standing and broad-based community contacts and support. They are
socially active and have legitimate power.
∙ They are similar to the consumer in other respects, leading to referent power.
∙ They tend to be slightly higher in terms of status and educational attainment but not so high
as to be in a different social class.
∙ They are usually among the first to buy and use new products so that much product
evaluation is based upon personal experience, further enhancing their credibility as opinion
leaders.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-4
AACSB: Communication abilities
83) Explain why opinion leaders are hard to identify.
Answer: Opinion leaders are not leaders in the normal sense. Therefore, identifying community
and business leaders does not solve the problem. This is complicated by the fact that highly
visible people are more likely to influence opinions simply because they are visible, so leaders
do have a higher likelihood of being opinion leaders. Opinion leaders also tend to be everyday
consumers who operate at the local level, influencing a small group of consumers rather than an
entire market segment.
Opinion leadership is also product category specific, so someone whose opinion may be sought
concerning automobiles, for example, will have no such influence when it comes to women's
shoes.
Opinion leaders must be able to communicate. Therefore, a person who is an expert about a
product category cannot be an opinion leader unless he interacts and communicates with other
potential customers.
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-4
AACSB: Communication abilities
27
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84) With respect to opinion leadership, compare the self-designating model and the key
informant method.
Answer: The most commonly used technique to identify opinion leadership is simply to ask
individual consumers whether they consider themselves opinion leaders. Although respondents
who report a greater degree of interest in a product category are more likely to be opinion
leaders, the results of surveys intended to identify self-designated opinion leaders must be
viewed with some skepticism. The success of this technique, however, can be improved if the
researcher will select key informants who in turn are asked to identify opinion leaders (this
removes the natural inflation bias). The success of the key informant method depends on locating
those who have accurate knowledge of the groups being measured.
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-4
AACSB: Communication abilities
28
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85) Describe the meaning of social power. What are the six bases of social power within
reference groups? Give an example of how each one might be used.
Answer: Social power refers to the capacity to alter the actions of others. Dimensions of social
power apply whether the action was taken voluntarily or whether the action would be taken even
if the more powerful person or group was not present to monitor the situation.
Power bases of individuals or groups include:
∙ Referent power stems from a person's having qualities admired by others. Prominent people
can affect consumer behavior by championing causes, making distinctive fashion statements, or
by endorsing products (e.g., "Air" Jordan).
∙ Information power stems from possession of knowledge considered valuable by others.
Editors of trade publications may be thought to have "inside" information others would like to
know. Likely strategies of those possessing power include retrieving valuable information from
business or industry sources or a library for dissemination to others.
∙ Legitimate power is granted by informal social agreements and through formal actions such
as laws or voluntary acquiescence to the authority of another. Likely strategies of those
possessing legitimate power include use of one's official title, such as professor, or wearing a
uniform to communicate authority.
∙ Expert power is derived from possessing a specific knowledge or unusual level of skill that is
inseparable from the person or the expert. Likely strategies of those possessing power include
demonstrating special knowledge, such as computer literacy, or appearing on TV discussion
shows as an authority.
∙ Reward power exists when a person or group has the means to provide positive
reinforcements for desired behavior by group members. Likely strategies of those possessing
power include tangible rewards, such as giving bonuses for outstanding employee service or
intangible rewards such as giving social approval for desired behavior ("I think you'll be glad
you moved to this neighborhood.").
∙ Coercive power exists when a person or group has the means to punish group members for
inappropriate behavior. Likely strategies of those possessing coercive power include firing a
worker for poor performance or refusing to let children watch TV if they misbehave. Coercive
power is rarely used in marketing situations except as fear appeals in advertising.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-2
AACSB: Reflective thinking skills
29
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86) Product-related conversations (word of mouth) result because people enjoy talking about
things that interest them, people have a genuine desire to help others, and people gain an ego
boost from spreading knowledge. However, customers will talk much more about negative
product and service experiences than positive ones. Why?
Answer: The motivation for negative word of mouth is probably much the same as positive
WOM, except that one element has been magnified and another one has been added. When a
person has been disappointed in the marketplace, she may maintain her ego by telling as many
people as possible about the experience, receiving feedback that may reinforce her own sense of
worth and justify her experience. There may also be added an element of revenge. The person
may react to her disappointment by attempting to hurt the provider of the product or service.
Note to Instructor: The exact answer to this question is not in the text; the student should,
however, have a feel for the concept of negative WOM and be able to expand the discussion in
the text.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-6
AACSB: Reflective thinking skills
87) Explain the concept of guerrilla marketing and give an illustration of how this
promotion/communication technique might be applied. Be specific in your comments.
Answer: Guerrilla marketing is the concept of using unconventional locations and methods,
including word-of-mouth campaigns, to push products.
Examples may include using street teams to pass out promotions and bombard neighborhoods
with literature on an event, giving free products to opinion leaders to introduce at social events,
or encouraging young people to deliver product endorsements to their networks of friends.
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-6
AACSB: Reflective thinking skills
30
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88) Explain the concept of a virtual world and then explain how the popularity of such virtual
worlds may influence marketers' strategies.
Answer: A virtual world is an online environment that uses sophisticated computer graphics to
create a digital world. Users enter the world in the form of a digital persona they create
themselves. These avatars interact in real time with the digital personas of other users. Some
marketers now provide virtual goods for these virtual worlds, as users purchase products for their
avatars. Some marketers, such as IKEA, have linked virtual goods to real goods; the theory is
that virtual world users who are introduced to products in the virtual world will be more
interested in the real things in the real world.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Application
Objective: 11-7
AACSB: Use of information technology
89) In America in the 1960s, the slogan "Do your own thing" reflected a movement away from
conformity. Discuss the type of cultural pressures that could have caused this movement.
Answer: Different cultures encourage conformity to a greater or lesser degree. The slogan
demonstrates American feelings in the 1960s. There was a move toward individualism. Students
can generate a creative response to this question. Common areas cited are rules, racism, free
speech, unpopular wars, cult behavior, excessive behaviors, drug cultures, and rebellion toward
authority. Some students will recall other such movements in history, such as when women
sought the right to vote and the Roaring 20s.
Diff: 2
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Critical Thinking
Objective: 11-3
AACSB: Reflective thinking skills
31
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90) What type of power does a class have as a whole to control the behavior of a professor? As
you consider the answer, list each of the six types of power outlined in the text and discuss each
type of power as it might be related to this question.
Answer: ∙
Referent power is the influence that a group (the class) has over an individual (the
professor) because he or she admires the qualities of the group. This influence would probably be
minor, except in social interactions. The professor might feel motivated to act positively toward
the class because he or she admires students' manners, and so on.
∙ Information power is the influence a group can have because it holds valuable information.
The only information the class may hold that would interest a professor would be in terms of
feedback. Where is the class in terms of an understanding of the topics being taught? Do the
students understand the material?
∙ Legitimate power is the influence a group may hold because of their position of authority. A
class is not likely to hold any legitimate authority over a professor.
∙ Expert power is the influence a group may hold because of their expertise. It is unlikely that a
class as a whole would hold any expert power over a professor.
∙ Reward power is the influence a group may hold because it can grant rewards. A class can
reward a professor in many ways. The class could show interest in what is being taught, or it
could show interest in the professor as an individual. The class could participate in discussions or
laugh at jokes. If students evaluate the instructor or class, that could be seen as a reward or
punishment.
∙ Coercive power is the influence maintained by a group by force or intimidation. It would be
hoped that no class could exert such power.
Diff: 3
Learning Outcome: Discuss the influence of groups and word-of-mouth (WOM)
communication.
Skill: Synthesis
Objective: 11-2
AACSB: Reflective thinking skills
32
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