Myers’ Psychology: Second Edition
Mod 74: Attribution, Attitudes & Actions
Multiple Choice:
1. D
2. E
3. A
Answer Key for Unit XIV Social Psychology
page 761
Practice FRQ 2
Student should explain any 2 of the following regarding peripheral route persuasion—2 points
 Occurs when people are influenced by incidental cues such as speaker’s attractiveness
 Doesn’t engage in systematic thinking
 Involves making snap judgments based on incidental cues
Student should explain any 2 of the following about central route persuasion—2 points
 Occurs when interested people focus on the arguments and respond with favorable thoughts
 Occurs mostly when people are naturally analytical or involved in the issue
 Offers evidence that aims to trigger favorable thoughts
Mod 75: Conformity and Obedience
Multiple Choice:
1. B
2. D
3. E
4. D
pages 769—770
Practice FRQ 2—1 point each
 Milgram’s research placed undue stress on the participants since they believed they were
administering powerful shocks to another person. Also, Milgram used deception in his
research. He told his participants several things that were not true. For example, it was
untrue that the roles of teacher and learner were assigned by chance
 Milgram noted that after the participants learned the truth behind the experiment, almost
none regretted taking part in int. also, none of the 40 teachers appeared to suffer emotional
aftereffects
Mod 76: Group Behavior
Multiple Choice:
1. A
2. D
3. B
4. D
page 779
Practice FRQ 2—1 point each
 Groupthink is the mode of thinking that occurs when the desire for harmony in a decisionmaking group overrides a realistic appraisal of alternatives
 Group polarization is the enhancement of a group’s prevailing inclinations through discussion
within the group


Any correct example of groupthink can earn credit. Answers will vary.
Any correct example of group polarization can earn credit. Answers will vary
Mod 77: Prejudice and Discrimination page 788
Multiple Choice:
1. A
2. E
3. C
4. E
5. B
Practice FRQ 2—1 point each
 Social root: inequalities or ingroup bias
 Emotional root: scapegoat theory
 Cognitive root: categorization, vivid cases, or the just-world phenomenon
Mod 78: Aggression
Multiple Choice:
1. C
2. D
3. A
page 797
Practice FRQ 2—1 point each
 A social script is a culturally modeled guide for how to act in various situations
 The frustration-aggression principle is the notion that a blocked goal frustrates, causes anger,
and elicits aggression
 Any correct example of a social script can earn credit. Answers will vary
 Any correct example of the group frustration-aggression principle can earn credit. Answers
will vary
Mod 79: Attraction
Multiple Choice:
1. B
2. E
3. A
4. D
page 806
Practice FRQ 2
 Physical arousal is the key factor that accompanies passionate love (1 pt)
 Equity and self-disclosure are the key factors that accompany companionate love. Equity
occurs when people receive from a relationship in proportion to what they give to it. Selfdisclosure is revealing intimate aspects of yourself to others (2 pts)
Mod 80: Altruism, Conflict & Peacemaking
Multiple Choice
1. C
2. D
pages 816—817
3. A
4. E
Practice FRQ 2—2 points each
 Mirror-image perceptions are mutual views often held by conflicting people, as when each
side sees itself as ethical and views the other side as evil
 A self-fulfilling prophecy is a belief that leads to its own fulfillment
AP Exam Practice Questions
Multiple Choice
1. A
2. A
3. D
4. A
5. B
6. C
7. E
8. C
9. E
10. D
11. C
12. B
13. E
14. D
15. E
818—820
Rubric for FRQ 2—1 point each
 Reward theory of attraction: we are likely to be attracted to those whose behavior is
rewarding to us, and we will continue relationships that offer more rewards than costs (p
802)
 Proximity is geographic nearness, which is friendship’s most powerful predictor. Manuela
and Peter were together every ay in high school, played on the same team and volunteered at
eh same shelter. they attended the same college after graduation (p 798—800)
 Equity is a condition in which people receive from a relationship in proportion to what they
give to it. Manuela and Peter worked on projects together and benefitted from the work
they did. They may have shared a similar work ethic, and this may have become obvious
when they volunteered at the homeless shelter (p 804)
 Self-disclosure is revealing intimate aspects of oneself to others. Participating in class and
sharing ideas and opinions may have led to discussions of a more personal nature outside of
class (p 804)
 Companionate love is the deep affectionate attachment we feel for those with whom our
lives are intertwined. From high school through college, Manuela and Peter shared
experiences as a result of their similar interests and goals. Time, similar values and interests
deepened their affection and love for each other
Rubric for FRQ 3—1 point each
 Peripheral route persuasion—The band playing the fight song and the appearance of the head
coach at the rally contributed to Dutch’s support for the football team without directly making
a reference to the team. The song and the coach’s appearance encouraged snap judgments
and appealed emotionally instead of encouraging systematic thinking about the football team
(p 756)
 Central route persuasion—the head coach’s speech and the team’s performance at the game
both contributed to Dutch’s support for the team. The speech and the team’s performance
were about “evidence” of the team’s value, encouraging Dutch to make a rational decision
about his support of the team (p 756)
 Automatic mimicry—Dutch’s behavior was influenced by the hundreds of other students at
the rally, and he began to act in the same way they did. Humans tend to “mimic” the
emotions of those around them (pp 762—763)
 Social facilitation—the presence of hundreds of other students at the rally facilitated Dutch’s
behavior, particularly his newfound support for the football team. We tend to perform simple
tasks, like cheering at a pep rally, more energetically when in the presence of others (pp 771—
772)
 Deindividuation—being part of a crowd at both the rally and the football game contributed to
Dutch cheering for the football team despite the fact that he previously did not do so. At the
pep rally and the game, Dutch may have experienced the loss of self-awareness and restraint
that exemplifies deindividuation (p 773)