Living in a Social World
Psy 324: Advanced Social Psychology
Spring, 2000
Exams
Exam 1
Instructions: This is a take home exam.
You may use any resources you wish to help you in answering the following questions.
However, the answer you produce must be your own thinking and analysis, without direct
assistance from anyone else. Answer one of the questions in each of the following pairs. Start each answer on a new page, and indicate
the number of the question you are answering (eg., 1A or 2B). Type or word process your
answers. The maximum length for each answer is 2 pages,
single-spaced, .75" margins left/right/top/bottom, in a font no smaller than 10 cpi
or 12 pt. Some questions may be adequately answered in less that the maximum number of
pages.
The exam is due no later than 9 a.m. Monday February 28th, 2000 in my mailbox in the
Psychology Department main office (note--hard copy only). Late exams may be
penalized up to 1/2 grade per day.
1.A. (10 pts.) The use of the World Wide Web and the internet
to obtain information poses new problems concerning the accuracy and reliability of
information. (a) Why are these problems greater with the WWW and the internet
than with other sources of information? (b) Of the techniques for evaluating information
that we have considered (Kirk, Alexander & Tate
) which seem to be most important to academic projects such as ours? Why?
B. (10 pts.) What is "causist language," according to Rosenthal? Why should it be avoided? Be clear yet succinct in your answer.
2.A. (20 pts.) In a journal article by Brown &
Dutton the authors state "Accurate self-knowledge is widely assumed to be necessary,
sought after, and characteristic of most people" (Brown & Dutton, 1995). After
examining the logical and empirical basis of these assumptions, though, Brown & Dutton
say they reach "...the opposite conclusions." Choose two of these assumptions
and, using Baumeister's chapter on the Self and Identity, identify and explain two
examples of evidence that bear on each assumption. For each assumption, why do you think
that the evidence supports or weakens the assumption?
B. (20 pts.) In our everyday lives our levels of self-awareness
fluctuate markedly. Identify two or three consequences of increased self-awareness and
describe them clearly, with examples from the research discussed by Baumeister. Explain
the basis for these effects -- that is, what mechanisms or processes have been proposed to
account for why and how these consequences occur? When and why do people sometimes seek to
avoid or to reduce self-awareness? Explain.
3. A. (20 pts.) What is the "correspondence bias?"
Define it clearly and succinctly. According to Gilbert there are several factors that
cause the bias. Choose two of them, and for each one, (a) describe what it is and how it
can contribute to the bias, and (b) give an example of each, describing the example and
explaining how it illustrates the factor. The examples you use should be your own, and not
the same as those used by Gilbert .
B. (20 pts.) According to Gilbert, one of the
situations in which the correspondence bias can occur is when two people are interacting,
and a consequence of the bias under those conditions may be a "snowball effect."
What is a "snowball effect?" Define it clearly and succinctly. Gilbert notes
that there are two interesting problems that are unique to the bias as it arises in
interactions -- the "covariation problem" and the "self regulation
problem." Explain what each of these problem is and how each contributes to the
snowball effect.
4. A. (20 pts.) As described by Fiske, "schema" is
a very important concept in social cognition. First, give a clear and succinct definition
of the term "schema." Next, choose any two of the things Fiske discusses that
schemas do. Describe each one and give an example (your own or Fiske's) of each. Clearly
explain how each example illustrates the operation of schemas.
B. (20 pts.) How "good" are humans at making social
inferences? Identify and clearly explain, with an example for each, three of the
factors that Fiske discusses as limitations on the quality of inferences -- that is,
things that may sometimes lead to bias or errors in inferences.
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