Instructor’s resource manual and test bank for joining together: Group Theory and Group Skills, 11e (стр. 5 )

a. Cooperative

petitive

c. Dependent

d. Individualistic

27. Linda and Todd have a 6-month old baby, Roberta. They both love the baby very much, and want her to smile at them the most. When the three of them are together, both parents do everything they can so that the baby smiles at her mommy/daddy the most. Linda and Todd’s relationship can be described as

a. Cooperative

petitive

c. Dependent

d. Individualistic

28. Jamie and Paul are assigned to work together on a manual for novice social workers. They decide to divide up the work by chapters – one chapter is authored and signed by Jamie, the other by Paul. They know that if their work is accurate and up-to-date, one of them will be promoted, while the other person will remain in their current position. Their relationship in this work is likely to be

a. Cooperative

petitive

c. Dependent

d. Individualistic

29. Promotive interaction occurs when members

a. Are concerned about payoffs of cooperation

b. Develop a sense of personal responsibility for their work

c. Encourage each other to work toward group goals

d. Strive to beat the other members and thus propel them to work harder

30. Your team works together on a presentation you will give on nature preservation in your area. The following are all examples of promotive interaction patterns except one. Which one?

a. Listen to feedback on how well the team has worked together

b. Give feedback on the main arguments that a group member presented

c. Explain what you gleaned from an article you have read

d. Take notes of an article you are reading

31. Jack and Max work together on a research project. Their goal is to present the results at a couple of conferences at the end of the year, and also write them up for a scholarly article. These students are likely to

a. Challenge each other’s thinking and conclusions

b. Hold on to resources and information without sharing them with the others

c. Lose their direction and engage in trivial discussions at length

d. Have a lower level of aspiration than if they worked alone

32. Vic and Tina work together on a research project. Their goal is to present the results at a couple of conferences at the end of the year, and also write them up for a scholarly article. These students have positive

a. Environmental interdependence

b. Fantasy interdependence

c. Goal interdependence

d. Role interdependence

33. Charlie and his friends formed a band to play country music. Pete plays the banjo, Hannah is on the drums, David plays the accordion, Joe is the fiddler, while Charlie is at the piano. They want to play music for their friend’s wedding and so they practice every Saturday for two hours. The band members have

a. Environmental interdependence

b. Resource interdependence

c. Reward interdependence

d. Role interdependence

34. Which is not a researched benefit of cooperation when compared to competitive and individualistic efforts?

a. Willingness to take on difficult tasks

b. Motivation is primarily extrinsic

c. Achievement is higher

d. Attitudes are more positive

35. Based on the metaanalysis of the literature, cooperation will lead to

a. Better grasp of operational goals

b. Decreased amount of hidden agendas

c. More time on task

d. Lower level of aspiration

36. Process gain can be described as the development of new ideas through group

a. Development

b. Interaction

c. Processing

d. Structuring

37. Based on the metaanalysis of the literature, when compared to cooperation both competitive and individualistic work structures tend to

a. Improve long-term retention

b. Increase personal creativity

c. Lead to oppositional interaction patterns

d. Lower achievement and productivity

38. Balderston’s (1930) nonexperimental study shows that group incentive methods

a. Are a necessity in modern work environments

b. Are comparable to equity distribution systems in their motivational effect

c. Increased efficiency

d. Increase the level of aspiration of individual employees

39. Based on the meta-analysis of cooperative literature, effect sizes are

parable for pure operationalizations and mixtures

b. Higher for mixtures of cooperative, competitive and individualistic efforts

c. Higher for pure operationalizations of cooperative learning

d. Not comparable based on the operationalizations of goal structure

40. According to social judgment theory, the process of rejection will lead to

a. Greater susceptibility to influence

b. Inducibility

c. Realistic views of others

d. Static views of others

41. Cohesiveness within a group is determined by

a. Level of aspiration of the group

b. Liking among group members

c. Group norms

d. Psychological health of group members

42. Group cohesiveness improves performance when the task

a. Requires close cooperation

b. Requires individual performance

c. Is competitive

d. Is monotonous

43. Based on the literature on cooperation, which of the following attitudes is/are consistently negatively associated with psychological health?

a. Cooperative

petitive

c. Individualistic

petitive and individualistic

e. None of the above

petitive experiences do not promote self-esteem in the same way cooperative efforts do because in competitive experiences self-esteem is

a. Based on the outcome of competition

b. Less dependent on social skills

c. Not correlated with success

d. Related to basic self-rejection

45. Cooperative experiences are associated with a higher degree of all of the following indices of psychological health and functioning than competitive and individual experiences EXCEPT one. Which one?

a. Intelligence

b. Leadership skills

c. Perspective taking ability

d. Self-efficacy

46. Positive interdependence exists when group members perceive that

a. They cannot succeed without the group

b. The group cannot succeed without them

c. Group success is unimportant

d. a and b

e. b and c

d. All of the above

47. Shawna is a new elementary school teacher who would like to run a cooperative classroom. She puts her students into groups of three and asks them to work together to write a story about a caterpillar. Her students will likely work together productively only if group members _______ each other.

a. Are good friends with

b. Are positively interdependent with

c. Are negatively interdependent with

d. Can freely interact with

48. Maria is a high school English teacher who wants to have the strongest interdependence possible in her class groups. So she chooses to first have

a. Goal interdependence

b. Resource interdependence

c. Role interdependence

d. Identity interdependence

49. Ramone uses goal interdependence in structuring his Science groups while his colleague, Habib, uses resource interdependence. Which one is likely to get higher productivity?

a. Ramone

b. Habib

c. Both the same

50. Entitativity is the perception that a group is

petitively oriented

b. Able to complete the task

c. Productive and worthwhile

d. Unified and coherent

51. The larger the group, the more likely that members

a. Will learn more from each other

municate less frequently

municate more truthfully

d. Find a friend in the group

52. Social loafing is more likely to occur if

a. It is hard to identify how much each group member contributes

b. Reward interdependence is not well established

c. The group engages in too much promotive interaction

d. Individual accountability and positive interdependence do not go hand in hand

53. These are all examples of promotive interaction EXCEPT one. Which one?

a. I found this article and thought this may be helpful for your piece of the project

b. The article I read seems to contradict to what you are saying – we should take

a closer look

c. Let’s try to put in one more hour of work before we call it a day

d. I think we had more than enough of this – let’s go out and relax.

54. Teaching members social skills results in

a. Decreased achievement

b. Increased achievement

c. Lack of group productivity

d. Students needing a reward for working

55. Group processing is

a. Deciding who is to be in the group

b. Assigning roles to group members

c. Deciding on the group goals

d. Reflecting on the group session

56. Which is more effective in group processing?

a. Individual feedback

b. Group feedback

c. Teacher feedback

d. All are equally effective

57. Which of the following is NOT one of the essential elements of cooperation?

a. Homogeneous group membership

b. Social skills

c. Promotive interaction

d. Individual accountability

58. Which of the following is NOT a factor contributing to the stability of cooperation?

a. Members have a stake in future interaction

b. Members have individual goals

c. Members’ actions are visible to all other members

d. Members emotionally identify with the group

59. In some cases, exploiting others’ cooperative efforts can pay off. Which of the following presents such a case? When

a. All group members are easy to identify

b. Members are willing to apply the tit-for-tat strategy

c. Members only have one chance to interact with each other

d. Interactions take place frequently

60. Cooperation is most likely to work in a group that

a. Has homogenous members

b. Is large, with many member resources

c. Has individual work as a component

d. Meets repeatedly over time

61. The system where rewards are distributed among individuals in proportion to their

contribution is called:

a. Contribution distribution system

b. Equality distribution system

c. Equity distribution system

d. Need distribution system

62. A potential problem with the equity view of distributing benefits is that group members will

a. Be extrinsically motivated

b. Have equal status, independent of their input

c. Feel alienated from resource attractors