Unit 7: Social Influence & Group Processes – PYQs & MCQs with Full Explanations
Q1. The term “social cognition” refers to the way individuals:
Answer – B) Understand and process information about others
Explanation: Social Cognition is the process of how we understand and make sense of information about people and social situations. It’s about how we notice, interpret, and remember things like someone’s behavior or the atmosphere around us.
Q2. The primary focus of the study of attitudes and social cognition is to:
Answer – C) Explain how people think about and relate to others
Explanation: Attitudes and Social Cognition are connected because they both deal with the mental processes that shape how we view and interact with others. Our attitudes (how we feel about things) influence how we perceive social situations, and social cognition is the way our mind processes these perceptions.
Q3. In social psychology, the term ‘attribution’ relates to:
Answer – B) Determining internal traits or external causes for behaviour
Explanation: Attribution Theory explains how we make sense of other people’s actions. We try to figure out why someone did something, and we do this by looking at either their personal characteristics (like personality traits) or the situation they were in at the time. This helps us understand their behavior.
Q4. The scientific study of social behaviour and attitudes is known as:
Answer – C) Social psychology
Explanation: Social Psychology is the scientific study of how we think, feel, and act in social settings. It looks at how our thoughts and behaviors are influenced by others around us and how we relate to people in different social situations.
Q5. The tendency to explain others’ behaviour by their personality rather than the situation is known as:
Answer – B) Fundamental attribution error
Explanation: The Fundamental Attribution Error happens when we wrongly assume that someone’s actions are due to their personal qualities (like being rude or kind) rather than considering the situation they’re in. For example, we might think someone is angry just because they yelled, without thinking that they might be having a tough day.
Q6. Why do people often follow the instructions of authority figures, even if they might disagree?
Answer – C) Because society gives power and control to certain roles
Explanation: Obedience to Authority is often influenced by the way society is organized. People in positions of power, like teachers, bosses, or government leaders, are usually seen as having the right to tell others what to do, and we follow their instructions because we believe they have authority.
Q7. What does the cognitive part of an attitude mainly deal with?
Answer – C) Ideas, beliefs, and thoughts
Explanation: The cognitive component involves how we think about something—what we believe, reason, or understand about it.
Q8. If someone believes that daily exercise is important for health, which part of attitude does this show?
Answer – D) Cognitive
Explanation: This belief reflects what the person thinks or knows, which is a function of the cognitive component of attitude.
Q9. If a person feels anxious while watching a horror movie, this emotional reaction is an example of:
Answer – B) Affective part of attitude
Explanation: The Affective Component refers to the emotional side of our attitudes or reactions. For example, when we feel fear or anxiety about a situation, these are emotional responses that influence how we think and act in that context.
Q10. Which factor is most responsible for shaping a person’s attitude?
Answer – B) Learning from others and personal experiences
Explanation: Attitudes are formed through social learning—watching others, listening to ideas, and going through experiences.
Q11. Which situation best shows an act of discrimination?
Answer – C) Refusing to hire someone because of their religion
Explanation: Discrimination refers to biased actions, not just thoughts or feelings. Denying someone a job due to religion is a clear behavioral expression of prejudice.
Q12. What are common roots of prejudice in society?
Answer – C) Learned stereotypes and societal influence
Explanation: Prejudices are often shaped by how we are raised, what we observe, and what society teaches, including stereotypes and group norms.
Q13. Believing that some groups are naturally less capable and using that to justify unequal treatment shows:
Answer – C) Social dominance orientation
Explanation: Social dominance orientation involves believing in hierarchy and justifying inequality by assuming one group is superior to others.
Q14. Which of these is NOT considered a part of prejudice?
Answer – D) Inherited genetic features
Explanation: Prejudice is more than just an opinion—it involves three main parts: thoughts (like stereotypes), feelings (such as negative emotions), and behaviors (like discrimination). However, it does not include biological or genetic traits. Prejudice is about how we unfairly judge others based on these mental and emotional factors, not their innate characteristics.
Q15. What strategy helps reduce intergroup conflict by encouraging collaboration?
Answer – B) Superordinate goal
Explanation: A superordinate goal is a shared objective that groups must work together to achieve, which helps reduce tension and promotes cooperation.
Q16. Which of the following helps in breaking stereotypes?
Answer – C) Equal-status interaction with out-group members
Explanation: Stereotypes are challenged when people from different groups engage in meaningful, respectful, and equal-status interactions. This allows them to see one another as individuals, not just members of a category.
Q17. Role-playing and perspective-taking activities are used to:
Answer – C) Develop empathy and reduce bias
Explanation: Perspective-taking activities, such as imagining life in someone else’s shoes, help individuals understand and connect with others’ experiences. This increases empathy and helps in reducing prejudice and bias.
Q18. Which component of attitude is reflected when a person says, “I enjoy volunteering at animal shelters”?
Answer – B) Behavioral
Explanation: The behavioral component refers to the actions or behavior a person takes in response to an attitude. Volunteering is a clear example of putting beliefs and feelings into action.
Q19. The tendency to attribute others’ actions to their personality but our own to the situation is known as:
Answer – A) Actor-observer effect
Explanation: The actor-observer effect occurs when we explain our own negative behavior based on the situation but blame others’ behavior on their personality. For example, if we are late, we blame traffic; if someone else is late, we think they’re irresponsible.
Q20. What does the term schemas refer to in social cognition?
Answer – C) Mental frameworks that influence understanding
Explanation: Schemas are mental structures that help us organize knowledge and make quick judgments. For example, if we see someone in a lab coat, we might quickly assume they’re a doctor because of our “doctor schema.”
Q21. Which of the following is a method used to change attitudes through logical arguments?
Answer – A) Central route persuasion
Explanation: Central route persuasion involves using clear, reasoned arguments to influence someone’s attitude. It works best when the audience is motivated and able to think deeply about the topic.
Q22. What is the term for changing one’s behavior due to real or imagined group pressure?
Answer – B) Conformity
Explanation: Conformity is when people adjust their behavior, thinking, or appearance to align with group norms, either because of direct influence or simply the desire to fit in.
Q23. Which factor plays a major role in attitude formation during early childhood?
Answer – A) Direct instruction
Explanation: In early childhood, parents, teachers, and authority figures shape attitudes through direct instructions and modeling. This lays the foundation for how children interpret social norms and values.
Q24. The process of matching one’s attitude with social expectations is termed:
Answer – C) Social desirability
Explanation: Social desirability refers to the tendency to express socially acceptable attitudes or behaviors, especially in public settings or surveys, to be viewed positively by others.
Q25. A teacher believes that all students from a particular city are lazy. This is an example of:
Answer – B) Stereotype
Explanation: A stereotype is a generalized and often oversimplified belief about a group. In this case, assuming all students from a city are lazy reflects a cognitive bias, not based on individual behavior.
Q26. Which of the following is not a factor that influences attitude change?
Answer – C) Number of siblings
Explanation: The number of siblings a person has has no direct impact on changing attitudes. On the other hand, source credibility, emotional appeal, and repeated exposure to a message are well-established factors that can influence attitude change.
Q27. Which term best explains why people tend to remember the first information they hear about someone?
Answer – C) Primacy effect
Explanation: The primacy effect refers to the tendency to remember and give more weight to the first piece of information received about someone, especially in impression formation.
Q28. A person donates to charity to look good in front of peers. This reflects:
Answer – B) Social desirability
Explanation: Social desirability refers to behavior that is performed mainly to gain social approval or to be seen in a positive light by others, rather than due to internal values or genuine empathy.
Q29. A student joins a cleanliness drive after being repeatedly exposed to environmental ads. This is an example of:
Answer – D) Mere exposure effect
Explanation: The mere exposure effect refers to the phenomenon where repeated exposure to a stimulus leads to increased liking or acceptance. In this case, frequent environmental ads gradually built a positive attitude toward the cleanliness drive.
Q30. Which of these can be a barrier to prejudice reduction?
Answer – C) Deep-rooted stereotypes
Explanation: Deep-rooted stereotypes are resistant to change and often prevent people from viewing others as individuals. These biases act as a barrier to open-mindedness and thus make prejudice reduction difficult.
Q31. What is the goal of ‘valuing diversity’ programs in organizations?
Answer – C) Increasing empathy and respect for all backgrounds
Explanation: ‘Valuing diversity’ programs aim to foster an inclusive workplace by encouraging understanding, appreciation, and respect for differences in culture, background, and identity.
Q32. Which action would likely increase prejudice instead of reducing it?
Answer – D) Spreading false generalizations about groups
Explanation: Prejudice often stems from inaccurate and oversimplified beliefs about a group. Spreading such generalizations only strengthens negative stereotypes and social division.
Q33. Creating a sense of “we” instead of “us vs them” is part of:
Answer – B) Common in-group identity model
Explanation: The common in-group identity model focuses on reducing intergroup bias by encouraging people to see themselves as part of one larger, shared group rather than competing subgroups.
Q34. When people are made aware of their own biases and reflect upon them, it is known as:
Answer – C) Self-regulation
Explanation: Self-regulation involves consciously monitoring and adjusting one’s thoughts and behaviors, especially when one becomes aware of personal biases or prejudices.
Q35. Which concept explains why people tend to favour their own group over others?
Answer – C) In-group bias
Explanation: In-group bias is the natural tendency to prefer and positively evaluate members of one’s own group over those of other groups. It often leads to unfair judgments and favoritism.
Q36. Prejudice often originates from:
Answer – C) Stereotypes and social learning
Explanation: Prejudice often arises from generalized beliefs (stereotypes) and behaviors learned from family, peers, or media, reflecting the impact of social learning.
Q37. Discrimination is different from prejudice because:
Answer – B) It refers to actual behavior based on prejudiced beliefs
Explanation: While prejudice is an attitude or belief, discrimination involves taking action—treating individuals unfairly based on group membership.
Q38. Which of the following factors can resist attitude change?
Answer – B) Strong emotional commitment
Explanation: When attitudes are deeply connected to emotions and identity, they are more resistant to change, even when presented with logical arguments or facts.
Q39. Repeated exposure to a stimulus, even without any reward, can lead to:
Answer – C) Increased liking or familiarity
Explanation: The mere exposure effect suggests that people tend to develop a preference for things simply because they are familiar with them through repeated exposure.
Q40. The balance theory of attitude change was proposed by:
Answer – B) Fritz Heider
Explanation: Fritz Heider’s Balance Theory explains how individuals strive for consistency in their attitudes, especially in relationships involving three elements—person, another person, and an object or idea.
Q41. When people learn attitudes or actions simply by watching others, it is known as:
Answer – B) Observational learning
Explanation: Observational learning happens when someone picks up new behaviors or attitudes just by watching others — like a child imitating how their parents talk or react in social situations.
Q42. What best describes how attitudes are structured?
Answer – B) Involving feelings, beliefs, and actions
Explanation: An attitude includes three parts: what you believe (cognitive), how you feel (affective), and how you’re likely to act (behavioral). All three together shape your view of something or someone.
Q43. Which of the following is NOT a part of the basic attitude structure?
Answer – D) Biological
Explanation: Attitudes are made of three components — cognitive (thoughts), affective (emotions), and behavioral (actions). Biology might influence your personality, but it’s not counted as a formal part of attitude structure.
Q44. Why are attitudes considered to be learned?
Answer – C) They are shaped through social experience
Explanation: Attitudes form over time through what we see, hear, and experience — especially from people around us like family, friends, and media. They’re not something we’re born with.
Q45. The idea that our behaviors are shaped by learning from the environment fits best with which approach?
Answer – B) Behaviourist approach
Explanation: The behaviourist view says that people learn attitudes and behaviors through conditioning, imitation, and reinforcement. It focuses on what can be seen and measured in the environment.
Q46. Social loafing is more likely when:
Answer – B) Individual efforts are hard to identify
Explanation: Social loafing happens when people in a group put in less effort, especially if no one can tell who is doing what. When personal contributions aren’t tracked, people may relax more than they should.
Q47. Which of the following best shows conformity?
Answer – A) Standing up because others are doing it
Explanation: Conformity is when a person changes their behavior to match the group, often to fit in or avoid being different. Standing up just because everyone else is doing it is a classic example.
Q48. What does social facilitation mean?
Answer – B) Performing better in the presence of others
Explanation: Social facilitation means doing better on simple or well-practiced tasks when others are watching. The audience acts as a motivator and pushes people to perform more efficiently.
Q49. What explains why people often go along with group norms?
Answer – C) Normative influence
Explanation: Normative influence happens when individuals follow group norms because they want approval and fear rejection. It’s a major reason why people conform even when they privately disagree.
Q50. When people act differently in a group than when alone, it shows:
Answer – B) Social influence
Explanation: Social influence is the process through which others affect our thoughts, feelings, or actions. People often adjust their behavior in groups to match others or meet expectations.
Q51. In psychology, what do “situational factors” usually refer to when explaining someone’s behaviour?
Answer – B) External influences in the environment
Explanation: Situational factors are the external conditions or circumstances around a person that may shape their actions—such as group pressure, time constraints, or social norms.
Q52. Which of the following best defines social behaviour?
Answer – B) Actions that involve interaction with other people
Explanation: Social behaviour includes all kinds of actions influenced by or directed toward others—like cooperation, helping, or following group norms.
Q53. Social psychology mainly focuses on:
Answer – C) Understanding how people behave in social situations
Explanation: Social psychology is all about how people think, feel, and behave when they’re with others—like in groups, relationships, or crowds.
Q54. Why do psychologists study attitudes?
Answer – B) To examine how opinions affect social behaviour
Explanation: Studying attitudes helps psychologists see how people’s beliefs and feelings shape their interactions, decisions, and reactions in society.
Q55. What is the key purpose of ‘valuing diversity’ initiatives in workplaces?
Answer – C) Encouraging empathy and mutual respect across differences
Explanation: Valuing diversity programs aim to build inclusive environments where everyone feels seen and respected, regardless of their background or identity.
Social Influence and Group Processes Overview:
1. Important People (Name + Contribution)
- Sherif – Studied social norms and group conformity using autokinetic effect
- Asch – Famous for conformity experiments (line judgement task)
- Milgram – Conducted obedience to authority experiment (shock experiment)
- Zimbardo – Stanford Prison Experiment showing power of roles and situations
- Kurt Lewin – Developed the concept of leadership styles (autocratic, democratic, laissez-faire)
- Muzafer Sherif – Realistic Conflict Theory (Robbers Cave experiment)
2. Important Theories / Laws / Models
- Conformity – Adjusting behavior to align with group norms
- Obedience – Following direct orders from an authority figure
- Compliance – Agreeing to a request even without authority
- Social Facilitation – Improved performance in presence of others (on simple tasks)
- Social Inhibition – Worse performance in presence of others (on difficult tasks)
- Group Polarization – Tendency for group decisions to be more extreme
- Groupthink – Desire for harmony leads to poor decision-making
- Realistic Conflict Theory – Competition for limited resources breeds conflict
- Social Loafing – Individuals exert less effort in a group than alone
- Leadership Styles – Ways leaders influence group (authoritative, democratic, laissez-faire)
3. Important Terms to Highlight
- Social Norms – Unwritten rules for expected behavior
- Conformity – Changing behavior to match the group
- Compliance – Agreeing with requests
- Obedience – Following orders from authority
- Social Facilitation – Performing better on easy tasks in groups
- Social Inhibition – Performing worse on hard tasks in groups
- Group Polarization – Groups exaggerate initial opinions
- Groupthink – Poor decisions due to desire for consensus
- Social Loafing – Reduced effort by individuals in group settings
- Leadership – Influencing and directing others toward a goal
- Autocratic Leadership – Leader takes all decisions alone
- Democratic Leadership – Leader includes group in decision-making
- Laissez-faire Leadership – Leader allows complete freedom
4. Important Tables
Table: Social Influence Types
| Type of Influence | Description | Example |
|---|---|---|
| Conformity | Adjusting to group pressure | Dressing like friends |
| Compliance | Agreeing to request | Donating to charity after being asked |
| Obedience | Following authority | Soldier obeying orders |
Table: Leadership Styles
| Style | Characteristics | Effectiveness |
|---|---|---|
| Autocratic | Leader makes decisions alone | Quick decisions, but less creativity |
| Democratic | Leader includes group in decisions | High satisfaction and creativity |
| Laissez-faire | Leader gives freedom | May cause confusion, less organized |
Table: Group Effects on Behavior
| Phenomenon | Effect | Example |
|---|---|---|
| Social Facilitation | Better simple task performance | Running faster in race |
| Social Inhibition | Poorer difficult task performance | Forgetting lines in public speaking |
| Social Loafing | Reduced effort in groups | Group project members working less |