A.   Having a shared definition helps in understanding the behavior of people in society.

B.   Groups are a very simple aspect of sociology; the definition makes them seem more academic.

C.   A shared definition allows sociologists from around the world to collaborate.

D.   If all sociologists cannot agree on a definition of groups, then groups cannot exist.

A.   seven

B.   five

C.   two

D.   one

A.   John’s parents and John

B.   A married couple

C.   All eighteen-year-olds

D.   Lori’s sociology class

A.   likelihood of dyads to be stable.

B.   emergence of coalitions.

C.   tendency for triads to develop into a pair and an isolate.

D.   predisposition for primary groups to be small

A.   a triad is an unstable social grouping, whereas dyads are relatively stable.

B.   adding a third person to a dyad has no effect on the stability of the group.

C.   the size of the group has no effect on interaction.

D.   a dyad is basically an unstable social grouping.

A.   Classmates

B.   Neighbors

C.   Family

D.   Teachers

A.   Secondary groups; primary groups

B.   Primary groups; secondary groups

C.   Categories; secondary groups

D.   Triads; dyads

A.   Identification with a social group can strongly influence self-esteem.

B.   One does not belong to a reference group.

C.   Reference groups always provide good role models.

D.   The influence of a reference group may be positive or negative.

A.   Primary groups; secondary groups

B.   In-groups; out-groups

C.   Dyads; triads

D.   Reference groups; attribution groups

A.   created by the existence of an in-group.

B.   an attribute of society.

C.   the opposite of an in-group.

D.   always a secondary group.

A.   even rather gentle pressure was sufficient to cause an astonishing rise in the number of wrong answers.

B.   there is no real pressure to conform in most situations.

C.   the majority of people make up their minds for themselves and stick to those opinions.

D.   most people would not bend to the opinions of others without a great deal of anger and argument.

A.   women are less likely to engage in behavior that is potentially harmful for others than men are.

B.   people will not conform when they believe their behavior will harm another person.

C.   people conform only up to a certain point but will not violate moral or ethical standards.

D.   there is a significant difference between what people believe they will do and how they actually behave.

A.   When upper-class students were put in the role of prisoner, they were not abused as much as the working-class students in the same role.

B.   Without being told to do so, students playing the role of guards behaved sadistically toward the students in the role of prisoners.

C.   The students acting in the roles of prisoners and guards did not take the experiment seriously, so it was discontinued early.

D.   The findings were not significant in terms of how people adapt to roles of authority.

A.   Underestimation of the threat of terrorism prior to the 9/11 attacks

B.   The Johnson administration’s 1967 decision to start the War on Poverty

C.   U.S. entry into World War II after the Pearl Harbor attack

D.   The Obama administration’s decision to reform health care

A.   Discouragement of dissenting opinion

B.   An illusion of unanimity

C.   An illusion of invulnerability

D.   Allowing in outside expert opinion