QCAA Psychology Interpersonal processes

This contradicts the findings of the bystander effect, which showed that larger groups actually decrease individual feelings of responsibility and helping rates.

The study found a consistent and significant negative correlation between group size and the likelihood of helping, rather than an inconsistent pattern or no effect.

The diffusion of responsibility effect was observed even when moving from a group of two (participant and victim) to a group of three (adding just one other bystander), not just in groups larger than three.

This describes the social responsibility norm, which suggests that we should help those who need our assistance, regardless of future exchanges.

While ability is a prerequisite for helping, the reciprocity principle specifically refers to the social obligation to return favors, not just the capacity to act.

This relates to the bystander effect and diffusion of responsibility, where the presence of a large group actually decreases the likelihood of an individual helping.

This describes deindividuation, which typically explains mob behavior or loss of self-awareness in crowds, rather than the inhibition of helping behavior in an emergency.

This describes social loafing, where individuals exert less effort on a collective task, which is distinct from the decision to intervene in an emergency situation.

This is the general definition of conformity; while social influence plays a role in interpreting the situation (pluralistic ignorance), the specific finding of the bystander model is the reduction of helping behavior due to the presence of others.

This statement describes Psychodynamic (Freud) or Ethological (Lorenz) theories, which view aggression as a hydraulic, innate drive. The General Aggression Model is a social-cognitive model that rejects the idea of aggression as a drive that must be released (catharsis).

This statement accurately describes the General Aggression Model (GAM). The model's core premise is that person and situation variables interact to influence internal states (cognitions, emotions, and arousal), which then determine behavioral outcomes.

This statement describes Social Learning Theory (Bandura). The General Aggression Model explicitly incorporates these social learning processes to explain how individuals acquire aggressive scripts and schemas through observation and modeling.

Social theories typically emphasize the role of social environment and interactions, which vary by society, rather than universal traits found across all cultures.

Cultural theories suggest that attraction is learned through specific cultural norms; if this were the primary driver, one would expect significant differences between cultures rather than universality.

Cognitive theories focus on mental processes like similarity and schemas, whereas the finding of cross-cultural universality is specifically used to support evolutionary (biological) arguments.

Proximity refers to the propinquity effect, where physical nearness increases attraction, whereas this study focused on the psychological impact of being liked.

Similarity involves attraction based on shared attitudes, values, or traits, which is distinct from the study's focus on the reaction to another person's expressed feelings.

Familiarity relates to the mere exposure effect (liking things seen frequently), not the specific dynamic of returning feelings of affection.

This describes the grave-dressing phase, where individuals create a retrospective narrative to explain the breakup and present themselves favorably after the relationship has ended.

This describes the intra-psychic phase, which involves private, internal brooding on the partner's faults and the relationship's state before any direct communication takes place.

This relates to the social phase, where the distress is made public to friends and family, seeking support and acknowledging the relationship's impact on the wider social circle.

While cost-benefit analysis is a model for helping behavior, this study specifically manipulated the age of bystanders to test social obligations rather than personal costs or empathy levels.

Diffusion of responsibility explains the lack of helping with adults, but 'competence' generally refers to the helper's specific skills (e.g., medical training), which was not the variable manipulated here.

The reciprocity principle involves returning favors, which is irrelevant to an emergency with strangers, and audience inhibition (fear of judgment) does not explain why helping increased with children.

Identifying with characters is a concept associated with social learning theory or identification processes, rather than the stimulus-response associations of classical conditioning.

Learning based on the consequences of behavior (rewards or punishments) describes operant conditioning, not classical conditioning.

The processes of attention, retention, and reproduction are the fundamental components of observational learning (modeling) as described in Bandura's Social Learning Theory.

Proximity refers to physical nearness, such as sharing accommodation. The question indicates this was the primary factor in the "first few weeks," not later in the semester.

Familiarity, often resulting from the mere exposure effect, relates to knowing someone well. While present, the specific driver identified for the later period was attitude compatibility, which defines similarity rather than just familiarity.

Reciprocity refers to the tendency to like those who like us. The scenario focuses on shared attitudes rather than mutual expressions of liking.