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Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Chapter 5
5.1
Societies to Social Networks
True/False Questions
1) In hunting and gathering societies, men routinely contributed the most food to the group.
Answer: FALSE
Diff: 1
Page Ref: 130
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
2) The domestication revolution was the immediate stimulus for the advent of the agricultural society.
Answer: FALSE
Diff: 1
Page Ref: 132
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
3) The advent of the biotech society can be traced to the invention of the microchip in 1953.
Answer: FALSE
Diff: 1
Page Ref: 134
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
4) The dawn of civilization is most associated with the advent of the agricultural society.
Answer: TRUE
Diff: 1
Page Ref: 132
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
5) Inequality did not become a fundamental feature of life in society until the industrial revolution.
Answer: FALSE
Diff: 1
Page Ref: 132
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
6) The Industrial Revolution began in Great Britain in 1765 when the steam engine was first used to run machinery.
Answer: TRUE
Diff: 1
Page Ref: 133
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
7) The sociological significance of the various social revolutions is that the type of society in which we live determines the
kind of people we become.
Answer: TRUE
Diff: 1
Page Ref: 129
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
1
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
8) Although larger than primary groups, secondary groups are as informal, personal, and intimate as primary groups.
Answer: FALSE
Diff: 3
Page Ref: 138
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
9) Primary groups are fundamental in forming the social nature and ideals of the individual.
Answer: TRUE
Diff: 3
Page Ref: 136-138
Skill Level: Understand the Concepts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
10) Because in-groups are an essential part of society, they have virtually no negative consequences.
Answer: FALSE
Diff: 3
Page Ref: 139
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
11) Reference groups are reserved for members of professional networks and are utilized almost exclusively by people with
career aspirations.
Answer: FALSE
Diff: 1
Page Ref: 139
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
12) Social networking, by definition, breaks down social inequality and leads to a more egalitarian society, regardless of the
culture or the nature of the network.
Answer: FALSE
Diff: 3
Page Ref: 140-141
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
13) The Internet is providing new opportunities through Facebook and other social networks to test Milgram’s 6 degrees of
separation theory. Some studies have already confirmed his conclusions.
Answer: TRUE
Diff: 1
Page Ref: 141
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
14) As the size of a group decreases, the likelihood for diffusion of responsibility also decreases.
Answer: TRUE
Diff: 3
Page Ref: 145
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
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Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
15) Leaders tend to be more talkative and express greater determination and self-confidence.
Answer: TRUE
Diff: 1
Page Ref: 145
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
16) As demonstrated by Darley and Latané’s classic laboratory experiment, social experiments on the diffusion of
responsibility have been just as reliable as observations made by your author in the real world .
Answer: FALSE
Diff: 1
Page Ref: 144-145
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
17) An expressive leader is a task-oriented leader who keeps a group moving towards its goals.
Answer: FALSE
Diff: 1
Page Ref: 147
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
18) No single type of leadership is inherently best, as situations change and different types of leaders are needed.
Answer: TRUE
Diff: 1
Page Ref: 147-148
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
19) The Asch experiment demonstrated that people will submit to a person in authority, even if ordered to perform tasks
against their best judgment.
Answer: FALSE
Diff: 1
Page Ref: 148-149
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
20) When experiencing groupthink, people take on a collective tunnel vision and are convinced there is only one right
viewpoint with a single course of action.
Answer: TRUE
Diff: 3
Page Ref: 151
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
3
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
5.2
Multiple Choice Questions
1) In Professor Jones' social problems course, the students interact freely with one another, think of themselves as "Dr. J's
class," and feel they are significant because of their mutual interest in social reform. Which concept best describes Dr.
Jones' class?
A) aggregate
B) category
C) social frame
D) group
Answer: D
Diff: 3
Page Ref: 129
Skill Level: Apply What You Know
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
2) What term best applies to people who share a culture and a territory?
A) a society
B) a bureaucracy
C) an aggregate
D) a category
Answer: A
Diff: 1
Page Ref: 129
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
3) What are the two characteristics a people must share to qualify as a society?
A) the same race and the same social class
B) the same social class and the same territory
C) the same culture and the same territory
D) the same race and the same territory
Answer: C
Diff: 2
Page Ref: 129
Skill Level: Understand the Concepts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
4) Although it is the most egalitarian, what was the one social division common to all hunting and gathering societies?
A) class differences based on relationship to the means of production
B) prestige based on male labor
C) social class based on accumulated property
D) social stratification based on race
Answer: B
Diff: 3
Page Ref: 130
Skill Level: Apply What You Know
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
5) Which society is characterized as being the most egalitarian and nomadic, consisting of 25 to 40 members?
A) the horticultural society
B) the pastoral society
C) the hunting and gathering society
D) the agricultural society
Answer: C
Diff: 1
Page Ref: 130
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
4
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
6) The first social revolution, namely the domestication of animals and plants, occurred during which stage in the evolution
of societies?
A) hunting and gathering
B) horticultural and pastoral
C) agricultural
D) biotech
Answer: B
Diff: 1
Page Ref: 130-131
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
7) The plow was to the second social revolution as the ________ was to the third social revolution.
A) domestication of plants
B) domestication of animals
C) invention of the microchip
D) invention of the steam engine
Answer: D
Diff: 4
Page Ref: 133
Skill Level: Analyze It
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
8) What was the impetus for the first social revolution?
A) the domestication of plants and animals
B) the invention of the steam engine
C) the invention of the plow
D) the establishment of cities
Answer: A
Diff: 1
Page Ref: 131
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
9) Which society was the first to develop permanent settlements?
A) the horticultural society
B) the pastoral society
C) the hunting and gathering society
D) the industrial society
Answer: A
Diff: 1
Page Ref: 131
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
10) With the domestication of plants and animals, a number of significant social changes occurred. All of the following
represent one of these changes, EXCEPT for which one?
A) a more specialized division of labor
B) groups increased in size and number
C) groups became more specialized
D) societies became more egalitarian
Answer: D
Diff: 4
Page Ref: 131-132
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5
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Skill Level: Analyze It
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
11) The "dawn of civilization" is most associated with which social revolution?
A) domestication
B) agricultural
C) industrial
D) information
Answer: B
Diff: 1
Page Ref: 132
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
12) Which of the following set the stage for the emergence of the earliest form of social inequality?
A) the domestication revolution
B) the horticultural society
C) the Industrial Revolution
D) the postindustrial society
Answer: A
Diff: 1
Page Ref: 131
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
13) Which sociologist suggested that gender inequality became more pronounced with the development of the plow, as men
assumed the duties of plowing and caring for the cattle?
A) Solomon Asch
B) Robert Merton
C) Elise Boulding
D) Stanley Milgram
Answer: C
Diff: 1
Page Ref: 132
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
14) Why did the creation of the industrial society lead to greater social inequality?
A) Class differences were minimized which created greater opportunity.
B) The new technology was far more efficient than anything that preceded it, leading to larger surpluses and greater
inequality.
C) Democracies replaced monarchies and dictatorships encouraged capitalism.
D) Intellectual capability increased with advances in science and technology.
Answer: B
Diff: 4
Page Ref: 133
Skill Level: Analyze It
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
15) A society that is based on the harnessing of machines powered by fuels is called a(n) ________ society.
A) horticultural
B) agricultural
C) postindustrial
D) industrial
Answer: D
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Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Diff: 2
Page Ref: 133
Skill Level: Understand the Concepts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
16) The ________ is to the postindustrial society as the ________ is to the emerging biotech society.
A) steam engine; microchip
B) discovery of the double helix DNA molecule; decoding of the human genome system
C) printing press; microchip
D) microchip; decoding of the human genome system
Answer: D
Diff: 4
Page Ref: 133-134
Skill Level: Analyze It
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
17) What is the key feature of postindustrial societies as it relates to the work force?
A) The production of durable goods such as automobiles, refrigerators, and washing machines is the emphasis.
B) High-efficiency production of food and fiber products is most prevalent.
C) The transmission and use of information services dominates the work force.
D) Leisure time activities are the primary product of the society.
Answer: C
Diff: 3
Page Ref: 133-134
Skill Level: Apply What You Know
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
18) Which was the first nation to have an excess of 50 percent of its workforce in service industries?
A) the United States
B) Germany
C) Japan
D) China
Answer: A
Diff: 1
Page Ref: 133
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
19) Some social analysts believe that postindustrial society will be followed by a biotech society. Such a society would be
characterized by ________.
A) a greater respect for the environment
B) the merging of work and leisure time activity
C) an economy centering around the application of genetic structures
D) the elimination of fossil fuels
Answer: C
Diff: 2
Page Ref: 134
Skill Level: Understand the Concepts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
20) Sociologically, what term best applies to a group of people who share no common destination taking an elevator from the
first floor of a large high rise?
A) a social frame
B) a category
C) an aggregate
D) a clique
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
7
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Answer: B
Diff: 1
Page Ref: 136
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
21) There are New York Yankee fans in every state in America, throughout Canada, and in nations all over the world.
Sociologically, which concept best describes these fans?
A) They are a group.
B) They are a social group.
C) They are an aggregate.
D) They are a category.
Answer: D
Diff: 3
Page Ref: 136
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
22) Nancy and Don took their children to the zoo while on vacation. It was a busy day. Those that were at the zoo that day
were all members of an…
A) aggregate.
B) category.
C) secondary group.
D) reference group.
Answer: A
Diff: 1
Page Ref: 136
Skill Level: Understand the Concepts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
23) A group characterized by intimate, long-term, face-to-face association and cooperation is referred to as a ________.
A) secondary group
B) clique
C) primary group
D) community
Answer: C
Diff: 2
Page Ref: 138
Skill Level: Understand the Concepts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
24) Of the following groups, the ________ plays the most significant role in the development of the self.
A) in-group
B) primary group
C) out-group
D) secondary group
Answer: B
Diff: 2
Page Ref: 136-138
Skill Level: Understand the Concepts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
25) If a secondary group does not satisfy one's need for intimate association, which of the following is most likely to occur?
A) The individual will cease to exist.
B) The secondary group will break down into primary groups.
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8
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
C) The secondary group will develop into an out-group.
D) The secondary group will develop into a reference group.
Answer: B
Diff: 3
Page Ref: 138
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
26) Kody is a member of the L.A. Crips. The other gangs in his territory are the Bloods and Satan's Slaves. Kody feels very
antagonistic towards the Bloods and the Slaves. For Kody, these two rival gangs would be considered ________.
A) reference groups
B) social networks
C) secondary groups
D) out-groups
Answer: D
Diff: 3
Page Ref: 138-139
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
27) Because of our sense of belonging and loyalty to in-groups, we often judge our own group's traits as virtues, but view the
same traits in other groups as vices. This judgment of superiority is an example of ________.
A) subcultural relativity
B) objectivity
C) a double standard
D) a lack of judgment
Answer: C
Diff: 3
Page Ref: 139
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
28) For many college professors, their own teachers served as role models. Kody Scott looked up to older gang members as
his idols. In both cases, former teachers and older gang members qualify as being ________.
A) generalized others
B) secondary groups
C) social others
D) reference groups
Answer: D
Diff: 3
Page Ref: 139-140
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
9
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
29) Jane, Mark, Courtney, and Kelly are enrolled in the 8:00 a.m. sociology course at their college. After studying together for
the first test, they started sitting together in class and chose to work together on group projects. During spring break, they
decided to go on a trip as a group. These four students would be considered members of a(n) ________.
A) aggregate
B) reference group
C) clique
D) secondary group
Answer: C
Diff: 3
Page Ref: 140-141
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
30) ________ are the social ties that radiate outward from the self and link people together.
A) Cyber socializations
B) Secondary societies
C) Social networks
D) Electronic communities
Answer: C
Diff: 3
Page Ref: 140-141
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
31) Which phrase became synonymous with the research Stanley Milgram conducted on "the small world phenomenon"?
A) the world is a stage
B) six degrees of separation
C) society as the sum of its parts
D) situations defined as real are real in their consequences
Answer: B
Diff: 1
Page Ref: 141
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
32) Milgram's experiment involving the "small world phenomenon" utilized two groups. He referred to these two groups as
the ________ and the ________.
A) in-group; out-group
B) starters; targets
C) givers; takers
D) primary; secondary
Answer: B
Diff: 1
Page Ref: 141
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
33) Sociologist Judith Kleinfeld felt Milgram "stacked the deck" in his "small world phenomenon" experiment because
________.
A) he only used men as the target population
B) he violated the ethical standards of research
C) many of his targets and starters shared a common interest
D) most of his sample lived in the same geographic area
Answer: C
Diff: 1
Page Ref: 141-142
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
10
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
and social networks.
Topic/A-head: Groups within Society
34) Despite recent confirmation of Milgram’s findings, Milgram's experiment on small group phenomenon has received much
criticism over the years. For example Kleinfeld criticized the study by making the analogy that "we live in a world that
looks a lot like ________."
A) a tossed salad
B) a bowl of clumpy oatmeal
C) an ice cream sundae
D) a pan of baked lasagna
Answer: B
Diff: 3
Page Ref: 141-142
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
35) With respect to group dynamics, what is the defining characteristic of a small group?
A) All members of the group can interact directly with one another.
B) All members of the group are intimately involved with one another.
C) It is composed of no more than three members.
D) The group is stable.
Answer: A
Diff: 3
Page Ref: 142
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
36) How groups influence individuals and how individuals affect groups is referred to as ________.
A) the Hawthorne Effect
B) social solidarity
C) group dynamics
D) small group phenomenon
Answer: C
Diff: 1
Page Ref: 142
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
37) According to Georg Simmel, which of the following groups is the most unstable?
A) triad
B) secondary group
C) dyad
D) primary group
Answer: C
Diff: 1
Page Ref: 142
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
38) In any group of three members, two of the three may have a tendency to alienate the third member and dominate the
decision making for the group the trio represents. When this occurs, what term best applies to the two unified members?
A) an aggregate
B) an oligarchy
C) an aristocracy
D) a coalition
Answer: D
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11
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Diff: 3
Page Ref: 143
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
39) How does the structure and function of groups change as they grow in size?
A) Members tend to form more informal relationships.
B) Group members become more active in the decision-making process.
C) Group members feel more strongly bonded to each other.
D) Groups tend to develop a more formal social structure.
Answer: D
Diff: 4
Page Ref: 144
Skill Level: Analyze It
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
40) In which group would diffusion of responsibility be the greatest concern?
A) a married couple
B) the graduating class of a large university
C) a football team
D) a basketball team
Answer: B
Diff: 3
Page Ref: 145
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
41) In which group would there be the greatest number of relationships?
A) a traditional marriage
B) a panel of three
C) the starting five on a basketball team
D) the starting nine on a baseball team
Answer: D
Diff: 3
Page Ref: 144
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
42) A phenomenon of group dynamics that results in a decrease in one's willingness to help others as the size of the group
increases is referred to as ________.
A) diffusion of responsibility
B) small group phenomenon
C) the Hawthorne Effect
D) Klinefelter's syndrome
Answer: A
Diff: 1
Page Ref: 145
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
43) A leader of a group whose responsibility would be to keep the group moving towards its goal is classified as a(n)
________ leader.
A) expressive
B) instrumental
C) authoritarian
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
12
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
D) democratic
Answer: B
Diff: 3
Page Ref: 147
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
44) A(n) ________ leadership style has the tendency to encourage either aggressive or apathetic behavior among group
members with aggressive members growing increasingly hostile towards their leader.
A) authoritarian
B) democratic
C) laissez-faire
D) expressive
Answer: A
Diff: 3
Page Ref: 148
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
45) Which group is most notable for its lack of achievement and effectiveness in decision making?
A) expressive
B) authoritarian
C) democratic
D) laissez-faire
Answer: D
Diff: 3
Page Ref: 148
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
46) Groups in which members take personal responsibility and work at a steady pace, even without supervision, are most
likely headed by which classification of leader?
A) laissez-faire leader
B) authoritative leader
C) dictatorial leader
D) democratic leader
Answer: D
Diff: 3
Page Ref: 148
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
47) Different situations require that different styles of leadership be used to meet the primary goals of the group. Imagine a
tour group that is lost in the desert. Which type of leadership would be best for the tour guide to adopt?
A) democratic leader
B) authoritarian leader
C) laissez-faire leader
D) expressive leader
Answer: B
Diff: 3
Page Ref: 148
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
48) Who conducted the classic experiment addressing the power of peer pressure that included six stooges and one actual test
subject viewing cards with lines of varying length?
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
13
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
A)
B)
C)
D)
Stanley Milgram
Robert Merton
Philip Zimbardo
Solomon Asch
Answer: D
Diff: 1
Page Ref: 148-149
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
49) What did Solomon Asch’s experiment on group conformity demonstrate?
A) Because of group pressure, most people are willing to say things they know are not true.
B) Americans are highly individualistic and reluctant to conform to group pressure.
C) Women are more susceptible to group pressure than men.
D) Younger people are more susceptible to group pressure than older adults.
Answer: A
Diff: 2
Page Ref: 148-149
Skill Level: Understand the Concepts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
50) What did Stanley Milgram's teacher-learner experiment demonstrate?
A) A substantial number of people will inflict pain on others if ordered to do so by a person in a position of authority.
B) Most people conform to social norms, even when told to deviate from them by persons in authority.
C) Group conformity is the most important social relationship people seek to achieve.
D) Individualism is among the most cherished personal qualities one can possess.
Answer: A
Diff: 1
Page Ref: 150-151
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
51) The concept of "groupthink" was developed by ________.
A) Solomon Asch
B) Stanley Milgram
C) Irving Janis
D) Georg Simmel
Answer: C
Diff: 1
Page Ref: 151
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
52) In group decision making, a form of tunnel vision that develops in which there is only one "right" viewpoint and
suggested alternatives are perceived as signs of disloyalty is called ________.
A) brainwashing
B) groupthink
C) mental programming
D) group polarization
Answer: B
Diff: 1
Page Ref: 151
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
53) How would an organization minimize the occurrence of groupthink?
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
14
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
A)
B)
C)
D)
using a highly authoritative leader
hiring the most intelligent applicants
giving free rein to diverse opinions
submitting to public review and scrutiny
Answer: C
Diff: 3
Page Ref: 152
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
5.3
Short Answer Questions
1) What are the two qualities that members of a society must share?
Answer: (1) a culture;
(2) a territory
Diff: 1
Page Ref: 129
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
2) In the hunting and gathering society, what were the major social divisions on which social stratification was based?
Answer: Hunting and gathering societies have few social divisions. The only major social division is the award of
prestige to labor done by males. Some, but not all, of these societies have a division of labor by sex, in which
men do the hunting and women do the gathering.
Diff: 1
Page Ref: 130
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
3) In order of their historical occurrence, what are the seven types of societies?
Answer: (1) hunting and gathering society;
(2) horticultural society;
(3) pastoral society;
(4) agricultural society;
(5) industrial society;
(6) postindustrial or information society;
(7) biotech society
Diff: 1
Page Ref: 130
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
4) What is the major difference in technology between the horticultural and agricultural societies?
Answer: The horticultural society used simple hand tools to work the soil, while the agricultural society used the plow.
Diff: 4
Page Ref: 131-132
Skill Level: Analyze It
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
5) What was the most obvious result of social inequality as some families and clans acquired more goods and wealth than
others?
Answer: Wars and feuds occurred when one group attempted to acquire the goods of the other.
Diff: 1
Page Ref: 132
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
15
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
6) Why is the postindustrial society also called the information society?
Answer: Its basic component is the acquiring and passing on of knowledge and technology, not the production of a
material product.
Diff: 2
Page Ref: 133
Skill Level: Understand the Concepts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
7) What is the earliest explanation for the advent of the biotech society?
Answer: the discovery of the double helix structure of DNA by Crick and Watson in 1953
Diff: 1
Page Ref: 134
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
8) Why don't aggregates and categories qualify as social groups?
Answer: Members of aggregates and categories do not interact in a meaningful way. They either have nothing in
common (aggregate) or are separated physically even though they may share a characteristic (category).
Diff: 6
Page Ref: 136
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
9) Why are secondary groups essential to the functioning of society?
Answer: Secondary groups allow societies to get important things done, such as educating the masses, making a living,
acquiring needed possessions, and engaging in leisure activities.
Diff: 2
Page Ref: 138
Skill Level: Understand the Concepts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
10) What is the difference between a primary and secondary group?
Answer: A primary group is a group characterized by intimate, long-term, face to face association and cooperation. A
secondary group is larger than a primary group, relatively temporary, more anonymous, formal, and impersonal.
In the secondary group, interaction is based on specific statuses.
Diff: 6
Page Ref: 136-138
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
11) What are some of the dysfunctions of an in-group?
Answer: unhealthy rivalries, discrimination, hatred, and even murder
Diff: 4
Page Ref: 139
Skill Level: Analyze It
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
12) What is the difference between a social network and a clique?
Answer: A social network refers to people who are linked to one another where the social ties radiate outward from the
self that link people together. A clique is a cluster of people within a larger group who choose to interact with
one another.
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16
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Diff: 6
Page Ref: 140-141
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
13) How did recent internet studies on social networking compare to Milgram’s 1967 conclusions?
Answer: The "small world phenomenon" was confirmed. Milgram concluded that on average, just six individuals
separate everyone in the United States. More recently, research on 250 million people who exchanged chat
messages on the Internet showed a link of less than seven, and a study of 700 million people on Facebook
showed a connection of less than five.
Diff: 1
Page Ref: 141-142
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
14) How do social networks perpetuate inequality?
Answer: When people learn of opportunities they share the information with others in their own network. We network
with others whose characteristics are similar to our own. Therefore, opportunities tend to circulate within the
same social groups.
Diff: 4
Page Ref: 143
Skill Level: Analyze It
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
15) In what group is a coalition impossible?
Answer: a dyad
Diff: 1
Page Ref: 142-143
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
16) What is the relationship between group size, intimacy, and stability?
Answer: As a small group grows larger, it becomes more stable, but its intensity or intimacy decreases.
Diff: 4
Page Ref: 142
Skill Level: Analyze It
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
17) What are the two types of leaders?
Answer: (1) instrumental leaders;
(2) expressive leaders
Diff: 1
Page Ref: 147
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
18) What are the three leadership styles?
Answer: (1) authoritarian leader;
(2) democratic leader;
(3) laissez-faire leader
Diff: 1
Page Ref: 148
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
17
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
19) What leadership style is best?
Answer: No single leadership style is best. The situation, the time allotted to accomplish a task, the number of people
involved, and other factors determines which leadership style should be used.
Diff: 1
Page Ref: 148
Skill Level: Know the Facts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
20) Why is groupthink dangerous to an organization?
Answer: It discourages alternative points of view, stifles creativity, and promotes blindly following leaders, regardless of
their competence.
Diff: 6
Page Ref: 151-152
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
5.4
Essay Questions
1) Discuss the five social revolutions and their causes.
Answer: (1)The first social revolution created the pastoral and horticultural societies because of the domestication of
plants and animals. It was the beginning of social inequality, greater divisions of labor, and the establishment of
permanent and semi-permanent communities.
(2) The second social revolution created the agricultural society because of the invention of the plow. It was
considered the "dawn of civilization" because it permitted people to devote time to careers other than growing
food and led to the establishment of cities.
(3) The third social revolution created the industrial society because of the invention of the steam engine. In the
industrial society both inequality and the separation of the social classes increased.
(4) The fourth social revolution created the postindustrial society because of the invention of the microchip. In
this society the emphasis shifted from manufacturing to information and technology.
(5) The fifth social revolution created the biotech society after the discoveries of the DNA double helix and the
decoding of the human genome system. In this society the economy centers on applying and altering genetic
structures to produce food, medicine, and materials.
Diff: 2
Page Ref: 130-134
Skill Level: Understand the Concepts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
2) Briefly explain how social inequality is linked to the transformation of society.
Answer: Greater social equality was found in hunting and gathering societies. Social inequality emerged as people
learned to domesticate plants and animals which allowed people to produce and accumulate a food surplus. This
food surplus resulted in a more complex division of labor, permitted trade among groups, and led to the
accumulation of material goods. This surplus also resulted in the subordination of females by males, the
development of the state, and the rule by a small elite group over the others in the society. The development of
the agricultural society created a greater degree of inequality, partially due to the feudal system where land
ownership was in the hands of a small number of royal and religious elites. As society industrialized, a rising
middle class, the production of a vast amount of affordable consumer goods, the abolition of slavery, and the
transformation of monarchies to democracies helped distribute wealth more equitably than it was done in the
agricultural society. There still exists a great deal of difference between classes in all industrial societies but the
differences are in degrees of inequality among many classes.
Diff: 4
Page Ref: 130-134
Skill Level: Analyze It
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
18
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
3) Compare and contrast aggregate, category, and social group. Give examples of each.
Answer: Aggregates are individuals who temporarily share the same physical space but do not see themselves as
belonging together. An aggregate might be a group of people waiting for a bus or a group of people in an
elevator car of a high rise going to different floors for different reasons. A category refers to people who share
a common characteristic, regardless of where they may physically located. Examples of categories include all
Pittsburgh Steelers fans, all left-handed people, and all university women. A social group requires two or more
people interacting with one another who have something in common and believe what they have in common is
significant. Aggregates do not share a common interest and do not interact in a meaningful way. A category
may share an interest but fail to interact because of physical separation.
Diff: 4
Page Ref: 136
Skill Level: Analyze It
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
4) Define a group and explain the differences between primary and secondary groups.
Answer: Groups are people who interact, have something in common and who believe that what they have in common is
significant. Primary groups are small, relatively permanent groups that are characterized by intimate face-toface interaction and cooperation. These groups fill the emotional needs of people by providing feelings of high
self-esteem, a sense of belonging and being appreciated, and sometimes love. Secondary groups are larger,
relatively temporary, more anonymous, formal and impersonal. These groups are based on some interest or
activity, and people usually interact on the basis of specific roles.
Diff: 1
Page Ref: 136-138
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
5) Describe the social changes that resulted from the invention of the plow.
Answer: (1) The use of animals to pull plows resulted in more efficient farming practices. With plows, fewer people
could farm more land, allowing even more people to engage in other activities.
(2) With more people engaging in activities other than farming, cities and culture (philosophy, art, music,
literature, and architecture) developed.
(3) Social inequality also became a fundamental feature of social life as some people managed to gain control
of the surplus resources and establish themselves in power.
(4) Those in power levied taxes on others and protected themselves by hiring armed men.
(5) During this period, females became subjugated to males and the status of women became inferior to males.
Diff: 1
Page Ref: 132
Skill Level: Know the Facts
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
6) Did equality among the masses increase or decrease following the Industrial Revolution? Provide evidence to support
your answer.
Answer: Equality among the masses increased. Although there was a rising middle class, the distance between the
"haves" and the "have-nots" became greater. Slavery flourished for the first hundred years of the Industrial
Revolution. People who could afford them demanded more and more consumer goods while vast numbers of
workers remained destitute and at the mercy of the capitalists.
Diff: 3
Page Ref: 133
Skill Level: Apply What You Know
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech.
Topic/A-head: Societies and Their Transformation
7) Discuss the consequences of dividing our world into in-groups and out-groups.
Answer: In-groups exert a high degree of social control over their membership. This often leads members to do things
they may not otherwise do and some things they may even dislike. In-groups also foster ethnocentrism. As a
member of an in-group begins to judge his or her own accomplishments and characteristics, a sense of
superiority over others develops. This can result in prejudice and discrimination and create a double standard.
Traits and behaviors that are a part of one's in-group are seen as virtues while the same traits are viewed as
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
19
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
vices in out-groups. Dividing the world into "us" and "them" can result in acts against the out-groups, ranging
from friendly rivalries to very destructive or violent acts.
Diff: 2
Page Ref: 138-139
Skill Level: Understand the Concepts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
8) Identify an example of a small group. Explain how the size of this group effects its members’ attitudes and behaviors and
what role leadership plays.
Answer: There are an exhaustive number of examples that can be used to answer this question. A good answer would
include a discussion of size, stability, diffusion of responsibility, and what leadership styles are employed. It
might also address the effectiveness of this leadership style.
Diff: 4
Page Ref: 136-142
Skill Level: Analyze It
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
9) What is the "small world phenomenon"? How does this phenomenon relate to social networks?
Answer: The "small world phenomenon" refers to the closeness that all members of a society share, even one as
extensive as the population of the United States. In the "small group phenomenon" experiment, Milgram
showed there are only six degrees of separation among total strangers who have never met. The "small group
phenomenon" demonstrates the potential vastness of a social network. While we may interact within relatively
small groups composed of friends and family, one's potential social network is almost limitless. In many cases,
the linkages that are possible between ourselves and our immediate social groups can connect us to persons who
are both geographically and socially distant.
Diff: 3
Page Ref: 141
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
10) What was the conclusion reached by Stanley Milgram following his small group phenomenon experiment involving
"starters" and "targets"? What is the major criticism of the results reached by Milgram?
Answer: The conclusion of Milgram's experiment was that, on average, just six individuals separate everyone in the
United States from knowing everyone else. The critics of Milgram point out that some of the individuals
Milgram used as "starters" and "targets" had a mutual interest in the stock market, which tainted the results.
When Milgram's research was replicated, the "starters" were successful in reaching their "targets," on average,
only 30 percent of the time with some success rates as low as 5 percent. In the replicated studies, only 384 of
24,000 "targets" were eventually reached by the "starters."
Diff: 1
Page Ref: 141-142
Skill Level: Know the Facts
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
11) Stanley Milgram's small world experiment came to the remarkable conclusion that people in the United States are linked
to all other people in the country through chains of relationships that are, on average, only six links long. How does social
structure influence how many people someone is effectively connected to and the number of links that may be necessary
to establish a network contact?
Answer: A person's education would influence the kind of job they held. The kind of job they held would, in turn,
influence how much they traveled, the variety of other people they would meet, under what conditions, and the
frequency of their contacts. Income would also influence the extent a person traveled and met others in nonbusiness situations. People with less income and education have less opportunity to travel and meet people, and
would therefore have a smaller social network.
Diff: 3
Page Ref: 140-142
Skill Level: Apply What You Know
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
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Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
and social networks.
Topic/A-head: Groups within Society
12) Discuss group dynamics and the variables that affect it.
Answer: Group dynamics refer to how groups influence us and how we affect groups. The smallest group possible is a
dyad, composed of two people. There is no maximum number of participants in a "large" group. But as a small
group grows larger, it becomes more stable, but its intensity or intimacy decreases. When some members of a
group align themselves against other members of the group, it creates a coalition. At least a triad is required for
a coalition to exist. As the number of members of a group increases the number of relationships increases at an
accelerated rate. In a two person group there is one relationship, in a dyad three relationships, in a four person
group six relationships, in a seven person group twenty-one relationships, and so on. As groups increase in size
there is also a diffusion of responsibility or a lack of personal accountability by each member of the group to
the overall welfare of the group.
Diff: 2
Page Ref: 142-145
Skill Level: Understand the Concepts
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
13) List three leadership styles and briefly describe the characteristics of each. Which style is the best one to adopt?
Answer: The three leadership styles are authoritarian, democratic, and laissez-faire. A democratic leadership style tries to
lead by building a consensus among group members. An authoritarian leadership style leads by giving orders to
group members. A laissez-faire leadership style emphasizes a permissive approach, which allows group
members to choose their own options with minimum input from the actual leader. A laissez-faire leader is
actually relinquishing power to his or her subordinates.
No single leadership style can be considered "best". All other factors remaining equal, the "best" style is
dependent upon the situation and the immediate and long-term objectives of the group. In a life-threatening or
emergency situation, an authoritative style would be most effective. If new products are being developed, a
more democratic or laissez-faire style will foster greater insight and creativity. Democratic and laissez-faire
styles also encourage the development of staff.
Diff: 4
Page Ref: 148
Skill Level: Analyze It
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
14) How did Solomon Asch conduct his classic experiment on group conformity? Why did many of the subjects in Solomon
Asch's experiment give answers that they knew to be incorrect?
Answer: Asch picked one student to participate in an experiment who was joined by six others. The six others, however,
were "plants" that made choices during the exercise that were preset by the experimenter (Asch). Each of these
six participants was instructed to give the wrong answer. In the experiment, the seven subjects were shown a
card with a single line on it. A second card was then displayed with three lines on it, one that was obviously the
same length as the first and two other lines. The students participating in the experiment were then asked to
choose the line on the second card that matched the line on the first. All six of the pre-selected participants
picked the same wrong answer, which encouraged the only true participant in the experiment to also choose the
same incorrect answer. The subjects gave incorrect answers because they did not trust their own judgment when
other people (who were confederates of the experimenter) around them gave different answers. The subjects
were afraid to appear foolish by giving answers that were different from not just one or two other participants,
but all of them.
Diff: 6
Page Ref: 148-149
Skill Level: Apply What You Know
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
15) Discuss groupthink. Although usually criticized, in what situations would the concept of groupthink be beneficial?
Answer: Groupthink is the narrowing of thought by a group of people, leading to the perception that there is only one
correct answer. To even suggest alternatives becomes a sign of disloyalty. Usually a group looks to explore
alternatives in every situation, but there are situations when there is simply not time to explore or discuss
alternatives. Although such situations are rare, they do occur during emergencies and when time and resources
are severely limited. In addition, some organizations have a member who opposes any option decided upon by
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21
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
the group leader. There are occasions when the choice made is the best choice and for everyone to agree is not a
sign of weakness or submission to authority, but simply sound management.
Diff: 5
Page Ref: 151-152
Skill Level: Analyze It
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the
Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
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Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
5.5
Matching Questions
Skill Level: Know the Facts
Match the term with the definition.
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
23
Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
1)
group
Diff: 1
Page Ref: 129
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech
Topic/A-head: Societies and Their Transformation
2)
pastoral society
Diff: 1
Page Ref: 131
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech
Topic/A-head: Societies and Their Transformation
3)
horticultural society
Diff: 1
Page Ref: 133
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech
Topic/A-head: Societies and Their Transformation
4)
social network
Diff: 1
Page Ref: 140
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
8)
C)
a society based on large-scale food production using plows
drawn by animals
D)
a narrowing of thought by several people leading to the
perception that there is only one correct answer or solution
E)
a group that is relatively large, temporary, anonymous and
formal; based on some interest or activity
F)
an individual who increases harmony and minimizes conflict in
a group
G)
a cluster of people within a larger group who choose to interact
with one another
H)
a group characterized by intimate, long-term, face-to-face
association and cooperation
I)
an individual who leads by being highly permissive
J)
people who interact with one another, have something in
common and believe that what they have in common is
significant
K)
an individual who tries to keep the group moving toward its
goals
L)
an individual who leads by giving orders
M)
the ways in which individuals affect groups and the ways in
which groups influence individuals
N)
a society based on cultivating plants by the use of hand tools
O)
a society based on the pasturing of animals
clique
Diff: 1
Page Ref: 141
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
9)
the alignment of some members of a group against others
secondary group
Diff: 1
Page Ref: 138
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
7)
B)
primary group
Diff: 1
Page Ref: 138
LO: 5.2 Discuss the main characteristics of primary groups, secondary groups, in-groups and out-groups, reference groups,
and social networks.
Topic/A-head: Groups within Society
6)
the social ties radiating outward from the self that link people
together
agricultural society
Diff: 1
Page Ref: 133
LO: 5.1 Summarize the main characteristics of these types of societies: hunting and gathering, pastoral and horticultural,
agricultural, industrial, postindustrial, and biotech
Topic/A-head: Societies and Their Transformation
5)
A)
group dynamics
Diff: 1
Page Ref: 142
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders;
the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
10)
coalition
Diff: 1
Page Ref: 143
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders;
the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
11)
instrumental leader
Diff: 1
Page Ref: 147
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders;
the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
12)
expressive leader
Diff: 1
Page Ref: 147
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders;
the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
13)
authoritarian leader
Diff: 1
Page Ref: 148
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders;
the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
14)
laissez-faire leader
Diff: 1
Page Ref: 148
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders;
the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
15)
groupthink
Diff: 1
Page Ref: 151
LO: 5.3 Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders;
the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink.
Topic/A-head: Group Dynamics
1) J; 2) O; 3) N; 4) C; 5) H; 6) E; 7) A; 8) G; 9) M; 10) B; 11) K; 12) F; 13) L; 14) I; 15) D
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Henslin, Sociology: A Down-to-Earth Approach, Core Concepts, 6e
Copyright © 2015, 2013, 2011 Pearson Education, Inc. All rights reserved.
25