Test Bank for Group Dynamics, 6th Edition : Forsyth

Test Bank for Group Dynamics, 6th Edition : Forsyth

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 5
Cohesion and Development

Groups, like all living things, develop over time. The group may begin as a collection of
strangers, but uncertainty gives way to cohesion as members become bound to their group, its
members, and its tasks. This chapter reviews both the causes and consequences of group
cohesion and the development of cohesion over time.

Learning Objectives

5.1. Synthesize diverse perspectives on cohesion in a multicomponent, multilevel model.

5.2. Compare the concept of social cohesion to interpersonal attraction.
5.3. Describe the following five aspects of cohesion: social cohesion, task cohesion, collective
cohesion, emotional cohesion, and structural cohesion.
5.4. Summarize the methods used by Muzafer and Carolyn Sherif in their study of group development
in summer camps, and note the implications of their findings for understanding cohesion.
5.5. Identify the differences between open and closed groups, particularly with regards to variations in
cohesiveness.
5.6. Discuss the relationship between a group’s structure and its cohesiveness.
5.7. Describe the basic assumptions of the following theories of group cohesion: Hogg’s social identity
theory, Freud’s replacement hypothesis, identify fusion theory, and relational cohesion theory.
5.8. Describe at least three ways to measure a group’s level of cohesion.
5.9. Summarize Tuckman’s theory of group development.
5.10. Examine the relationship between conflict and cohesion.
5.11. Compare successive stage theories of group development to cyclical models, providing examples.
5.12. Compare polychronic cultures to monochronic cultures.
5.13. Identify the positive and negative consequences of high levels of cohesion.
5.14. Explain the relationship between cohesion and group productivity.
5.15. Use the concept of norms to explain when cohesion increases a group’s productivity and when it
does not.
5.16. Review both field and laboratory studies of the impact of initiations on commitment to a group and
group cohesion.
5.17. Summarize the findings obtained by Festinger and their colleagues in their study of a small
“doomsday” group.
5.18. Explain why groups often haze their members and why they should abandon this practice.
Key Terms

behavioral synchrony equilibrium model monochronic cultures (M-

closed group five-stage model of group time cultures)
cognitive dissonance development old sergeant syndrome
collective cohesion group potency open group
collective efficacy hazing polychronic cultures (P-
emotional cohesion identify fusion theory time cultures)
equifinality mimicry

Cohesion and Development 61 Chapter 5

punctuated equilibrium relational cohesion theory structural cohesion
model social cohesion task cohesion

Activities

5-1. Group Development. Students can use Tuckman’s (1965) model to trace and describe the changes in
a group to which they belong. They can also (a) complete this exercise at the end of the semester, using
the class as an example and (b) use items from Wheelan and Hochberger’s (1996) questionnaire measure
of group development, which is summarized in Table 5-3 of the text.

Instructions. Study the long-term development of a group to which you currently belong or once
belonged. Select a group that has a history that you can document, rather than one that has only recently
formed. For example, classes that meet for a semester before they disband, sports teams, project teams at
work, and informal friendship cliques are just a few of the types of groups you could examine.
1. Begin by describing the group in detail when it first formed. Give examples and anecdotal evidence
when appropriate.
2. Describe any changes that took place in the group over time. Make note of the extent to which the
group experienced (a) the orientation stage, (b) conflict, (c) increased cohesion and changes in
structure, and (4) a period of high performance. Which of the two theories discussed in the book—
Tuckman’s stage model or Bale’s equilibrium model—best describes your group?
3. Discuss the group socialization processes, focusing mainly on yourself. Has your evaluation,
commitment, and role in the group changed over time. Has the group changed is evaluation and
commitment to you?

5-2. Measuring Cohesion. Much of the confusion about the concept of cohesion arises because
researchers and theorists confound the causes of cohesion with the definition of cohesion. Cohesion arises
from many sources, but it is, at root, just the unity, integrity, and solidarity of a group. The BCI: Basic
Cohesion Index measures cohesion, here defined as group unity (The even items are to be reverse scored).

Instructions. Is this a cohesive group? Please indicate your perceptions of the group by answering each
statement with one of the following:
Strongly Agree (5) Agree (4) Uncertain or Neutral (3) Disagree (2) Strongly Disagree (1)

1. This group is cohesive. 8. This group is not cohesive.

2. Members tend to drift away from the group. 9. This group is a "we" rather than just a
3. This group is unified. collection of "me's".
4. This group is just a collection of individuals. 10. This group lacks solidarity.
5. This is a close-knit group. 11. Members of this group are fused together to
6. This group is not very unified. form a whole.
7. This group is not just separate individuals, but 12. This is a group in name only.
a unified whole.

You can also demonstrate the many components of cohesion by asking students to rate a group that they
belong to currently, or have belonged to in the past. Alternatively, you can ask the students to rate the
class as a group or to just identify the items that they think are indicators of cohesiveness. The items on
the scale are based on Table 5-1, and make up ten subscales of a multicomponent, multilevel measure of
cohesion. The four components are social, task, perceived, and emotional cohesion, and the two levels are
individual and group. The instructions, items, and key follow:

Cohesion and Development 62 Chapter 5

Instructions. Is this a cohesive group? Please indicate your perceptions of the group by answering each
statement with one of the following: Strongly Agree (5), Agree (4), Uncertain or Neutral (3), or Disagree
(2) or Strongly Disagree (1). Then, select the 4 characteristics that you feel best describe your group.

Component First Item Second Item

Group-level social 1. I like this group. 11. I am attracted to this group.

cohesion

Individual-level 2. For the most part, I like the people 12. I would consider many of the
social cohesion who are members of this group. people in this group to be my friends.

Group-level task 3. Group members work well 13. The group members diligently
cohesion together to achieve group goals. pursue the group’s goals.

Individual-level 4. I enthusiastically contribute to the 14. I am willing to work hard for this
task cohesion group’s goal-related efforts. group’s goals.

Group-level 5. Members are bonded to the group. 15. The members of this group
collective cohesion identify with this group.

Individual-level 6. I identify with this group and its 16. I feel like a part of this group.
collective cohesion members.

Group-level 7. This group has a great amount of 17. The group has team spirit.
emotional cohesion energy.

Individual-level 8. I get excited just being in this 18. I am happy to be a member of this
emotional cohesion group. group.

Group-level 9. This group is well-organized. 19. This group has a high level of
structural cohesion structural integrity.

Individual-level 10. I understand my place in this 20. The role I play in this group is
structural cohesion group. well-defined.

Cohesion and Development 62 Chapter 5

5-3. Punctuated Equilibrium. Break students up into small groups with one observer assigned to each
group. Give the groups a large sheet of paper and crayons, and ask them to create an image of their
university, their city, or their country. (Any other nondivisible activity can be substituted for the group-
drawing task). Give the observer a set of instructions that asks him or her to note the time the group
begins work and ends. Observers should also be asked to write down a short description of the group’s
interactions every five minutes (sound a buzzer at regular intervals), and note any dramatic changes in the
way the group is working on the task. Collect the observations and discuss them.

5-4. School Spirit and Group Cohesion. Replicate Reifman’s (2004) study of school spirit at your
university. Reifman, working with colleagues at 20 different universities, developed and administered a
series of measures of a university’s collective “school spirit.” The measures examine the cohesiveness
and esprit de corps of each university, but focus on the university as the level of analysis. The
investigators used a variety of direct and indirect measures, including coding students’ apparel for
evidence of university-affiliation, counting school decals in the student parking lots, measuring
“closeness” with the university using a visual test like that shown in Figure 3-4 of the text, and a modified
version of the Collective Self-esteem Scale (see Table 3-5 of the text). Reifman found that these indexes
were relatively well-correlated, with relationships ranging from .82 (between the visual closeness measure
and the Collective Self-esteem Scale items to .24 (between alumni giving and university apparel worn by
students. [Source: Reifman, A. (2004). Measuring school spirit: A national teaching exercise. Teaching of
Psychology, 31, 18-21.]

5-5. Which Comes First: Success or Cohesion? Cohesion has a such a strong positive connotation,
particularly in connection to team performance, that students sometimes need help recognizing the
strength of the performance-to-cohesion relationship. To demonstrate the impact of outcome on cohesion
ask students to work in small groups on a series of problems.
1. Give each member of the groups a response sheet for their answers, but also a space for them to
indicate their perception of their group’s cohesiveness.
2. Put the questions to the group orally or via a projector, and have the group deliberate briefly to reach an
answer. Give the groups immediate feedback on their answers.
3. At random intervals ask the group members to rate the cohesiveness of their groups on a scale from 1
(not at all cohesive) to 9 (very cohesive).
4. Chart the decline in cohesiveness seen in groups that perform poorly, and the increase in cohesiveness
seen in groups that succeed.

Essay

5.1. What is group cohesion?

5.2. What is the difference between interpersonal attraction and cohesion?
5.3. Compare and contrast these five bases of cohesion: social cohesion, task cohesion, collective,
emotional, and structural cohesion.
5.4. Apply the multicomponent concept of cohesion to these three types of groups: a group of friends, a
family, and a sports team.
5.5. Summarize the methods used and findings obtained by the Sherifs in their study of cohesion in
small groups of boys at a summer camp.
5.6. Why do online groups tend to be less cohesive than offline groups?
5.7. Describe and give examples of observational and self-report methods for measuring group
cohesion.
5.8. Summarize Tuckman’s five-stage model of group development, naming and giving an example of
each of the stages he identifies.

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5.9. Explain why you agree with or disagree with the following statement: “Conflict is destructive to
groups and should be avoided if possible.”
5.10. Will a group of individuals from a Western culture move through the 5 stages of group
development in a different way than a group of individuals from an Eastern culture?
5.11. Compare and contrast successive-stage theories of group development and cyclical models of
development.
5.12. What are consequences (positive and negative) of working in cohesive groups?
5.13. Drawing on meta-analytic findings, explain the causal relationships between cohesion and
performance in task-focused groups over time.
5.14. You are about to do a study of the relationship between team performance and team cohesiveness
with soccer teams. Describe your predictions and the methods you plan to use.
5.15. Trace the development of a group you once belonged to (consider, for example, a class you took
last semester). Make note of the extent to which the group experienced each stage described by
Tuckman. Which of the two theories of group development—Tuckman’s stage model or Bale’s
equilibrium model—best describes your group?
5.16. Use the theory of cognitive dissonance to explain why members of a group may support a leader
even after the leader has made a series of serious errors.
5.17. Summarize the methods and findings of Aronson and Mill’s study of initiation.
5.18. Critique the use of hazing to increase the cohesion of fraternities and sororities on college
campuses (using research evidence).
5.19. The group you are leading seems apathetic, and members don’t work well together. What methods
could you use to increase their cohesiveness?
5.20. How did Herb Brooks increase the cohesiveness of the U.S. Olympic Hockey Team?
True/False

5.1. Cohesion, properly defined, is the attraction that takes place between individuals and does not entail
attraction to the group as a whole. (F)
5.2. Cohesiveness is such a complex concept that it cannot be defined. (F)
5.3. A group’s cohesion derives from one primary source: interpersonal attraction. (F)
5.4. Equifinality, in systems theory, is the potential to reach a given end state through any one of number
of means. (T)
5.5. Social identity theory suggests that even large groups, such as ethnic groups and nationalities, can
be cohesive. (T)
5.6. Collective efficacy is not just optimism, but member’s shared beliefs that the group is capable of
effectively enacting the activities necessary for successful performance. (T)
5.7. Freud’s replacement hypothesis argued that people must frequently replace current groups with new
groups. (F)
5.8. Relational cohesion theory, like cognitive dissonance theory, argues that people tend to become
more committed to their groups when the group causes members to experience negative, rather than
positive, emotions. (F)
5.9. Open groups tend to be more cohesive than closed groups. (F)
5.10. Group rituals, such as marching together, increase team work but lower overall group cohesion. (F)
5.11. The core stages of Tuckman’s model of group development are, in order, forming, storming,
norming, performing, and adjourning. (T)

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5.12. Tentative communication and concern for ambiguity typify the orientation level of group
development. (T)
5.13. Group perform more effectively early in their development rather than later, since motivation to
work wanes over time. (F)
5.14. If a group is to succeed it is important that it does not enter into a stage of conflict. (F)
5.15. The successive stage theory states that groups repeatedly cycle through the stages of development as
the group matures. (F)
5.16. According to the punctuated equilibrium model of group development, groups change gradually
over time as they move through stages of orientation, conflict, structuration, and productivity. (F)
5.17. In general, cohesive groups outperform groups without cohesion. (T)
5.18. Although performance can create a small level of cohesion, high cohesion is what causes higher
levels of performance, not vice versa. (F)
5.19. Cognitive dissonance is an adverse psychological state that occurs when an individual
simultaneously holds two conflicting cognitions. (T)
5.20. If hazing increases an individual’s investment in the group it can increase loyalty to the group. (T)

Multiple Choice

5.1. What one characteristic of the U.S. Hockey Team most contributed to their win over the Russians?
A. training
B. cohesiveness
C. skill
D. youth
E. morale
Answer: B (The Nature of Cohesion)

5.2. The systems theory concept of equifinality suggests

A. cohesion cannot be defined.
B. cohesion influences outcome, but not process.
C. cohesion is influenced by a recursive feedback process.
D. a group’s cohesion can be traced back to one or more causes.
E. a group is more than the sum of its parts.
Answer: D (The Nature of Cohesion)

5.3. A multicomponent approach to cohesion assumes

A. cohesion is based primarily on interpersonal attraction.
B. there is no single sufficient condition that, when present, will generate group cohesion.
C. the concept of cohesion is, itself, not cohesive.
D. a group where members no longer feel emotionally connected to one another but are still proud to
be members does not qualify as being cohesive.
E. a highly productive group marked by high levels of integrated teamwork but where members
dislike each other does not qualify as being cohesive.
Answer: B (The Nature of Cohesion)

5.4. Who defined group cohesion as “the total field of forces which act on members to remain in the
group”?
A. Leon Festinger and his colleagues
B. Michael Hogg

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 C. Bruce W. Tuckman
D. Coach Paul (“Bear”) Bryant
E. Coach Herb Brooks
Answer: A (The Nature of Cohesion)

5.5. Rupert is on my soccer team and I like him a great deal, but I really admire Jill because she
epitomizes the qualities I look for in a teammate. As defined by social identity theorist Michael Hogg,
my feelings for Rupert are ___, but my feelings for Jill are ____.
A. individual cohesion; group cohesion
B. specific liking; diffuse liking
C. liking; cohesion
D. direct; reflective
E. personal attraction; social attraction
Answer: E (The Nature of Cohesion)

5.6. Liking for the group is ___ cohesion, whereas high levels of goal-focused team work is ___ cohesion.
A. emotional; team
B. social; structural
C. social; task;
D. attraction; performing
E. personal attraction; social attraction
Answer: C (The Nature of Cohesion)

5.7. Which one is true?

A. Most researchers currently agree that cohesion refers to attraction to the group, not attraction to
individual members.
B. Increases in attraction to the group as a whole increases a group’s cohesion, but increases to
specific individuals in the group lowers a group’s cohesion.
C. Social cohesion is multileveled: it includes attraction to individuals and attraction to the group as a
whole.
D. According to social identity theory, only relatively small groups (fewer than 50 members) can
develop the strength of association among members to become cohesive.
Answer: C (The Nature of Cohesion)

5.8. Which one illustrates the multilevel nature of cohesion?

A. A group where members no longer feel emotionally connected to one another does not qualify as
being cohesive.
B. A highly productive group marked by low levels of integrated teamwork does not qualify as being
cohesive.
C. Cohesion is based on attraction and teamwork..
D. Frank may feel that the group is a cohesive one, but his teammate Ed may not.
E. The members of a cohesive group like each other as individuals, but they also express liking for
the group as a whole.
Answer: E (The Nature of Cohesion)

5.9. Thomas believes that a group is cohesive when it is marked by strong positive bonds of affection
between members of a group. Thomas considers cohesion to be
A. a multidimensional construct.
B. group unity.
C. entitativity.
D. teamwork.

Cohesion and Development 66 Chapter 5

 E. a form of attraction.
Answer: E (The Nature of Cohesion)

5.10. The group is high in ___ cohesion, for it gives members a feeling of belongingness, “weness,” and
inclusion.
A. attraction
B. social
C. collective
D. task
E. associative
Answer: C (The Nature of Cohesion)

5.11. The group is high in ___ cohesion, for all the members are personally committed to doing their part
to help the group reach its goals.
A. attraction
B. social
C. collective
D. task
E. associative
Answer: D (The Nature of Cohesion)

5.12. For a group to have high collective efficacy

A. the leader must feel that the group is capable of success.
B. group members must feel they can do what it takes to succeed.
C. members must be confident.
D. members must work well together.
Answer: B (The Nature of Cohesion)

5.13. The concept of ___ assumes that members can coordinate their efforts to make or do something.
A. teamwork
B. esprit de corps
C. morale
D. cohesion
Answer: A (The Nature of Cohesion)

5.14. Which one is most closely associated with task cohesion?

A. social attraction
B. esprit de corps
C. entitativity
D. commitment
E. collective efficacy
Answer: E (The Nature of Cohesion)

5.15. Which is true?

A. A group that is confident is high in collective efficacy.
B. Cohesion is based on attraction, and is separate and distinct from the group’s level of coordination
and efficiency (teamwork).
C. Because teamwork requires modification of individual tendencies, increases in teamwork tend to
reduce the overall cohesiveness of the group.
D. Collective efficacy is a group’s shared belief that it can successfully execute the actions required
to be successful.

Cohesion and Development 67 Chapter 5

 E. all of the above
Answer: D (The Nature of Cohesion)

5.16. Which one fits least well with the others?

A. collective effervescence
B. morale
C. esprit de corps
D. positive affective tone
E. collective efficacy
Answer: E (The Nature of Cohesion)

5.17. Which statement is true?

A. Emotions are psychological states, and so groups cannot be said to have emotional reactions.
B. Collective rituals, such as marching, increase teamwork but minimize the group’s collective
emotions.
C. The more members identify with the group, the more likely they will adopt and display the group’s
collective affective state.
D. Groups can experience emotions collectively so long as all the members of the group have the
opportunity to personally experience the event that triggered the emotional reaction.
E. Collective emotions, unlike other shared beliefs, can be experienced by only one or two of the
members of a group.
Answer: C The Nature of Cohesion)

5.18. Which is NOT a currently accepted component of a multilevel conception of cohesion?

A. Cohesion is attraction to the group.
B. Cohesion is group unity.
C. Cohesion is teamwork.
D. Cohesion is positive affective tone.
E. Cohesion is strength of group mind.
Answer: E (The Nature of Cohesion)

5.19. Which is true?

A. Relational cohesion theory explains why group working on tasks that require behavioral synchrony
tend to become more cohesive over time.
B. When members’ actions are synchronized they mimic each other’s actions even though they may
not be in the same location.
C. Cohesiveness increases synchrony, but synchrony does not increase cohesiveness.
D. Mimicry is a synonym for behavioral synchrony.
Answer: A (The Nature of Cohesion)

5.20. According to the Sherifs’ studies of cohesion conducted with young boys attending summer camps
A. Liking between individual members causes cohesion, rather than cohesion causing liking between
members.
B. Groups that engage in positive, enjoyable activities tend to become cohesive.
C. A group, to become cohesion, must sometimes ostracize the least-like members.
D. Highly stratified groups are more cohesive than groups with reciprocal, overlapping attraction
patterns.
E. The presence of subgroups, or cliques, within a group tends to increase the group’s overall
cohesiveness.
Answer: B (The Nature of Cohesion)

Cohesion and Development 68 Chapter 5

5.21. ___ groups tend to be more cohesive than ___ groups.
A. Larger; smaller
B. Closed; open
C. Disorganized; structured
D. Stratified; nonhierarchical
E. Social; task-focused
Answer: B (pp. 123-125).

5.22. Which is true?

A. Cohesive groups tend to be less structured in comparison to non-cohesive groups.
B. Certain types of group structures are associated with higher levels of cohesiveness.
C. Groups with highly unified subgroups tend to be more cohesive than groups without subgroups.
D. Stratified groups tend to be more cohesive than groups with extended and mutual ties among all
members.
Answer: B (The Nature of Cohesion)

5.23. Cohesiveness can be measured by

A. observing how well teams work together.
B. noting how frequently people use plural rather than singular pronouns.
C. sociometry.
D. using self-report scales such as the Group Attitude Scale.
E. all of the above methods.
Answer: E (The Nature of Cohesion)

5.24. Elizabeth measures how, over time, groups change and evolve. She studies
A. group development.
B. cognitive dissonance.
C. group cohesion.
D. group synergy.
Answer: A (Developing Cohesion)

5.25. The stages in Tuckman’s group development model are, in order,

A. storming, forming, norming, conforming, adjourning.
B. forming, storming, norming, performing, adjourning.
C. forming, norming, storming, performing, adjourning.
D. forming, storming, conforming, performing, adjourning.
E. storming, norming, conforming, reforming, adjourning.
Answer: B (Developing Cohesion)

5.26. Which is NOT one of the stages identified by Tuckman in his theory of group development?
A. storming
B. reforming
C. norming
D. performing
E. adjourning
Answer: B (Developing Cohesion)

5.27. When you are traveling by plane, what stage would you like your cockpit crew to have attained?
A. storming
B. reforming
C. norming

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 D. performing
E. adjourning
Answer: D (Developing Cohesion)

5.28. Which is one of the stages of development identified by Tuckman?

A. forming
B. conforming
C. reforming
D. de-forming
Answer: A (Developing Cohesion)

5.29. Conflict is to the ____ stage as increased cohesion is to the ____ stage.
A. storming; norming
B. trouble; conforming
C. disorientated; orientation
D. storming; conforming
E. stress; relaxation
Answer: A (Developing Cohesion)

5.30. People in a group are nervous, very quiet, and overly polite because they have only just met one
another. The group is
A. not yet officially a group.
B. experiencing conflict.
C. in the forming, or orientation, stage.
D. in the task-performance stage.
E. in the individual-collective stage.
Answer: C (Developing Cohesion)

5.31. A number of experts who study group development believe that

A. conflict is destructive to groups and should be avoided if possible.
B. conflict usually only yields positive effects.
C. conflict is a normal and necessary part of group interaction.
D. groups must learn to avoid conflict.
Answer: C (Developing Cohesion)

5.32. Group structures, like roles and authority hierarchies, develop during the ____ stage.
A. forming
B. storming
C. adjourning
D. norming
E. performing
Answer: D (Developing Cohesion)

5.33. The U.S. Hockey team, when it played the Russians, was likely at the ___ stage of development.
A. forming
B. storming
C. adjourning
D. norming
E. performing
Answer: E (Developing Cohesion)

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5.34. Which statement describes a group at the orientation, or forming, stage of development?
A. Members tend to go along with whatever the leader suggests.
B. Members challenge the leader’s ideas.
C. Members rely on each other.
D. The group encourages high performance and quality work.
E. The members identify duties and responsibilities.
Answer: A (Developing Cohesion)

5.35. Which one does not fit with the others?

A. monochromic
B. multi-tasking
C. deadlines, agendas, appointments
D. viewing time as a resource that can be segmented into units
E. U.S., Switzerland, German
Answer: B (Developing Cohesion)

5.36. A police task force working to reduce violent crime experienced conflict initially, but then it became
better organized and more effective until, after several years, it disbanded. The task force’s
development is consistent with a ___ model.
A. hierarchical phase
B. successive-stage
C. cyclical
D. balance
E. punctuated equilibrium
Answer: B (Developing Cohesion)

5.37. Bales’ equilibrium model (which argues that, over time, the group oscillates between task and
interpersonal concerns) is an example of a ___ model.
A. hierarchical phase
B. successive-stage
C. cyclical
D. balance
E. punctuated equilibrium
Answer: C (Developing Cohesion)

5.38. The Strikers, a soccer team, go through periods where members play well and show great unity, but
between these phases they tend to experience periods of internal conflict. The Striker’s development
is consistent with a ___ model.
A. hierarchical phase
B. successive-stage
C. cyclical
D. balance
E. punctuated equilibrium
Answer: C (Developing Cohesion)

5.39. Like many groups, the students didn’t get much done until one week before the end of the
semester—at which time the group, out of panic, started working at a furious pace. This group’s
development is consistent with a ___ model.
A. hierarchical phase
B. successive-stage
C. cyclical

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 D. balance
E. punctuated equilibrium
Answer: E (Developing Cohesion)

5.40. ____ is greater in noncohesive groups than in cohesive groups.

A. Intermember attraction
B. Intermember cooperation
C. Acceptance of deviancy
D. Conformity pressure
Answer: C (Consequences of Cohesion)

5.41. Which statement is most accurate?

A. Cohesive groups are superior to noncohesive groups.
B. Cohesive groups invariably outperform noncohesive groups.
C. Members of cohesive groups are more satisfied with membership, but they are more likely to leave
the group.
D. Cohesive groups can avoid the conflict stage of group development.
E. Cohesiveness intensifies group processes.
Answer: E (Consequences of Cohesion)

5.42. Which is true?

A. Cohesive combat groups act as a buffer against a form of combat fatigue known as the “old
sergeants syndrome.”
B. Cohesive groups are more supportive of their members, and hence are more tolerant when a
member disagrees with the group.
C. Cohesion causes groups to be more productive.
D. Group success leads to increases in cohesiveness.
E. all of the above
Answer: D (Consequences of Cohesion)

5.43. According to Mullen and Copper (1994), cohesiveness, when conceptualized as ____, is positively
correlated with performance.
A. interaction
B. group unity
C. a binding force
D. a form of attraction
E. commitment to the task
Answer: E (p. 138)

5.44. Which statement is most accurate?

A. People in cohesive groups work harder than people in noncohesive groups.
B. Noncohesive groups, when the task requires mental concentration, outperform cohesive ones.
C. Cohesion, when based on unity, predicts performance.
D. Cohesive groups outperform noncohesive ones when their norms stress production.
E. Cohesive groups encourage creativity and freedom from normative pressure.
Answer: D (Consequences of Cohesion)

5.45. Cohesion enhances group performance when

A. it increases tolerance for other members’ shortcomings.
B. the norms of the group support high rates of productivity.
C. groups are working on cognitive, rather than physical, tasks.

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D. leaders expect more from cohesive groups.

E. based on attraction rather than task commitment.
Answer: B (Consequences of Cohesion)

5.46. Which one is most accurate?

A. Cohesive groups do not perform any better than low cohesion groups.
B. The causal impact of cohesion on performance is greater than the causal impact of performance on
cohesion.
C. The more interdependence required by a group task, the more cohesion increases productivity.
D. Cohesion tends to increase the variability of group members’ productivity.
Answer: C (Consequences of Cohesion)

5.47. The famous case study of the group of true believers that formed around the psychic Marion Keech
conducted by Festinger and his colleagues indicated that
A. members will leave a group when the costs become too great.
B. groups move through a conflict phase before they reach their cohesive peak.
C. individuals seek rewarding groups, rather than costly ones.
D. members who must invest in the group sometimes become more committed to it.
E. leaders can create cohesiveness by increasing esprit de corps within the group.
Answer: D (Application: Explaining Initiations)

5.48. Basing your conclusion on the Aronson and Mills study of severity of initiation to join a group,
members of a fraternity who wish to bind new inductees to the group should
A. make sure the group engages in “fun” activities.
B. provide a mild initiation procedure.
C. provide a severe initiation procedure.
D. use no initiation procedure.
E. emotionally arouse new members.
Answer: C (Application: Explaining Initiations)

5.49. The Aronson and Mills study of severity of initiation supported ___ theory by finding that increased
costs lead to increased liking for the group.
A. cognitive dissonance
B. cohesion
C. evolutionary
D. social exchange
E. network
Answer: A (Application: Explaining Initiations)

5.50. Which is true?

A. Hazing is illegal in most states.
B. Groups that use positive forms of team-building are more cohesive than ones that use aversive
methods to haze new members.
C. Despite attempts to control hazing, many college students are killed or injured in hazing incidents
each year.
D. Many groups believe that hazing is the best way to increase new members’ commitment to their
group.
E. All of the above are true.
Answer: E (Application: Explaining Initiation)

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