MCAT 8B · Psych/Soc
Social Thinking: Attribution, Prejudice and Stereotypes
392 original Anki flashcards, a 12-page illustrated study guide, a 4-page cheat sheet and 50 practice questions for MCAT content category 8B.
What is inside
- deck.apkg392 original Anki flashcards (218 short answer, 54 multiple choice, 58 cloze, 47 true/false, 15 image occlusion), 23 original diagrams
- guide.pdf12-page illustrated study guide that explains the ideas
- cheatsheet.pdf4 printable pages, US Letter at 100 percent
- questions.pdf50 original MCAT-style practice questions with explanations, including 3 passage-based sets
- README.txtimport steps
- 218 short answer
- 54 multiple choice
- 58 cloze
- 47 true/false
- 15 image occlusion
Topics (15)
- 01AtAttribution theory
- 02FuFundamental attribution error and actor-observer bias
- 03SeSelf-serving bias
- 04CuCultural effects on attribution
- 05HaHalo effect and just-world hypothesis
- 06StStereotypes
- 07PrPrejudice
- 08DiDiscrimination versus prejudice
- 09StStereotype threat and self-fulfilling prophecy
- 10EtEthnocentrism and cultural relativism
- 11InIn-group and out-group dynamics
- 12PoPower, prestige and class in prejudice
- 13EmEmotion and cognition in prejudice
- 14ReReducing prejudice (contact hypothesis)
- 15SoSocial perception and impression formation
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Try it · sample practice questions
Five questions from the pack.
Q1A student fails an exam. Which attribution is internal and unstable under Weiner's scheme?
D. Effort is a feature of the person (internal) that can change from week to week (unstable). Lack of ability is internal but stable, exam difficulty is external and stable, and bad luck is external and unstable.
Q2A student does not study the night before an exam so that a poor grade can be blamed on lack of preparation instead of ability. This is:
B. Creating an obstacle in advance protects the perceived ability from a failure. Self-monitoring is adjusting behavior to the situation, effort justification is rationalizing the cost of a goal, and group-serving bias concerns in-group attributions.
Q3In Fiske's stereotype content model, which group is stereotyped as low in warmth and high in competence?
D. Low warmth with high competence produces envy. Pity goes with high warmth and low competence, admiration with high on both, and contempt with low on both.
Q4Teachers are told that certain students are about to make large gains, but the students were chosen at random. At year's end, those students gained more. This is the:
B. Teacher expectations changed teacher behavior, which improved performance, a self-fulfilling prophecy (Rosenthal and Jacobson, 1968). Stereotype lift, halo effect, and mere exposure do not describe expectation-driven performance gains.
Q5A worker who believes that class inequality is fair and that anyone can succeed by working hard and who ignores structural barriers illustrates:
D. System justification is the motivation to view existing arrangements as fair. Class consciousness is awareness of shared class interests, and relative deprivation is feeling worse off than a reference group.
Those are real questions from the pack, word for word.