1. Which of the following are definitions of a group?

• A number of individuals who join together to achieve a goal.

• A collection of individuals who are interdependent in some way.

• A social unit consisting of two or more persons who perceive themselves as belonging to a group.

• A collection of individuals who are trying to satisfy some personal need through their joint association.

• all of the above

2. What distinguishes humans as a species from other animals?

• our size

• our speed

• our ability to engage in cooperative enterprises

• our hearts

3. When it comes to group functioning, ______ does give power.

• empathy

• size

• skill

• knowledge

4. Much of the research on groups has used ____________ as the unit of analysis.

• period of time the group has existed

• group values

• number of members

• individual members

5. A ___________ is a person who is skilled enough to both participate in group work and observe group process at the same time.

• know-it-all

• observer

• stenographer

• participant-observer

6. This class is a learning situation. To experience psychological success in this learning situation, what is one for the necessary factors, according to Lewin?

• the opportunity to practice new skills until they become habitual behaviors

• a belief that you are in control of, or can influence, your own learning

• extrinsic motivators that encourage further learning

• role-play exercises that postitively affect attitudes and behavior

7. Knowledge of ___________ has the potential to change the way we think about and function in groups.

• group development

• group dysfunction

• group dynamics

• group paradox

8. Procedural learning is based on _________.

• book learning

• observational learning

• experiential learning

• none of the above

9. Most group developmental change theories take one of two approaches. They are:

• structured change theories and haphazard change theories

• constructive change theories and recurring-phase theories

• conflict resolution theories and sequential-stage theories

• recurring-phase theories and sequential-stage theories

10. In a skill-training program, it is helpful for the coordinator to know the following information about the participants:

• expectations

• experience

• needs

• vital data

• all of the above.