Your psychology professor has assigned group projects to your class. She has chosen to individually grade each student's contribution to the assignment as an attempt to reduce

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Consider the context: a professor grades each student's contribution to a group project to encourage accountability and prevent freeloading. 
Option 1: social facilitation. This phenomenon refers to improved performance on simple or well-practiced tasks when others are present, not to reduced effort or accountability in a group task. Hence, it doesn’t match the aim of individual grading to curb loafing. 
Option 2: social loafing. This is the tendency for individuals to put in less effort when they work in a group than when they work alone. By grading contributions separately, the instructor is directly targeting and reducing this tendency, promoting individual responsibility. 
Option 3: minority influence. This describes how a minority within a group can sway the majority’s opinions or decisions, which is about group dynamics and persuasion rather than participation levels or effort in a task. Therefore, it’s not relevant to reducing individual free-riding. 
Option 4: group polarization. This refers to the strengthening of a group's dominant position after discussion, leading to more extreme group decisions, not to the issue of each member’s effort in a collaborative project. Thus it does not apply to reducing social loafing. 
In summary, the statement about reducing social loafing best aligns with the instructor’s strategy of assessing individuals separately to ensure equal accountability and effort across group members.

Your psychology professor has assigned group projects to your class. She has chosen to individually grade each student's contribution to the assignment as an attempt to reduce

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