test bank for cognitive psychology mind and brain edward e. ith stephen m. kosslyn 1 edition

7/23/2019 Test Bank for Cognitive Psychology Mind and Brain Edward E. Ith Stephen M. Kosslyn 1 Edition

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Test Bank





Chapter 1: How the Brain Gives Rise to the Mind

Multiple Choice

1. deals with the processin! of information from the senses.a. "ncodin! c. #erception

b. "$ecutive processin! d. Mental simulation

%nswer: c#a!e&s' in (e$t: )(opic: *ntroductor+ (erms,uestion (+pe: factual- moderate

). (he co!nitive process responsible for enterin! new information into memor+ is .

a. e$ecutive processin! c. attention b. encodin! d. representation in lon!term memor+

%nswer: b#a!e&s' in (e$t: )(opic: *ntroductor+ (erms,uestion (+pe: factual- eas+

0. allows +ou to hold information in awareness and to think about it.a. orkin! memor+ c. Mental simulation b. %ttention d. "$ecutive processin!

%nswer: a#a!e&s' in (e$t: )(opic: *ntroductor+ (erms,uestion (+pe: factual- eas+

2. #reparin! and e$ecutin! a response to a stimulus re3uires .a. attention c. workin! memor+ b. e$ecutive processin! d. motor co!nition

%nswer: d#a!e&s' in (e$t: )0(opic: *ntroductor+ (erms,uestion (+pe: conceptual- difficult





4. #lato made a distinction between .a. wa$ and stone tablets c. memories for facts and events b. the brain and its functions d. etchin! and carvin!

%nswer: b

#a!e&s' in (e$t: 0(opic: % Brief Histor+,uestion (+pe: factual- eas+

5. (he mindbod+ problem was ori!inall+ articulated b+ .a. #lato c. %ristotle b. 6ocke d. 7escartes

%nswer: d#a!e&s' in (e$t: 2(opic: % Brief Histor+

,uestion (+pe: factual- eas+

8. (he idea that thou!ht was composed of a series of ima!es was espoused b+ .a. #lato c. 6ocke b. 7escartes d. Berkele+

%nswer: c#a!e&s' in (e$t: 2(opic: % Brief Histor+,uestion (+pe: factual- moderate

9. 6ookin! within oneself to assess ones mental activit+ is referred to as .a. reflectance c. transference b. introspection d. metaco!nition

%nswer: b#a!e&s' in (e$t: 24(opic: % Brief Histor+,uestion (+pe: factual- eas+

;. was interested in understandin! the nature of consciousness.a. 6ocke c. Chomsk+ b. Berkele+ d. undt

%nswer: d#a!e&s' in (e$t: 2(opic: % Brief Histor+,uestion (+pe: factual- eas+





1<. hen +ou describe to +our friend how a stunnin! sunset looked- +ou are en!a!in! in .

a. verbal report c. introspection b. selfreport d. perception

%nswer: c#a!e&s' in (e$t: 4(opic: % Brief Histor+,uestion (+pe: conceptual- difficult

11. %ccordin! to undt and (ichner- consciousness can be understood b+ characteri=in! and the .

a. basic elements- rules that combine them c. ph+sical stimulus- behavioral response b. thou!hts- associated processin! resources d. perceptions- decisions about them

%nswer: a

#a!e&s' in (e$t: 2(opic: % Brief Histor+,uestion (+pe: factual- moderate

1). >ne of the problems with introspection is that people .a. are unaware of sensations c. could not do it b. could not be trained in it d. can make decisions without knowin! how

%nswer: d#a!e&s' in (e$t: 5(opic: % Brief Histor+,uestion (+pe: factual- moderate

10. ?unctionalist ps+cholo!+ was developed b+ and motivated b+ .a. (ichner- undt c. @ames- 7arwin b. undt- @ames d. Akinner- Hull

%nswer: c#a!e&s' in (e$t: 5(opic: % Brief Histor+,uestion (+pe: factual- eas+





12. illiam @ames was more interested in the of mental activit+ than the of mental activities.

a. function- nature c. observation- implication b. basic components- whole d. conscious aspect- unconscious aspect

%nswer: a#a!e&s' in (e$t: 5(opic: % Brief Histor+,uestion (+pe: factual- eas+

14. (he central doctrine of the behaviorists was that ps+cholo!ists should onl+ stud+ .

a. stimuli and responses c. stimuli- processes- and responses b. animal behavior d. stimuli- responses- and conse3uences

%nswer: d

#a!e&s' in (e$t: 5(opic: % Brief Histor+,uestion (+pe: factual- moderate

15. Conse3uences are important for behaviorist theories because conse3uences establish between stimuli and behavior.

a. testable outcomes c. specific laws b. associations d. observable events


18. *f +ou opened the case of +our desktop computer to determine what the different parts of thecomputer do- +ou mi!ht be considered a .

a. structuralist c. functionalist b. behaviorist d. rationalist

%nswer: c#a!e&s' in (e$t: 25(opic: % Brief Histor+,uestion (+pe: conceptual- moderate





19. *f +ou studied +our desktop computer to determine the basic units used b+ the computer tostore information- +ou mi!ht be considered a .


%nswer: a#a!e&s' in (e$t: 25(opic: % Brief Histor+,uestion (+pe: conceptual- moderate

1;. *f +ou e$amined the relationship between what +ou t+pe on the ke+board and what appearson +our computer monitor- +ou mi!ht be considered a .


%nswer: b

#a!e&s' in (e$t: 25(opic: % Brief Histor+,uestion (+pe: conceptual- eas+

)<. believed that internal events such as motivation could be inferred directl+from behaviors.

a. Akinner c. Hull b. (horndike d. atson

%nswer: c#a!e&s' in (e$t: 5(opic: % Brief Histor+,uestion (+pe: factual- eas+

)1. hich of the followin! researchers did not pla+ a prominent role in the co!nitive revolutiona. Chomsk+ c. Aimon b. ewell d. Hull

%nswer: d#a!e&s' in (e$t: 59(opic: % Brief Histor+,uestion (+pe: factual- moderate





)). >ne of the reasons the co!nitive revolution was successful is that technolo!+ allowed themind to be compared to a&n' .

a. flow chart c. artificial or!an b. computin! machine d. (urin! machine


)0. "ric Dandel won the obel #ri=e in Medicine or #h+siolo!+ for stud+in! chan!es in neuronsrelated to learnin!. hat level of anal+sis did he use to e$amine memor+

a. philosophical c. ph+sical b. functional d. information processin!

%nswer: c

#a!e&s' in (e$t: 1<11(opic: Enderstandin! the Mind,uestion (+pe: conceptual- eas+

)2. hen ?reud developed the idea that the mind can repress a memor+ until a person is able toaddress that memor+- he was operatin! at what level of anal+sis


%nswer: b#a!e&s' in (e$t: 1<11(opic: Enderstandin! the Mind,uestion (+pe: conceptual- moderate

)4. Co!nitive ps+cholo!ists interested in memor+ t+picall+ e$amine how we encode- store- andretrieve information. hat level of anal+sis do these ps+cholo!ists operate at


%nswer: d#a!e&s' in (e$t: 1<11(opic: Enderstandin! the Mind,uestion (+pe: conceptual- moderate





)5. Based on +our te$t- which level of anal+sis is superior for understandin! the minda. ph+sical c. representational b. philosophical d. information processin!

%nswer: d

#a!e&s' in (e$t: 1<11(opic: Enderstandin! the Mind,uestion (+pe: conceptual- moderate

)8. (wo of +our friends !o to see a ball !ame. (he+ both contact +ou about an ama=in! pla+.>ne sends a voice messa!e and the other sends a te$t messa!e. hat characteristic of theirmessa!es is different

a. content c. ar!uments b. relations d. format

%nswer: d

#a!e&s' in (e$t: 11(opic: Enderstandin! the Mind,uestion (+pe: conceptual- moderate

)9. Fou are reminiscin! with +our famil+ one ni!ht about a past famil+ e$perience. %s peopletalk- +ou reali=e +ou remember an account of the event that is different from that of other famil+members. hat aspect of +our mental representation is different from +ou famil+ members

a. content c. ar!uments b. relations d. format

%nswer: a#a!e&s' in (e$t: 11(opic: Enderstandin! the Mind,uestion (+pe: conceptual- moderate

);. % set of processes that use and create mental representations as needed is a&n' .

a. al!orithm c. processin! s+stem b. mental representation d. modular s+stem

%nswer: c#a!e&s' in (e$t: 1)(opic: Enderstandin! the Mind,uestion (+pe: factual- moderate





0<. hen !iven a certain input- a&n' is !uaranteed to produce a certain response. a. al!orithm c. structureprocess tradeoff

b. mental representation d. modular s+stem

%nswer: a

#a!e&s' in (e$t: 10(opic: Enderstandin! the Mind,uestion (+pe: conceptual- eas+

01. Aerial al!orithms :: parallel al!orithms asa. iterative :: simultaneous c. at once :: in steps b. in steps :: at once d. !eneral :: specific

%nswer: b#a!e&s' in (e$t: 10(opic: Enderstandin! the Mind

,uestion (+pe: conceptual- moderate

0). refers to the abilit+ to specif+ the correct combination ofrepresentations and processes to accomplish a task.

a. %de3uac+ c. Generali=abilit+ b. Combinator+ processin! d. *dentifiabilit+

%nswer: d#a!e&s' in (e$t: 10(opic: Enderstandin! the Mind,uestion (+pe: conceptual- difficult

00. Enderstandin! the structure and function of the brain can help us determine the of a theor+ of co!nitive processin!.

a. !enerali=abilit+ c. e$planator+ ade3uac+ b. identifiabilit+ d. parsimoniousness

%nswer: c#a!e&s' in (e$t: 14(opic: Enderstandin! the Mind,uestion (+pe: application- moderate

02. are often referred to as the buildin! blocks of the brain.a. Glial cells c. eurotransmitters b. A+napses d. eurons

%nswer: d#a!e&s' in (e$t: 18(opic: (he Co!nitive Brain,uestion (+pe: conceptual- eas+





04. (he basic parts of the neuron include the .a. a$on- dendrites- and cell bod+ c. dendrites- a$on- and s+napse b. a$on- terminal buttons- and s+napse d. dendrite- s+naptic cleft- and cell bod+

%nswer: a

#a!e&s' in (e$t: 1819(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

05. %ction potentials are characteri=ed as bein! .a. !radated c. scaled b. allornone d. variable

%nswer: b#a!e&s' in (e$t: 19(opic: (he Co!nitive Brain

,uestion (+pe: conceptual- eas+

08. (he brain and spinal cord make up the nervous s+stem while the skeletal andautonomic nervous s+stems make up the nervous s+stem.

a. s+mpathetic- paras+mpathetic c. central- peripheral b. peripheral- central d. paras+mpathetic- s+mpathetic

%nswer: c#a!e&s' in (e$t: 191;(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

09. %s +ou make a presentation in front of +our class- +ou find that +our palms are sweat+ and+our heart is beatin! 3uickl+. (hese ph+siolo!ical chan!es are due to the nervouss+stem.

a. peripheral c. autonomic b. paras+mpathetic d. s+mpathetic

%nswer: d#a!e&s' in (e$t: 1;(opic: (he Co!nitive Brain,uestion (+pe: applied- moderate





0;. %s +ou sit in +our seat after makin! a class presentation- +ou notice that +our heart beat andrespirator+ are rate slowin! down. (his chan!e is due to the nervouss+stem.

a. peripheral c. autonomic b. paras+mpathetic d. s+mpathetic

%nswer: b#a!e&s' in (e$t: 1;(opic: (he Co!nitive Brain,uestion (+pe: applied- moderate

2<. (he cerebral corte$ has folds or winkles. (he top of a fold or winkle is referred to as a .

a. fissure c. !+rus b. sulcus d. ventricle

%nswer: c#a!e&s' in (e$t: )<(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

21. (he corte$ is divided into cerebral hemispheres. (he is the mainconnection between the hemispheres.

a. corpus callosum c. pons b. reticular formation d. hippocampus

%nswer: a#a!e&s' in (e$t: )<(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

2). (he four maor lobes of the brain are:a. ventral- dorsal- medial- lateral c. visual- auditor+- somatosensor+- decisional b. occipital- parietal- temporal- frontal d. cortical- ventricle- menin!es- cerebral

%nswer: b#a!e&s' in (e$t: )<(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+





20. (he visual pathwa+ has been traced from the e+e to the thalamus. (he thalamus is made ofseveral different nuclei. (he nucleus important for vision is toward the side or farther awa+ frommidline. %s a result- this area is called the !eniculate nucleus.

a. superior c. inferior b. lateral d. medial

%nswer: b#a!e&s' in (e$t: )1(opic: (he Co!nitive Brain,uestion (+pe: factual- difficult

22. hat sensor+ information is primaril+ processed in the occipital lobea. auditor+ c. visual b. somatosensor+ d. olfactor+

%nswer: c

#a!e&s' in (e$t: )<(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

24. hat sensor+ information is primaril+ processed in the parietal lobea. auditor+ c. visual b. somatosensor+ d. olfactor+

%nswer: b#a!e&s' in (e$t: )1(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate

25. hat t+pe of processin! does not take place in the temporal lobea. visual memor+ c. lan!ua!e comprehension b. lan!ua!e production d. emotion

%nswer: b#a!e&s' in (e$t: )1(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate





28. (here is a famous neurops+cholo!ical e$ample in which #hineas Ca!e- a railroad foreman-accidentall+ had a tampin! rod shoot from under his chin throu!h his skull dama!in! his frontallobe. hich of the followin! is most likel+ to have chan!ed for #hineas after the accident

a. his personalit+ c. his abilit+ to reco!ni=e obects b. his sense of touch d. his hearin!

%nswer: a#a!e&s' in (e$t: )<))(opic: (he Co!nitive Brain,uestion (+pe: applied- difficult

29. %fter receivin! a crushin! hit b+ the linebacker- the runnin! back !ets to return to the huddle but has difficult+ runnin!. hich lobe was most likel+ affected b+ the hit

a. occipital c. temporal b. parietal d. frontal

%nswer: d#a!e&s' in (e$t: )<))(opic: (he Co!nitive Brain,uestion (+pe: applied- difficult

2;. Enfortunatel+- Aam was bu+in! a hot do! from a vendor at a baseball !ame when a foul ballhit him in the head. %fter the hit- Aam seemed to be talkin! louder than usual and had difficult+understandin! what his friends were sa+in! to him. hich lobe was most likel+ affected b+ thefoul ball

a. occipital c. temporal b. parietal d. frontal

%nswer: c#a!e&s' in (e$t: )<))(opic: (he Co!nitive Brain,uestion (+pe: applied- difficult

4<. (his subcortical area receives sensor+ information from the ears and sends it to the auditor+corte$.

a. hippocampus c. h+pothalamus b. thalamus d. am+!dala

%nswer: d#a!e&s' in (e$t: )<))(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate





41. (he controls bodil+ functions such as bod+ temperature and blood pressure.

a. hippocampus c. h+pothalamus b. thalamus d. am+!dala

%nswer: c#a!e&s' in (e$t: )0(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate

4). (he pla+s an important role in storin! memories in the temporal lobe.a. hippocampus c. h+pothalamus b. thalamus d. am+!dala

%nswer: a#a!e&s' in (e$t: )0

(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate

40. #h+sical coordination is controlled in the .a. frontal lobe c. pons b. reticular formation d. cerebellum

%nswer: d#a!e&s' in (e$t: )2(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate

42. (he basal !an!lia are associated with .a. basic instincts c. taste perception b. developin! habits d. time estimation

%nswer: b#a!e&s' in (e$t: )2(opic: (he Co!nitive Brain,uestion (+pe: factual- difficult

44. Rewards durin! learnin! activate the .a. am+!dala c. nucleus accumbens b. cerebellum d. reticular formation

%nswer: c#a!e&s' in (e$t: )2(opic: (he Co!nitive Brain,uestion (+pe: factual- difficult





45. hat part of the brain would +ou lesion to determine if anticipatin! rewards is reall+ animportant part of learnin!

a. am+!dala c. nucleus accumbens b. cerebellum d. reticular formation

%nswer: c#a!e&s' in (e$t: )2(opic: (he Co!nitive Brain,uestion (+pe: applied- difficult

48. *f +ou somehow dama!ed +our pons- what would +ou have difficult+ doin!a. makin! facial e$pressions c. walkin! b. comprehendin! speech d. recallin! old memories

%nswer: a#a!e&s' in (e$t: )2

(opic: (he Co!nitive Brain,uestion (+pe: applied- difficult

49. (o control sei=ures- a patient has part of his hippocampus removed. *n which co!nitivefunction would +ou anticipate seein! impairments

a. motivation c. motor coordination b. visual reco!nition d. memor+

%nswer: d#a!e&s' in (e$t: )0(opic: (he Co!nitive Brain,uestion (+pe: applied- moderate

4;. Co!nitive emphasi=es information processin! while co!nitive emphasi=es the brain.

a. neuroscience- ps+cholo!+ c. neuroscience- phrenolo!+ b. ps+cholo!+- neuroscience d. ps+cholo!+- biolo!+

%nswer: b#a!e&s' in (e$t: )5(opic: Atud+in! Co!nition,uestion (+pe: conceptual- eas+





52. *f ever+one in class !ets nearl+ all the multiple choice 3uestions correct on this e$am- +oumi!ht ar!ue that the 3uestions were too eas+ resultin! in a .

a. floor effect c. e$pectanc+ effect b. curve d. ceilin! effect

%nswer: d#a!e&s' in (e$t: )9(opic: Atud+in! Co!nition,uestion (+pe: applied- moderate

54. Fou conduct a stud+ in which +ou measure both accurac+ and response time. %s +oue$amine the data- +ou notice that response times are fairl+ 3uick but the participants made 3uitea few errors. hat could possibl+ e$plain this findin!

a. e$pectanc+ effects c. speedaccurac+ tradeoff b. floor effects d. task demands

%nswer: c#a!e&s' in (e$t: )9(opic: Atud+in! Co!nition,uestion (+pe: applied- eas+

55. #s+cholo!+ maors are not alwa+s !ood ps+cholo!ical research participants because the+ cansometimes fi!ure out what the e$periment is about and then tend to chan!e their responsesaccordin!l+ resultin! in .

a. ceilin! effects c. e$perimental curin! effects b. e$perimenter bias d. e$perimental e$pectanc+ effects

%nswer: d#a!e&s' in (e$t: )9(opic: Atud+in! Co!nition,uestion (+pe: applied- eas+

58. hen cues are present within a task itself that su!!est to a participant how to respond in ane$periment- e$ist.

a. e$pectanc+ effects c. a speedaccurac+ tradeoff b. task demands d. confounds

%nswer: b#a!e&s' in (e$t: )9(opic: Atud+in! Co!nition,uestion (+pe: factual- eas+





59. euroima!in! methods can be evaluated usin! four dimensions. hich of the followin! isnot a dimension used in evaluatin! neuroima!in! methods

a. functional resolution c. invasiveness b. spatial resolution d. temporal resolution

%nswer: a#a!e&s' in (e$t: );(opic: Atud+in! Co!nition,uestion (+pe: factual- eas+

5;. hich of the followin! neuroima!in! methods would be best to use if +ou are interested inlocatin! the place in the brain associated with a certain co!nitive function

a. ""G c. MR* b. optical ima!in! d. M"C

%nswer: c

#a!e&s' in (e$t: 0<(opic: Atud+in! Co!nition,uestion (+pe: applied- moderate

8<. hich of the followin! neuroima!in! methods would be best to use if +ou are interested ine$aminin! chan!es in co!nitive processin! over time

a. optical ima!in! c. MR* b. "R# d. #"(

%nswer: b#a!e&s' in (e$t: 0<(opic: Atud+in! Co!nition,uestion (+pe: applied- moderate

81. %&n' can be used to determine the part of the brain dama!ed after a stroke and can be used to determine the e$tent of co!nitive deficits caused b+ thestroke.

a. "R#- (MA c. "R#- transcranial ma!netic stimulation b. MR*- selfreports d. MR*- neurops+cholo!ical studies

%nswer: d#a!e&s' in (e$t: );08(opic: Atud+in! Co!nition,uestion (+pe: applied- moderate





8). hich of the followin! is not a limitation of neurops+cholo!ical studiesa. dama!e not be limited to one area c. lack of ade3uate neurops+cholo!ical tests b. temporal resolution is poor d. onl+ !ood for areas near the brain surface

%nswer: a

#a!e&s' in (e$t: 08(opic: Atud+in! Co!nition,uestion (+pe: factual- eas+

80. %ll of the followin! are potential problems when usin! dru!s that affect specific brain arease$cept that the+

a. affect multiple brain areas. c. help determine brain areas for certain tasks. b. take a lon! time to work. d. onl+ provide correlational evidence of function.

%nswer: d#a!e&s' in (e$t: 0;2<

(opic: Atud+in! Co!nition,uestion (+pe: factual- eas+

82. (he difference between computer simulation models and artificial intelli!ence is thatcomputer simulation models underl+in! human co!nitive processin! whileartificial intelli!ence intelli!ent behavior.

a. mimic- corresponds to c. represent- produces b. fabricate- copies d. are unrelated to- creates

%nswer: c#a!e&s' in (e$t: 2<(opic: Atud+in! Co!nition,uestion (+pe: conceptual- difficult

84. %lthou!h process models can specif+ the se3uence of processes that occur from a stimulusinput to a correspondin! response- the+ also have all of the followin! limitations e$cept the+ .

a. assume serial processin! c. do not learn b. cannot convert input to output d. onl+ provide feedback when a process is complete

%nswer: b#a!e&s' in (e$t: 2)(opic: Atud+in! Co!nition,uestion (+pe: conceptual- eas+





85. hich of the followin! would be part of a neuralnetwork modela. intermediate la+er c. input la+er b. output la+er d. hidden la+er

%nswer: a#a!e&s' in (e$t: 2)(opic: Atud+in! Co!nition,uestion (+pe: factual- eas+

Short Answer

88. 7escribe undts approach to understandin! consciousness.

%nswer: ?irst characteri=e the basic sensations and then find the rules that combine them.#a!e&s' in (e$t: 2(opic: % Brief Histor+


89. Briefl+ state the two maor contributions of undts school of ps+cholo!+.

%nswer: &1' showed that mental activities could be broken down into basic operations and &)'developed obective methods for assessin! mental activit+#a!e&s' in (e$t: 2(opic: % Brief Histor+,uestion (+pe: factual- moderate

8;. "$plain what the co!nitive revolution was in response to.

%nswer: &1' researchers understood the limitations of behaviorism and became open to otherapproaches- &)' technolo!ical advances led to new wa+s to think about mental activit+- &0'comparisons of mind to machine- &2' new methods developed to test predictions fromcomputational models leadin! to more obective measures of mental activit+#a!e&s' in (e$t: 8;(opic: % Brief Histor+,uestion (+pe: factual- moderate

9<. %lthou!h behaviorists have made numerous contributions to the nature of learnin! and toe$perimental ps+cholo!+- the+ failed to account for a number of important areas related toco!nition. 6ist at least three of these areas.

%nswer: &1' some behaviorists reected all discussion of internal events- &)' could not e$plain themost interestin! human behaviors such as lan!ua!e- and &0' failed to provide insi!hts into thenature of perception- memor+- decision makin!#a!e&s' in (e$t: 8(opic: % Brief Histor+,uestion (+pe: conceptual- moderate





91. h+ is it important to be able to e$amine internal events in contrast to onl+ e$ternal eventsas proposed b+ the behaviorists

%nswer: Aometimes an input does not produce a desired response. hen this happens- it is

important to determine how the input is interpreted in order to full+ understand the process ofrespondin! to a particular stimulus.#a!e&s' in (e$t: ;(opic: % Brief Histor+,uestion (+pe: conceptual- moderate

9). Four authors define two facets to mental representations. 7escribe these facets and providean e$ample of how the+ can be combined to represent information.

%nswer: form or means b+ which the information is conve+ed &e.!.- visual' and content ormeanin! conve+ed &e.!.- scene'

#a!e&s' in (e$t: 11(opic: Enderstandin! the Mind,uestion (+pe: applied- moderate

90. Co!nitive ps+cholo!+ has been rel+in! more heavil+ on facts about the brain in recent +ears.Give an e$ample that illustrates the importance of this trend.

%nswer: 7ifferent t+pes of information processin! can lead to the same result therefore- it isimportant to e$amine other kinds of information- such as brain activit+- in order to determinehow the processin! takes place.#a!e&s' in (e$t: 10(opic: Enderstandin! the Mind,uestion (+pe: conceptual- difficult

92. 7raw and label a neuron.





#a!e&s' in (e$t: 1819(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

94. hat is the role of neurotransmitters in communicatin! between neurons

%nswer: eurotransmitters send information from one neuron to another across the s+napticcleft the effect of the neurotransmitter depends on the receptors present at the posts+napticneuron with some neurotransmitters bein! e$citator+ and some bein! inhibitor+.#a!e&s' in (e$t: 19(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate

95. ame the four lobes of the brain and state the maor functions associated with each.

%nswer: frontal I speech production- fine motor movements- plannin! and reasonin!- emotions- personalit+ parietal I representation of space- somatosensor+ processin!- consciousness-attention- mathematical thinkin! temporal I visual memor+- auditor+ processin!- lan!ua!ecomprehension- memor+- emotion occipital I vision#a!e&s' in (e$t: )<))(opic: (he Co!nitive Brain,uestion (+pe: factual- moderate

98. Briefl+ state the difference between co!nitive ps+cholo!+ and co!nitive neuroscience.

%nswer: Co!nitive ps+cholo!+ focuses on information processin! while co!nitive neurosciencefocuses on the brain and the different parts of the brain involved in information processin!.#a!e&s' in (e$t: )2)4(opic: Atud+in! Co!nition,uestion (+pe: conceptual- moderate





99. hat is the difference between spatial and temporal resolution

%nswer: Apatial resolution deals with how precisel+ an area in the brain producin! a si!nal can be locali=ed. (emporal resolution refers to how well chan!es in brain activit+ can be tracked.

#a!e&s' in (e$t: );(opic: Atud+in! Co!nition,uestion (+pe: conceptual- eas+

9;. Four authors make a distinction between correlational neural methods and causal neuralmethods. Briefl+ state the basis for this distinction.

%nswer: Correlational neural methods &e.!.- MR*' associate a brain location with a function.Causal neural methods &e.!.- lesion' allow for a causal connection between a brain area andfunction.#a!e&s' in (e$t: );08

(opic: % Brief Histor+,uestion (+pe: conceptual- moderate

Essay

;<. 7escribe the contributions of the different schools of ps+cholo!+ &e.!.- functionalists' to thecurrent state of co!nitive ps+cholo!+.

%nswer: 7escartes I mindbod+ problem 6ocke I thou!ht is a series of mental ima!esBerkele+ I some concepts are too abstract for mental ima!es undt and (ichner&structuralism' I mental activit+ can be broken down into basic operations and these could bestudied obectivel+ @ames &functionalism' I focused on the function of mental activit+ behaviorism I e$perimental techni3ues computer science I computer as a model and a researchtool#a!e&s' in (e$t: 08(opic: % Brief Histor+,uestion (+pe: conceptual- moderate

;1. (he computer has proven to be a helpful analo!+ for understandin! the mind and brain.#rovide an overview of this important analo!+ in co!nitive ps+cholo!+. Be sure to include bothhardware and software in +our description.

%nswer: Both the computer and brain are information processors. %lthou!h computer hardwarecan be loosel+ likened to the brain and software to mental activit+- both ma+ be more accuratel+e$amined on a ph+sical and functional level. %dditionall+- the hard drive is like lon!termmemor+- etc.#a!e&s' in (e$t: ;10(opic: Enderstandin! the Mind,uestion (+pe: conceptual- moderate





;). hat dilemma is created b+ structureprocess tradeoffs and can facts about the brain impactco!nitive theories to deal with the dilemma

%nswer: % structureprocess tradeoff occurs when we chan!e a theor+ of a representation andthen compensate for that chan!e b+ modif+in! the theor+ of the process. (his makes theories

somewhat arbitrar+. However- theories should be consistent with the properties of the brain.#a!e&s' in (e$t: 1015(opic: Enderstandin! the Mind,uestion (+pe: conceptual- difficult

;0. "$plain wh+ artificial intelli!ence researchers are interested in desi!nin! comple$ processin!s+stems that perform human tasks. hat are some of the stren!ths and weaknesses of thisapproach

%nswer: %* researchers believe that human co!nition is so comple$ that creatin! a processin!s+stem that performs similar tasks can provide insi!ht into human co!nition. hile the %*

approach can lead to important insi!hts- %* research often i!nores how processin! takes place inthe brain.#a!e&s' in (e$t: )4(opic: Atud+in! Co!nition,uestion (+pe: conceptual- moderate

;2. hat is meant b+ Jconver!in! evidenceK "$plain wh+ it is important for developin! ourunderstandin! of co!nitive processin!.

%nswer: Conver!in! evidence is provided when different t+pes of results point to the sameconclusion. Conver!in! evidence is important because all methodolo!ies have limitations orweaknesses.#a!e&s' in (e$t: )5(opic: Atud+in! Co!nition,uestion (+pe: conceptual- moderate

;4. hat is a dissociation hat information does it tell us about co!nitive processin! Howdoes a double dissociation improve upon this information

%nswer: % dissociation means that an activit+ or a variable affects performance on one task. *ndouble dissociation- an activit+ or variable affects one process &#1' but not another &#)' while asecond activit+ or variable has the opposite affect &impairs #) but not #1'. 7ouble dissociations provide stron! evidence for two processes.#a!e&s' in (e$t: )5(opic: Atud+in! Co!nition,uestion (+pe: conceptual- moderate

;5. Fou are interested in stud+in! the effects of music on memor+. >utline an e$periment bein!sure to specif+ the conditions and measures +ou will use. %lso- indicate a potential problem +oumi!ht encounter in the stud+ and state how +ou will attempt to control for it.





%nswer: %nswers will var+ but should focus on behavioral methods. #roblems to address couldinclude ceilin! effects- floor effects- speedaccurac+ tradeoff- e$perimental e$pectanc+ effects-and task demands.#a!e&s' in (e$t: )8);

(opic: Atud+in! Co!nition,uestion (+pe: applied- moderate

;8. ?ive different neuroima!in! methods were presented in the te$t. Aelect and compare three of these methods.

%nswer: ""G and "R# have poor spatial resolution but e$cellent temporal resolution- lowinvasiveness- and are relativel+ low cost. M"C have !ood spatial resolution &for sulci onl+' ande$cellent temporal resolution their invasiveness is low but cost is hi!h. #"( has !ood spatialresolution but poor temporal resolution. #"( is hi!hl+ invasive and costl+. MR* and fMR* havee$cellent spatial resolution and mar!inal temporal resolution. *nvasiveness is low but the cost is

hi!h. >ptical ima!in! has poor spatial resolution and mar!inal temporal resolution. *t ismoderatel+ invasive but the cost is low.#a!e&s' in (e$t: );05(opic: Atud+in! Co!nition,uestion (+pe: conceptual- moderate

;9. 7iscuss the pros and cons of usin! electroencephalo!raph+ &""G' or eventrelated potentials&"R#'.

%nswer: #ros I hi!h temporal resolution- low invasiveness- and low cost Cons I disrupted b+sli!ht movements- poor spatial resolution#a!e&s' in (e$t: 0<01(opic: Atud+in! Co!nition,uestion (+pe: conceptual- moderate

;;. *n what wa+s are neuralnetwork models superior to process models

%nswer: (here are several limitations to process models. #rocess models t+picall+ involve serial processin!- provide feedback onl+ after each processin! step is complete- and do not learn. euralnetwork models- on the other hand- do not have these limitations plus the+ emphasi=e thedifference between a neural code and a mental representation.#a!e&s' in (e$t: 2<20(opic: Atud+in! Co!nition,uestion (+pe: conceptual- difficult




download full file at http://testbankinstant.com ame:

Chapter 1 I ,uick ,ui=

1. (he co!nitive process responsible for enterin! new information into memor+ is .a. e$ecutive processin! c. attention b. encodin! d. representation in lon!term memor+

). allows +ou to hold information in awareness and to think about it.a. orkin! memor+ c. Mental simulation b. %ttention d. "$ecutive processin!

0. Conse3uences are important for behaviorist theories because conse3uences establish between stimuli and behavior.

a. testable outcomes c. specific laws b. associations d. observable events

2. >ne of the reasons the co!nitive revolution was successful is that technolo!+ allowed the mind to be

compared to a&n' .a. flow chart c. artificial or!an b. computin! machine d. (urin! machine

4. % set of processes that use and create mental representations as needed is a&n' .a. al!orithm c. processin! s+stem b. mental representation d. modular s+stem

5. (he basic parts of the neuron include the .a. a$on- dendrites- and cell bod+ c. dendrites- a$on- and s+napse b. a$on- terminal buttons- and s+napse d. dendrite- s+naptic cleft- and cell bod+

8. (he four maor lobes of the brain are:a. ventral- dorsal- medial- lateral c. visual- auditor+- somatosensor+- decisional b. occipital- parietal- temporal- frontal d. cortical- ventricle- menin!es- cerebral

9. (o control sei=ures- a patient has part of his hippocampus removed. *n which co!nitive function would+ou anticipate seein! impairments

a. motivation c. motor coordination b. visual reco!nition d. memor+

;. % variet+ of research methods can be used in co!nitive ps+cholo!+. Enfortunatel+- limitations can be

found for all of them. (his is one reason wh+ is &are' important.a. association c. dissociation b. conver!in! evidence d. behavioral methods

1<. %&n' can be used to determine the part of the brain dama!ed after a stroke and can be used to determine the e$tent of co!nitive deficits caused b+ the stroke.

a. "R#- (MA c. "R#- transcranial ma!netic stimulation b. MR*- selfreports d. MR*- neurops+cholo!ical studies





%nswer De+Chapter 1 I ,uick ,ui=

1. %nswer: b#a!e&s' in (e$t: )

(opic: *ntroductor+ (erms,uestion (+pe: factual- eas+

). %nswer: a#a!e&s' in (e$t: )(opic: *ntroductor+ (erms,uestion (+pe: factual- eas+

0. %nswer: b#a!e&s' in (e$t: 5(opic: % Brief Histor+


2. %nswer: b#a!e&s' in (e$t: 9(opic: % Brief Histor+,uestion (+pe: factual- eas+

4. %nswer: c#a!e&s' in (e$t: 1)(opic: Enderstandin! the Mind,uestion (+pe: factual- moderate

5. %nswer: a#a!e&s' in (e$t: 1819(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

8. %nswer: b#a!e&s' in (e$t: )<(opic: (he Co!nitive Brain,uestion (+pe: factual- eas+

9. %nswer: d#a!e&s' in (e$t: )0(opic: (he Co!nitive Brain,uestion (+pe: applied- moderate





;. %nswer: b#a!e&s' in (e$t: )5(opic: Atud+in! Co!nition,uestion (+pe: conceptual- eas+

1<. %nswer: d#a!e&s' in (e$t: );08(opic: Atud+in! Co!nition,uestion (+pe: applied- moderate





Chapter ): #erception

Multiple Choice

1. hen we search for an obect- we onl+ see fine details .a. up close c. at the center of the scene

b. at fi$ation d. the+ are important to us

%nswer: b#a!e&s' in (e$t: 4)(opic: hat *t Means to #erceive,uestion (+pe: conceptual- eas+

). #rocessin! part of a sensor+ input for additional details at the e$pense of others partsinvolves .

a. search c. selective attention b. si!nal separation d. shiftin! where +ou are lookin!

%nswer: c#a!e&s' in (e$t: 4)(opic: hat *t Means to #erceive,uestion (+pe: factual- eas+

0. #erception provides information concernin! and .a. what- how c. what- when b. where- how d. what- where

%nswer: d#a!e&s' in (e$t: 40(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: conceptual- eas+

2. Eltimatel+- our perceptions lead to .a. reco!nition c. action b. attention d. awareness

%nswer: c#a!e&s' in (e$t: 40(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- eas+





4. hich set below is in the proper order for visual processin!a. retina- optic nerve- 6G c. !an!lion cells- photoreceptors- 6G b. 6G- optic nerve- L1 d. optic nerve- striate corte$- !an!lion cells

%nswer: a

#a!e&s' in (e$t: 40(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- moderate

5. *n vision- the dorsal pathwa+::ventral pathwa+ as .a. frontal lobes::temporal lobes c. 6G::striate corte$ b. occipital lobes::parietal lobes d. parietal lobes::temporal lobes

%nswer: d#a!e&s' in (e$t: 4044(opic: How *t orks: (he Case of Lisual #erception

,uestion (+pe: factual- difficult

8. here an item is located and how it mi!ht be acted upon in space is processed in the pathwa+.

a. visual c. ventral b. dorsal d. caudal

%nswer: b#a!e&s' in (e$t: 40(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- moderate

9. Reco!nition and identification of an obect occurs in the pathwa+.a. visual c. ventral b. superior d. dorsal

%nswer: c#a!e&s' in (e$t: 44(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- moderate

;. processes are driven b+ sensor+ information while processes aredriven b+ knowled!e- beliefs- e$pectations- and !oals.

a. "$ternal- internal c. (opdown- bottomup b. Bottomup- topdown d. #assive- active

%nswer: b#a!e&s' in (e$t: 44(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- eas+





1<. *f +ou see si$ vertical lines to the left- +ou are likel+ en!a!ed in

processin!.a. topdown c. bottomup b. e$ternal d. passive

%nswer: c#a!e&s' in (e$t: 44(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: conceptual- moderate

11. *f +ou see three pairs of two lines to the left- +ou are likel+ en!a!ed in processin!.

a. internal c. topdown b. active d. bottomup

%nswer: c#a!e&s' in (e$t: 44(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: conceptual- moderate

1). #erceptions are of what we see.a. mental copies c. mental ima!es b. interpretations d. neural codes

%nswer: b#a!e&s' in (e$t: 45(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: conceptual- eas+

10. #erceptions are formed b+ processin!.a. bottomup c. passive and active

b. bottomup and topdown d. internal






12. >ur interpretations of the world are influenced b+ our and .a. bottomup- topdown processin! c. environment- e$perience b. motivation- !oals d. biolo!ical structure- e$perience

%nswer: d

#a!e&s' in (e$t: 45(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: conceptual- moderate

14. %n e$periment in which a kitten is placed in an environment with onl+ vertical lines for a period of time and then has difficult+ movin! about an environment with onl+ hori=ontal linesdemonstrates .

a. the importance of the environment c. the importance of a critical period b. the importance of research ethics d. the importance of both vertical and hori=ontal lines

%nswer: c

#a!e&s' in (e$t: 4548(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: conceptual- difficult

15. Aensor+ information from all modalities appears to .a. be processed e3uall+ c. be processed seriall+ with vision first b. compete for cortical resources d. be processed accordin! to Jfirst in first outK


18. refers to a cell that responds to a certain area in the ph+sical world at a particular moment.

a. Lisual field c. Gan!lion b. Receptive field d. Receptor

%nswer: b#a!e&s' in (e$t: 49(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: conceptual- moderate





)). Cells in the visual corte$ that are or!ani=ed accordin! to their sensitivit+ to certain aspects ofa visual feature are referred to as .

a. receptive fields c. e$trastriate corte$ b. h+percolumns d. L1

%nswer: b#a!e&s' in (e$t: 50(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: factual- moderate

)0. (he tilt aftereffect is an e$ample in which some cells are in order to provideevidence for the t+pe of information processed b+ other cells.

a. removed c. inhibited b. e$cited d. fati!ued

%nswer: d

#a!e&s' in (e$t: 52(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- moderate

)2. 7ama!e to this area of the e$trastriate corte$ results in akinetopsia.a. L) c. L4 b. L2 d. L1

%nswer: c#a!e&s' in (e$t: 54(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: factual- difficult

)4. %chromatopsia results from dama!e to .a. L) c. L4 b. L2 d. L1

%nswer: d#a!e&s' in (e$t: 54(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: factual- difficult





)5. Mark sustained a head inur+ durin! a car accident. %fter the accident- Mark had no memor+of color. He is most likel+ sufferin! from which of the followin!

a. akinestopia c. achromatopsia b. amnesia d. a!nosia

%nswer: c#a!e&s' in (e$t: 54(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- moderate

)8. @ohn had a stroke. %fter the stroke he reported onl+ bein! able to see a series of still ima!es I no fluid motion. Fou order an MR* to look for dama!e to area .

a. L1 c. L) b. L4 d. L2

%nswer: b

#a!e&s' in (e$t: 54(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- moderate

)9. %kinetopsia is also known as .a. cortical color blindness c. motion deficit s+ndrome b. prosopa!nosia d. motion blindness

%nswer: d#a!e&s' in (e$t: 54(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- moderate

);. Groupin! principles were discovered b+ .a. (ichner c. undt b. Gestalt ps+cholo!ists d. functionalist ps+cholo!ists

%nswer: b#a!e&s' in (e$t: 54(opic: Buildin! ?rom the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: factual- eas+





0<. hich Gestalt !roupin! principle e$plains wh+ the nine dots to the leftlook like three columns of three dots each

a. !ood continuation c. uniform connectedness b. similarit+ d. pro$imit+

%nswer: d#a!e&s' in (e$t: 5455(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- eas+

01. e$plains wh+ these dots are seen as three rows of threedots.

a. Good continuation c. Eniform connectedness b. Aimilarit+ d. #ro$imit+

%nswer: c#a!e&s' in (e$t: 5455

(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- eas+

0). hen +ou look at +ou see andinstead of some other confi!uration due to which Gestalt !roupin! principle

a. closure c. similarit+ b. uniform connectedness d. !ood continuation

%nswer: d#a!e&s' in (e$t: 55(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- eas+





00. h+ mi!ht +ou perceive this as an > instead of a Ca. !ood continuation c. uniform connectedness b. closure d. familiarit+

%nswer: b#a!e&s' in (e$t: 55(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: applied- eas+

02. Aometimes +ou can see a shape that is not reall+ present because +our visual s+stem fills in parts of the shape. hen this happens- we see a&n' .

a. pseudoshape c. illusor+ conte$t b. subective illusion d. subective contour

%nswer: d#a!e&s' in (e$t: 59(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: factual- moderate

04. >bects that are occluded are seen as obects.a. complete c. fra!mented b. unreco!ni=able d. missin!

%nswer: a#a!e&s' in (e$t: 5859(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: conceptual- eas+

05. %!nosia results from dama!e to .a. sensor+ or!ans c. sensor+ nerves b. part of the brain d. the spinal cord

%nswer: b#a!e&s' in (e$t: 8<(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- eas+





08. *f +ou are dia!nosin! someone with potential a!nosia- +ou need to rule out .a. cortical dama!e c. environmental conditions b. dama!e to the sense or!ans d. !enetic factors

%nswer: b

#a!e&s' in (e$t: 8<(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: applied- moderate

09. %fter a stroke- Ateve is unable to reco!ni=e his wifes face can but reco!ni=e her b+ hervoice. Ateves inabilit+ to reco!ni=e his wifes face ma+ be due to .

a. selective memor+ loss c. poststroke s+ndrome b. multisensor+ interference d. visual a!nosia

%nswer: d#a!e&s' in (e$t: 8<81

(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: applied- eas+

0;. hen +ou look at a bucket from the side- +ou see somethin! like thisHowever- when +ou look down from above the bucket +ou see looks somethin! like this

h+ are these two ima!es of the same obect so differenta. obect perspective c. observer perspective b. unusual vanta!e point d. viewpoint dependence

%nswer: d#a!e&s' in (e$t: 818)(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: applied- moderate

2<. (emplatematchin! models :: ?eaturematchin! models asa. part :: whole c. whole :: part b. pattern :: correspondin! d. identical :: characteristic

%nswer: c#a!e&s' in (e$t: 8)80(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: conceptual- eas+





21. Reco!ni=in! a !olden retriever- poodle- and husk+ as do!s represents .a. template matchin! c. e$emplar variation b. viewpoint dependence d. feature matchin!

%nswer: c

#a!e&s' in (e$t: 8)(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: conceptual- moderate

2). Research has shown that there are neurons in the visual corte$ that are tuned to all of thefollowin! visual features e$cept .

a. color c. letters b. shape d. e+es of a face

%nswer: c#a!e&s' in (e$t: 85

(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- moderate

20. Geons are .a. viewpoint dependent c. confi!ural models b. viewpoint invariant d. templates

%nswer: b#a!e&s' in (e$t: 8;(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- moderate

22. are simple threedimensional !eometric shapes that are combined to form theobects we see.

a. *cons c. Lertices b. Cubicles d. Geons

%nswer: d#a!e&s' in (e$t: 8;(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- eas+

24. Confi!ural models take into account .a. the t+pes of !eons present c. viewpoints b. spatial relations d. feature matchin!

%nswer: b#a!e&s' in (e$t: 8;(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- moderate





25. 7escribin! a suspicious person as havin! e+es too close to!ether is consistent with whichmodel of obect reco!nition

a. templatematchin! models c. featurematchin! models b. confi!ural models d. reco!nitionb+components model

%nswer: b#a!e&s' in (e$t: 91(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: applied- difficult

28. #rosopa!nosia refers to the inabilit+ to reco!ni=e different .a. obects c. !eons b. colors d. faces

%nswer: d#a!e&s' in (e$t: 90

(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- moderate

29. (he four t+pes of models of obect reco!nition include all of the followin! e$cept .

a. templatematchin! models c. featurematchin! models b. reco!nitionb+conte$t models d. confi!ural models

%nswer: b#a!e&s' in (e$t: 8190(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- moderate

2;. ?ace reco!nition has been linked to what area in the braina. fusiform !+rus c. thalamus b. central sulcus d. medial temporal area

%nswer: a#a!e&s' in (e$t: 92(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- difficult

4<. *llusions of bri!htness and si=e show us that can influence our perceptions.a. confusion c. conte$t b. errors d. uncertaint+

%nswer: c#a!e&s' in (e$t: 94(opic: *nterpretin! from the (op 7own: hat Fou Dnow Guides hat Fou Aee,uestion (+pe: applied- eas+





41. *f +ou visit a plastic sur!eon to discuss a nose ob- +ou should look at pictures of differentnoses on a face instead of pictures of individual noses because of the .

a. face superiorit+ effect c. si=e illusion b. face perception adaptation d. interactive processin!

%nswer: a#a!e&s' in (e$t: ;<(opic: *nterpretin! from the (op 7own: hat Fou Dnow Guides hat Fou Aee,uestion (+pe: applied- moderate

4). etwork feedback models include .a. reco!nition monitorin! c. parallel processin! b. confirmation monitorin! d. bottomup and topdown processin!


(opic: *nterpretin! from the (op 7own: hat Fou Dnow Guides hat Fou Aee,uestion (+pe: factual- moderate

40. use information from previous e$periences to make inferences about theenvironment.

a. Ba+esian approaches c. Auperiorit+ effects b. Conte$t effects d. etwork feedback models

%nswer: a#a!e&s' in (e$t: ;);0(opic: *nterpretin! from the (op 7own: hat Fou Dnow Guides hat Fou Aee,uestion (+pe: conceptual- moderate

42. (here are two +oun! children. >ne lives on a farm and has seen do!s- cats- horses- cows- and pi!s. (he other child lives in the suburbs and has onl+ seen different t+pes of do!s. *f bothchildren are shown a new breed of do! that the+ had no prior e$posure to- accordin! to Ba+esstheorem- which child would reco!ni=e the new animal as a do! faster

a. the child from the suburbs c. neither child would have an advanta!e b. it depends on motor abilit+ d. the child from the farm

%nswer: a#a!e&s' in (e$t: ;);0(opic: *nterpretin! from the (op 7own: hat Fou Dnow Guides hat Fou Aee,uestion (+pe: applied- difficult





44. processin! is determined b+ information from the e$ternal environment.a. Bottomup c. Middleout b. (opdown d. etwork

%nswer: a

#a!e&s' in (e$t: ;2(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- eas+

45. processin! is !uided b+ knowled!e- beliefs- !oals- and e$pectations.a. (opdown c. Middleout b. etwork d. Bottomup

%nswer: a#a!e&s' in (e$t: ;2(opic: *n Models and Brains: (he *nteractive ature of #erception


48. Bottomup and topdown processin! tend to .a. be processed seriall+ c. be processed in parallel b. be modular d. interact

%nswer: d#a!e&s' in (e$t: ;2(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: conceptual- eas+

49. eural evidence supports the idea that the visual perception is an interactive s+stem since sends more proects back to than it receives.

a. L)- L1 c. L1- 6G b. the fusiform !+rus- L) d. inferior temporal corte$- L)

%nswer: c#a!e&s' in (e$t: ;2(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- difficult

4;. (he ecker cube is an e$ample of .a. a si=e illusion c. bistable perception b. adaptation d. fi!ure!round

%nswer: c#a!e&s' in (e$t: ;4(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- moderate





5<. (he facevase illusion is an e$ample of .a. a si=e illusion c. bistable perception b. adaptation d. fi!ure!round

%nswer: d

#a!e&s' in (e$t: ;4(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- moderate

51. ith the facevase illusion- it is impossible to see .a. the face and vase simultaneousl+ c. the face b. the vase d. alternatin! faces and vase

%nswer: a#a!e&s' in (e$t: ;4;5(opic: *n Models and Brains: (he *nteractive ature of #erception

,uestion (+pe: conceptual- difficult

5). (he is active durin! the spontaneous reversals of ambi!uous fi!ures.a. posterior parietal corte$ c. prefrontal corte$ b. ventral e$trastriate corte$ d. ventral temporal corte$

%nswer: b#a!e&s' in (e$t: ;5(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- difficult

50. Apatial processin! relies on the pathwa+.a. occipital c. ventral b. temporal d. dorsal

%nswer: d#a!e&s' in (e$t: ;8(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- difficult

52. >bect reco!nition processin! relies on the pathwa+.a. dorsal c. ventral b. parietal d. occipital

%nswer: c#a!e&s' in (e$t: ;8(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- difficult





54. Geor!e had a stroke which dama!ed part of his temporal lobe. ith which perceptualfunction is Geor!e most likel+ to e$perience difficulties

a. locatin! obects c. bistable perception b. binocular rivalr+ d. reco!ni=in! obects

%nswer: d#a!e&s' in (e$t: ;8(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: applied- difficult

55. Gracie had a stroke which dama!ed part of her parietal lobe. ith which perceptual functionis Gracie most likel+ to e$perience difficulties

a. locatin! obects c. bistable perception b. binocular rivalr+ d. reco!ni=in! obects

%nswer: a

#a!e&s' in (e$t: ;8(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: applied- difficult

58. Lentral pathwa+ :: dorsal pathwa+ as .a. location :: reco!nition c. competition :: adaptation b. where :: what d. what :: where

%nswer: d#a!e&s' in (e$t: ;8(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: conceptual- difficult

59. %pperceptive a!nosia refers to the inabilit+ to .a. ud!e the form of obects c. locate obects in space b. resolve bistable ima!es d. know what to do with an obect

%nswer: a#a!e&s' in (e$t: ;9(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- difficult

5;. %pra$ia refers to the inabilit+ to .a. describe obects from memor+ c. ud!e the form of obects b. report orientation of obects d. make voluntar+ movements

%nswer: d#a!e&s' in (e$t: ;;(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- difficult





8<. (he Rubin facevase illusion is an e$ample of a&n' .a. ambi!uous fi!ure c. binocular rivalr+ b. bottomup processin! d. 7utch impressionism

%nswer: a#a!e&s' in (e$t: ;5(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: factual- eas+

81. Fou suspect that an individual- who is havin! difficult+ describin! the forms and shapes ofobects- has apperceptive a!nosia. Fou want to conduct an MR* to determine if- in fact- dama!eto the brain has occurred. Considerin! +ou think she has apperceptive a!nosia- what part of the brain would +ou look at first

a. visual corte$ c. 6G b. ventral pathwa+ d. dorsal pathwa+

%nswer: b#a!e&s' in (e$t: ;9(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: applied- difficult

8). Aam has difficulties makin! voluntar+ movements. Fou suspect that he ma+ have apra$ia. *f +ou were able to perform an MR* on Aam- what area of the brain would +ou look for dama!e tosupport +our suspicion

a. visual corte$ c. 6G b. ventral pathwa+ d. dorsal pathwa+

%nswer:#a!e&s' in (e$t: ;;(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: applied- difficult

80. (he difference between the JwhatK and JwhereK pathwa+s provide &a' .a. double dissociation c. dual processin! s+stem b. independent perceptual paths d. binocular rivalr+

%nswer: a#a!e&s' in (e$t: ;;(opic: *n Models and Brains: (he *nteractive ature of #erception,uestion (+pe: conceptual- difficult





Short Answer

82. Briefl+ describe two reasons wh+ sensor+ input is often ambi!uous.

%nswer: &1' sensor+ information does not contain enou!h information to e$plain our perceptionsand &)' the world has too much sensor+ input to include into our coherent perceptions at an+

sin!le !iven moment#a!e&s' in (e$t: 41(opic: hat *t Means to #erceive,uestion (+pe: conceptual- moderate

84. 7escribe two wa+s in which visual processin! is narrowed to eliminate the problem ofhavin! too much sensor+ information to process at an+ !iven time.

%nswer: &1' detailed processin! onl+ occurs in the fovea or at fi$ation and &)' selective attention#a!e&s' in (e$t: 4)(opic: hat *t Means to #erceive


85. 7istin!uish between bottomup and topdown processin!.

%nswer: Bottomup processin! is sensor+ driven. (opdown processin! is driven b+ knowled!e- beliefs- e$pectations- and !oals.#a!e&s' in (e$t: 44(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- eas+

88. Colinearit+ was described in +our te$t as a special case of relatabilit+. hat is relatabilit+and wh+ is it important for !roupin! and perceivin! contours in the world

%nswer: Relatabilit+ refers to how well contours relate to each other. (he basic 3uestion inaddressin! relatabilit+ is how likel+ are two parts to be part of the same contour.#a!e&s' in (e$t: 5558(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: conceptual- difficult

89. 7escribe the bindin! problem.

%nswer: (he bindin! problem focuses on how we associate different sensor+ and perceptualfeatures &e.!.- si=e- shape- color' to ultimatel+ perceive a sin!le obect. (his problem arises because we appear to process different features in different areas of the brain- indicatin! thatthese individual features must be combined at some point to form a sin!le obect.#a!e&s' in (e$t: 5;(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: conceptual- moderate





8;. % current debate in visual perception is whether or not perception occurs as a result of anumber of speciali=ed subs+stems or if it is the result of a sin!le !eneralpurpose reco!nitions+stem. #resent evidence that supports both sides of this debate. hich side of the debate do+ou favor "$plain +our decision

%nswer: 7ama!e to the ventral temporal corte$ is associated with difficulties in reco!ni=in! allt+pes of obects. (his su!!ests that reco!nition is a sin!le process distributed across the brain.However- research also indicates that the fusiform !+rus is primaril+ responsive to faces inupri!ht orientations and that dama!e to this part of the brain is associated with the inabilit+ toreco!ni=e faces. *n contrast- dama!e to portions of the ventral temporal corte$ is associated withthe inabilit+ to reco!ni=e obects. (he double dissociation between face and obect reco!nitionsu!!ests that perception is speciali=ed to particular areas of the brain indicative of the modular perspective.#a!e&s' in (e$t: 9092(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- difficult

9<. (he ph+sical conte$t of a stimulus is not the onl+ thin! that can influence perception. hatare some other factors that can influence how we perceive obects Give an e$ample.

%nswer: Dnowled!e- beliefs- !oals- and e$pectations also influence perception. Npartial answerO#a!e&s' in (e$t: 94;<(opic: *nterpretin! from the (op 7own: hat Fou Dnow Guides hat Fou Aee,uestion (+pe: conceptual- moderate

91. Briefl+ e$plain how the feature net model of word reco!nition accounts for the wordsuperiorit+ effect.

%nswer: Bottomup processin! occurs as features are processed and combined to activatedifferent letters. %dditionall+- the letters are combined to activate possible words. (opdown processin! occurs as the possible words are used to fill in the missin! pieces of the letters.#a!e&s' in (e$t: ;<;0(opic: *nterpretin! from the (op 7own: hat Fou Dnow Guides hat Fou Aee,uestion (+pe: factual- difficult

Essay

9). 7escribe how the visual s+stem detects ed!es.

%nswer: *f there are li!ht and dark surfaces ne$t to each other formin! an ed!e separatin! thesurfaces- centersurround receptive fields are e$cited b+ the li!ht surface but inhibited b+ thedarker surface. %dditionall+- the centersurround receptive fields on the border between the li!htand dark surfaces respond differentl+ since these receptive fields startle both the li!ht and darksides. >n the li!ht side- the center of these receptive fields is e$cited b+ the li!ht and a portionof the surround is e$cited b+ the dark- producin! a hei!htened response. Conversel+- on the dark side- the center is inhibited b+ the dark and a portion of the surround is inhibited b+ the li!ht-





producin! a more ne!ative response. (he resultin! perception is an ed!e but one with Mach bands.#a!e&s' in (e$t: 4;5)(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: conceptual- moderate

90. %n obect that is occluded can still be reco!ni=ed. "$plain wh+ we can still reco!ni=e anobect that is occluded. %lso describe a potential perceptual error that can arise when somethin!is occluded.

%nswer: %n occluded obect is perceived as a complete obect because the portion of the obectthat is occluded is filled in b+ the visual s+stem. Relatabilit+ is one factor that contributes to thiscompletion process. However- we can sometimes perceive a stimulus inaccuratel+ when we fillin information that is not present in realit+.#a!e&s' in (e$t: 555;(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects


92. 7ifferentiate between viewpoint dependence and viewpoint invariance. Apeculate as to theadvanta!es and disadvanta!es of each.

%nswer: Liewpoint dependence refers to the different orientations or views we see obects from."ach view can produce a uni3ue ima!e of the obect. 7ealin! with viewpoint dependence withina template matchin! account- for e$ample- would re3uire a tremendous number of templatescorrespondin! to all of the obects we have seen from all the different orientations we can seethem from. (his tremendous number of templates would result in a cumbersome matchin! process. Liewpoint invariance is the opposite of viewpoint dependence and su!!ests thatviewpointinvariant properties are seen as part of an obect re!ardless of the point of view. (heinvariant properties of !eons- for instance- are useful for determinin! the !eneral cate!or+ of anobect but are not as well suited for detectin! individual differences.#a!e&s' in (e$t: 8191(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: conceptual- difficult

94. ?our models of reco!nition were presented in the te$t. Briefl+ describe how each of the fourmodels work. Choose two of the four models and provide an e$ample of how the two modelscould interact to!ether leadin! to the reco!nition of obects.

% current debate in visual perception is whether or not perception occurs as a result of a numberof speciali=ed subs+stems or if it is the result of a sin!le !eneralpurpose reco!nition s+stem.#resent evidence that supports both sides of this debate. hich side of the debate do +ou favor"$plain +our decision

%nswer: (emplatematchin! models compare obects to a standard. % match between the tworesults in reco!nition. ?eaturematchin! models match characteristic features instead of thewhole obect. (he reco!nitionb+components model combines !eons to form obects.





Confi!ural models take into account the spatial relations between features and how theserelations deviate from a protot+pe. Npartial answerO#a!e&s' in (e$t: 8090(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: applied- difficult




download full file at http://testbankinstant.com ame:

Chapter ) I ,uick ,ui=

1. #rocessin! part of a sensor+ input for additional details at the e$pense of others parts involves .

a. search c. selective attention

b. si!nal separation d. shiftin! where +ou are lookin!

). hich set below is in the proper order for visual processin!a. retina- optic nerve- 6G c. !an!lion cells- photoreceptors- 6G b. 6G- optic nerve- L1 d. optic nerve- striate corte$- !an!lion cells

0. here an item is located and how it mi!ht be acted upon in space is processed in the pathwa+.

a. visual c. ventral b. dorsal d. caudal

2. Reco!nition and identification of an obect occurs in the pathwa+.a. visual c. ventral b. superior d. dorsal

4. processes are driven b+ sensor+ information while processes aredriven b+ knowled!e- beliefs- e$pectations- and !oals.

a. "$ternal- internal c. (opdown- bottomup b. Bottomup- topdown d. #assive- active

5. Aometimes +ou can see a shape that is not reall+ present because +our visual s+stem fills in partsof the shape. hen this happens- we see a&n' .

a. pseudoshape c. illusor+ conte$t b. subective illusion d. subective contour

8. %fter a stroke- Ateve is unable to reco!ni=e his wifes face can but reco!ni=e her b+ her voice.Ateves inabilit+ to reco!ni=e his wifes face ma+ be due to .

a. selective memor+ loss c. poststroke s+ndrome b. multisensor+ interference d. visual a!nosia

9. (emplatematchin! models :: ?eaturematchin! models as .a. part :: whole c. whole :: part b. pattern :: correspondin! d. identical :: characteristic

;. are simple threedimensional !eometric shapes that are combined to form theobects we see.

a. *cons c. Lertices b. Cubicles d. Geons

1<. #rosopa!nosia refers to the inabilit+ to reco!ni=e different .a. obects c. !eons b. color d. faces




download full file at http://testbankinstant.com%nswer De+

Chapter ) I ,uick ,ui=

1. %nswer: c#a!e&s' in (e$t: 4)(opic: hat *t Means to #erceive,uestion (+pe: factual- eas+

). %nswer: a#a!e&s' in (e$t: 40(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- moderate

0. %nswer: b#a!e&s' in (e$t: 40(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- moderate

2. %nswer: c#a!e&s' in (e$t: 44(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- moderate

4. %nswer: b#a!e&s' in (e$t: 44(opic: How *t orks: (he Case of Lisual #erception,uestion (+pe: factual- eas+

5. %nswer: d

#a!e&s' in (e$t: 59(opic: Buildin! from the Bottom Ep: ?rom ?eatures to >bects,uestion (+pe: factual- moderate

8. %nswer: d#a!e&s' in (e$t: 8<81(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: applied- eas+

9. %nswer: c#a!e&s' in (e$t: 8)80

(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: conceptual- eas+

;. %nswer: d#a!e&s' in (e$t: 8;(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- eas+





1<.%nswer: d#a!e&s' in (e$t: 90(opic: %chievin! Lisual Reco!nition: Have * Aeen Fou Before,uestion (+pe: factual- moderate





Chapter 0: %ttention

Multiple Choice1. *t is widel+ a!reed that attention involves .

a. previewin! sensor+ information c. natural selection

b. subconscious control d. selectin! some information for processin!

%nswer: d#a!e&s' in (e$t: 1<2(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

). Aelectin! some information for further processin! and inhibitin! other information fromreceivin! further processin! are functions of .

a. sensor+ memor+ c. workin! memor+ b. perception d. attention

%nswer: d#a!e&s' in (e$t: 1<2(opic: (he ature and Roles of %ttention,uestion (+pe: factual- eas+

0. Fou started thinkin! about an interestin! point +our professor ust made in class. hile +ouare thinkin! about the 3uestion- the professor continued to lecture. 6ater- when comparin! noteswith +our friend in class- +ou noticed that +ou did not have as much information written down asshe did. (his is an e$ample of .

a. failure of multitaskin! c. failure of selection in space b. failure of selection in time d. failure of selection in conte$t

%nswer: b#a!e&s' in (e$t: 1<4(opic: (he ature and Roles of %ttention,uestion (+pe: applied- moderate

2. hile listenin! to +our professor- +ou did not notice the person ne$t to +ou participatin! in anonline fantas+ football draft. (his is an e$ample of .

a. failure of multitaskin! c. failure of selection in space b. failure of selection in time d. failure of selection in conte$t

%nswer: c#a!e&s' in (e$t: 1<4(opic: (he ature and Roles of %ttention,uestion (+pe: applied- moderate





4. Fou are watchin! a (L show with +our friend. %t one point in the show the camera switches back and forth between two characters. Fou notice that the hair of one of the actresses isdifferent in different shots but +our friend does not. (his t+pe of phenomenon is referred to as .

a. visual capture c. failure of selection in time

b. cinematic illusion d. chan!e blindness

%nswer: d#a!e&s' in (e$t: 1<4(opic: (he ature and Roles of %ttention,uestion (+pe: applied- moderate

5. e do not attend to all the information that is available to us. *nstead- we attend toinformation that is and .

a. obvious- important c. meanin!ful- relevant b. relevant- noticeable d. accessible- applicable

%nswer: c#a!e&s' in (e$t: 1<41<5(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- moderate

8. #eople ma+ not notice a chan!e in a scene depicted in one picture to another. However- we aremore likel+ to notice chan!es that are of J interest.K

a. mar!inal c. sustained b. central d. focal

%nswer: b#a!e&s' in (e$t: 1<5(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

9. can influence how we select and process information.a. Bottomup processin! c. *nformation processin! b. Middleout processin! d. (opdown processin!

%nswer: d#a!e&s' in (e$t: 1<8(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- eas+





;. Concentratin! on one source of information to the e$clusion of other sources is referred to as .

a. sustained attention c. tunnel vision b. focused attention d. d+namic attention

%nswer: b#a!e&s' in (e$t: 1<8(opic: (he ature and Roles of %ttention,uestion (+pe: factual- eas+

1<. is when multiple sources of information are attended to at one time.a. 7ivided attention c. ?ocused attention b. 7iffused attention d. Apreadin! attention

%nswer: a#a!e&s' in (e$t: 1<8

(opic: (he ature and Roles of %ttention,uestion (+pe: factual- eas+

11. ot bein! able to detect a stimulus that is presented within a particular time from after anearlier stimulus is presented is referred to as a&n' .

a. divided attention c. attentional blink b. t+pe ** error d. focusin! error

%nswer: c#a!e&s' in (e$t: 111(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

1). hen participants are shown a stream of letters- the+ have difficult+ indicatin! the presenceof a probe letter if it is presented between 1<< to 4<< milliseconds after a tar!et letter. (hisinterval is referred to as a&n' .

a. attentional blink c. blank interval b. no processin! =one d. period of blindness

%nswer: a#a!e&s' in (e$t: 1<;111(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- moderate





10. *n a sin!letask paradi!m- a stream of letters is presented- includin! a tar!et and a probe.#articipants are re3uired to indicate whenever the+ see the .

a. tar!et b. pretar!et letter b. posttar!et letter d. probe

%nswer: d#a!e&s' in (e$t: 1<;11<(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- moderate

12. *n a dualtask paradi!m- a stream of letters is presented- includin! a tar!et and a probe.#articipants are re3uired to identif+ the and indicate when the+ see the .

a. tar!et- probe c. pretar!et letter- posttar!et letter b. tar!et- posttar!et letter d. probe- tar!et

%nswer: a

#a!e&s' in (e$t: 1<;11<(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- moderate

14. %ttentional blink :: repetition blindness as .a. letters :: pictures c. pictures :: letters b. sin!le task :: dual task d. words :: pictures

%nswer: a#a!e&s' in (e$t: 111(opic: (he ature and Roles of %ttention,uestion (+pe: factual- difficult

15. *n some studies dealin! with processin! limitations- the information that is missed tends to beat the peripher+ of a visual displa+- su!!estin! that the limitation is due to .However- other studies show similar processin! limitations with information presented in thecenter of a displa+- su!!estin! that the limitation is due to the of information thatcan be processed.

a. visual acuit+- 3ualit+ c. spreadin! activation- fi$ation point b. spatial deca+- 3uantit+ d. sensor+ processin!- amount

%nswer: d#a!e&s' in (e$t: 11)(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- difficult





18. *n models of attention- a restriction on the amount of information that can be processed atone time is referred to as &a' .

a. bottleneck c. load restriction b. tunnel vision d. processin! limitation

%nswer: a#a!e&s' in (e$t: 11)(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

19. Fou are takin! notes in +our co!nition class. #art wa+ throu!h class +our friend te$tmessa!es +ou about +our plans after class. Fou find that it is difficult to continue to take !oodnotes in class while te$tin! back +our friend at the same time. (his is an e$ample of &a' .

a. response bottleneck c. divided attention b. dualtask interference d. controlled processin!

%nswer: b#a!e&s' in (e$t: 11)(opic: (he ature and Roles of %ttention,uestion (+pe: applied- moderate

1;. *nterference- or decrements in performance- is detected in e$periments b+ e$aminin! and .

a. response time- load c. response latenc+- response 3ualit+ b. accurac+- response time d. misses- false alarms

%nswer: b#a!e&s' in (e$t: 11)(opic: (he ature and Roles of %ttention,uestion (+pe: applied- difficult

)<. Fou are carr+in! a packa!e to +our car in +our ri!ht hand. (he car is locked and +our ke+sare in +our ri!ht pocket. Fou hesitate while attemptin! to determine +our ne$t course of action.(his t+pe of slowin!- or interference- is most likel+ due to &a' .

a. response bottleneck c. dualtask interference b. response options d. de$terit+

%nswer: a#a!e&s' in (e$t: 110(opic: (he ature and Roles of %ttention,uestion (+pe: applied- moderate





)1. *nterference resultin! from selectin! between two possible responses is referred to as &a' .

a. dualtask interference c. response confusion b. conflictin! outputs d. response bottleneck

%nswer: d#a!e&s' in (e$t: 110(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

)). is re3uired to turn a controlled task into an automatic task.a. "ndo!enous attention c. #rocedurali=ation b. #ractice d. "$o!enous attention

%nswer: b#a!e&s' in (e$t: 114


)0. ?amiliar and eas+ tasks tend to involve processin! while difficult and newtasks use processin!.

a. unconscious- conscious c. automatic- controlled b. controlled- automatic d. preattentive- attentive

%nswer: c#a!e&s' in (e$t: 114(opic: (he ature and Roles of %ttention,uestion (+pe: factual- eas+

)2. is an attention deficit in which the impairment leads the patient toi!nore information appearin! on the side of space opposite the dama!ed side of the brain.

a. Lisual a!nosia c. Hemispatial ne!lect b. Balints s+ndrome d. Apatial blindness disorder






)4. @.A. recentl+ had a stroke which dama!ed the ri!ht parietal lobe. Fou !ive @.A. a line bisection task in which he must bisect a line into two e3ual se!ments. @.A. t+picall+ marks lineslike this:

Based on this performance- +ou suspect that @.A. ma+ have.

a. motor inaccuracies c. poststroke s+ndrome b. hemispatial ne!lect d. a slow but normal recover+

%nswer: b#a!e&s' in (e$t: 115(opic: (he ature and Roles of %ttention,uestion (+pe: applied- moderate

)5. Four friends !randmother recentl+ had a stroke. %lthou!h her memor+ and lan!ua!e skillsappear normal and she is able to walk without much difficult+- +our friend notices some stran!e

behaviors. ?or instance- the other da+ she wore a shirt that was wrinkled on the left side andironed on the ri!ht side. Fou ask +our friend if the stroke affected blood flow to his!randmothers .

a. ri!ht occipital lobe c. ri!ht frontal lobe b. ri!ht parietal lobe d. ri!ht temporal lobe

%nswer: b#a!e&s' in (e$t: 115(opic: (he ature and Roles of %ttention,uestion (+pe: applied- difficult

)8. "ndo!enous attention :: e$o!enous attention as .a. bottomup :: topdown c. middleout :: cued b. topdown :: bottomup d. central :: peripheral

%nswer: b#a!e&s' in (e$t: 119(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- difficult

)9. 7urin! statistics class- someone drops his calculator on the floor. Four attention is drawn tothe sound of the calculator hittin! the floor. (his is an e$ample of .

a. endo!enous attention c. orientation b. visual capture d. e$o!enous attention

%nswer: d#a!e&s' in (e$t: 114(opic: (he ature and Roles of %ttention,uestion (+pe: applied- eas+





);. Fou keep lookin! at +our histor+ professor but +ou are reall+ checkin! how much time is leftin the class usin! the clock on the front wall. (his is an e$ample of .

a. spreadin! attention c. covert attention b. dual taskin! d. e$o!enous attention

%nswer: c#a!e&s' in (e$t: 114(opic: (he ature and Roles of %ttention,uestion (+pe: applied- eas+

0<. attention is a form of attention in which topdown information drives theselection of information in the input.

a. ?ocused c. Aelective b. "ndo!enous d. "$o!enous

%nswer: b

#a!e&s' in (e$t: 119(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

01. #osner proposed a model of attention that included .a. movin!- focusin!- inhibitin! c. disen!a!in!- movin!- en!a!in! b. detectin!- filterin!- selectin! d. shiftin!- selectin!- inhibitin!

%nswer: c#a!e&s' in (e$t: 1)1(opic: (he ature and Roles of %ttention,uestion (+pe: factual- difficult

0). #atients with dama!e to the midbrain and havin! pro!ressive supranuclear pals+ havedifficult+ attention.

a. disen!a!in! c. en!a!in! b. focusin! d. movin!

%nswer: d#a!e&s' in (e$t: 1)1(opic: (he ature and Roles of %ttention,uestion (+pe: applied- difficult





00. #atients with dama!e to the pulvinar tend to have difficulties attention.a. disen!a!in! c. en!a!in! b. focusin! d. movin!

%nswer: c

#a!e&s' in (e$t: 1)11))(opic: (he ature and Roles of %ttention,uestion (+pe: applied- difficult

02. %ccordin! to +our authors- crossmodal research has found interactions between each sensor+ pair listed below e$cept .

a. touchvision c. auditiontouch b. auditiontouch d. olfactiontaste

%nswer: c#a!e&s' in (e$t: 1))


04. occurs when a stimulus facilitates processin! of a subse3uent stimulus.a. *nhibition c. 7isen!a!in! b. #rimin! d. "n!a!in!

%nswer: b#a!e&s' in (e$t: 1))(opic: (he ature and Roles of %ttention,uestion (+pe: factual- eas+

05. >bectbased attention su!!ests that we .a. prefer obects over other stimuli c. are e$o!enousl+ cued b+ obects b. have limited attention d. process all features of a selected obect

%nswer: d#a!e&s' in (e$t: 1))1)0(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- eas+





08. "arl+ selection theories of attention hold that the bottleneck in processin! occurs .

a. prior to a brief sensor+ store c. after semantic processin! b. immediatel+ after the sensor+ store d. at response selection

%nswer: b#a!e&s' in (e$t: 1)91);(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- eas+

09. 6ate selection theories of attention hold that the bottleneck in processin! occurs .

a. prior to a brief sensor+ store c. after semantic processin! b. immediatel+ after the sensor+ store d. at response selection

%nswer: c

#a!e&s' in (e$t: 1);(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: factual- eas+

0;. *n a dichotic listenin! task- participants are re3uired to the messa!e in the tar!etear while the messa!e in the unattended ear.

a. listen to- i!norin! c. repeat- writin! down b. shadow- e$plainin! d. shadow- i!norin!

%nswer: d#a!e&s' in (e$t: 1);(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: factual- moderate

2<. hat are participants able to notice about the messa!e in the unattended ear of a dichoticlistenin! task

a. chan!e in lan!ua!e c. if the messa!e was pla+ed backwards b. if the se$ of the speaker chan!ed d. content of the messa!e

%nswer: b#a!e&s' in (e$t: 1);(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: factual- moderate





21. (he cocktail part+ effect emphasi=es the importance of .a. earl+ selection c. salient information b. processin! interactions with alcohol d. semantic processin!

%nswer: c

#a!e&s' in (e$t: 1);(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- difficult

2). (o accommodate various findin!s re!ardin! late and earl+ selection- Mora+ proposed thatinformation must also while (reisman su!!ested that different information hasdifferent for additional processin!.

a. pass throu!h a filter- needs c. processed conte$tuall+- priorities b. task dependent- time demands d. pass throu!h a filter- thresholds

%nswer: d

#a!e&s' in (e$t: 10<(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- difficult

20. % problem with the spotli!ht theor+ of attention is .a. identification is not enhanced close to the attentional spotli!ht b. attention does not move spatiall+c. an obect can be preferentiall+ selected at the same locationd. JobstaclesK between spatial locations capture attention

%nswer: c#a!e&s' in (e$t: 10<101(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- difficult

22. %s a competitive s+stem- attention can be thou!ht of in terms of and .

a. automatic- controlled processes c. filterin!- selectin! b. selection- inhibition d. priorities- selection

%nswer: b#a!e&s' in (e$t: 101(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- moderate





24. (here are seven red s and one blue in a search arra+. (his would be an e$ample of a search.

a. distractor c. conunctive b. disunctive d. inte!rative

%nswer: b#a!e&s' in (e$t: 10)(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- eas+ 25. % search arra+ has three blue s- four red s- four blue >s- and one red >. (his would bean e$ample of a search.

a. feature c. conunctive b. disunctive d. inte!rative

%nswer: c

#a!e&s' in (e$t: 10)(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- eas+

28. 7ichotic listenin! :: unattended ear as visual search :: .a. distractor c. feature b. illusor+ conunction d. preattentive

%nswer: a#a!e&s' in (e$t: 1); and 10)(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- eas+

29. %n illusor+ conunction is a&n' .a. incorrect combination of features c. ima!inar+ distractor b. incorrect tar!et d. errant disunctive search

%nswer: a#a!e&s' in (e$t: 100(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: factual- moderate





2;. % participant is briefl+ shown a search displa+ containin! red &8' and !reen &1' circles andred &4' s3uares. *n addition to seein! the red circles and s3uares and !reen circle- she reportsseein! a !reen s3uare. (his report is evidence of a&n' .

a. hallucination c. illusor+ conunction b. colorform illusion d. feature inte!ration error

%nswer: c#a!e&s' in (e$t: 100(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: applied- eas+

4<. ?eature inte!ration theor+ divided perceptual information into separate .a. cate!ories c. spatial locations b. maps d. time frames

%nswer: b#a!e&s' in (e$t: 10)

(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- moderate

41. %ccordin! to feature inte!ration theor+- +ou would e$pect a participant to take lon!er to perform a&n' search than a&n' search.

a. disunctive- feature c. conunctive- feature b. conunctive- conunctive d. disunctive- conunctive

%nswer: d#a!e&s' in (e$t: 10)100(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- eas+

4). %ccordin! to feature inte!ration theor+- +ou would e$pect a participant to take lon!er tosearch for a&n' than a&n' .

a. color- shape c. somethin! present- somethin! absent b. distractor- tar!et d. somethin! stationar+- somethin! movin!

%nswer: c#a!e&s' in (e$t: 10)100(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- moderate





40. Guided search is relativel+ efficient because it makes use of .a. search instructions c. prior search strate!ies b. preattentive information d. multiple senses

%nswer: b

#a!e&s' in (e$t: 102(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- moderate

42. "arl+ processin! in both feature inte!ration theor+ and !uided search relies on .

a. feature maps c. disunctive searches b. conunctive searches d. searchin! for present features

%nswer: a#a!e&s' in (e$t: 102

(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- moderate 44. Fou are in a !rocer+ store lookin! for a Coke. %s +ou be!in to walk down the soda aisle- +ouonl+ look at the red cans to find +our Coke. (his is an e$ample of .

a. feature inte!ration theor+ c. disunctive search b. earl+ selection d. !uided search

%nswer: d#a!e&s' in (e$t: 102(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: applied- moderate

45. *n an "R# stud+- an increase in the amplitude of the waveform found in the occipital lobeshortl+ after the onset of a stimulus su!!ests that attention earl+ processin! ofvisual stimuli.

a. enhances c. occurs at the same time as b. interferes with d. comes after

%nswer: a#a!e&s' in (e$t: 104(opic: 6ookin! to the Brain,uestion (+pe: conceptual- moderate





48. "R# studies usin! visual attention tasks support a&n' selection account ofattention.

a. !uided c. earl+ b. late d. simultaneous

%nswer: c#a!e&s' in (e$t: 104(opic: 6ookin! to the Brain,uestion (+pe: conceptual- moderate

49. %ttentional switchin! studies usin! #"( su!!est that the pla+s the primar+ rolein switchin! attention in visual search tasks.

a. basal !an!lia c. anterior cin!ulate b. superior parietal lobe d. thalamus

%nswer: b

#a!e&s' in (e$t: 105(opic: 6ookin! to the Brain,uestion (+pe: factual- difficult

4;. "ndo!enous mechanisms of attention use more areas of the brain whilee$o!enous mechanisms use more areas.

a. dorsal- ventral c. frontal- dorsal b. medial- temporal d. frontal- posterior

%nswer: a#a!e&s' in (e$t: 108(opic: 6ookin! to the Brain,uestion (+pe: factual- difficult

5<. %ttention is a process that occurs in area&s' of the brain.a. fi$ed- a speciali=ed c. competitive- dorsal b. variable- man+ d. passive- temporal

%nswer: b#a!e&s' in (e$t: 10;(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: factual- difficult





51. is a !eneral theor+ of attention that assumes that attention arises fromthe competition between inputs.

a. Aelective attention c. Biased competition b. "arl+ selection d. *nformation processin!

%nswer: c#a!e&s' in (e$t: 10;(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: factual- eas+

5). (he inte!rated competition theor+ of attention was proposed b+ .a. (reisman and Gelade c. #osner b. Cherr+ d. 7esimone and 7uncan

%nswer: d#a!e&s' in (e$t: 10;

(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: factual- moderate

50. "R# waveforms are in various brain re!ions under conditions of competition.a. reduced c. distributed b. dissipated d. ma!nified

%nswer: d#a!e&s' in (e$t: 10;(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: factual- difficult

52. Fou are conductin! a fMR* stud+ in which participants must select a particular tar!et. *fattention is activel+ involved in this task- the fMR* si!nal should be .

a. enhanced c. condensed b. dissipated d. reduced

%nswer: a#a!e&s' in (e$t: 12)(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: conceptual- eas+





54. Fou are conductin! a fMR* stud+ in which participants must suppress a particular stimulus.(he fMR* si!nal associated with the suppressed stimulus should be .

a. enhanced c. dispersed b. improved d. reduced

%nswer: d#a!e&s' in (e$t: 12)(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: conceptual- eas+

Short Answer

55. Briefl+ describe what a phenomenon like chan!e blindness tells us about attention.

%nswer: Chan!e blindness shows we do not attend to and process all the information available tous.#a!e&s' in (e$t: 1<4

(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- difficult

58. Bisiach and 6u==atti &1;89' found that hemispatial ne!lect also occurred for patients whenthe+ were ima!in! a visual scene. hat does this findin! indicate about attention

%nswer: %ttention is important for selectin! obects within a visual scene &e$ternal source' foradditional processin! as well as for ima!in! a visual scene &internal source'.#a!e&s' in (e$t: 115118(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- moderate

59. (wo important functions of attention is detectin! information we need and inhibitin!information we do not need. hat do #osner et al.s &1;9<- 1;9)' endo!enous cuin! studies tellus about detection and inhibition

%nswer: Lalidl+ cued obects are processed faster while invalidl+ cued obects are inhibited or processed slower than uncued obects. (hese findin!s tell us that attention facilitates processin!tar!et information and inhibits processin! of information that is believed to be irrelevant. #a!e&s'in (e$t: 11911;(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- moderate





5;. #osner and collea!ues found a double dissociation between people with pro!ressivesupranuclear pals+ and those with lesions to the pulvinar. How does this double dissociationsupport his model of attention

%nswer: #osners model includes disen!a!in! attention- movin! attention- and en!a!in!

attention at a new location. #atients with pro!ressive supranuclear pals+ had difficulties withmovin! attention while patients with lesions to the pulvinar had difficulties en!a!in! attention.(o!ether- these findin!s support the idea that attention moves and en!a!es in processin! at a particular location- thereb+ supportin! #osners model.#a!e&s' in (e$t: 1)11))(opic: (he ature and Roles of %ttention,uestion (+pe: applied- difficult

8<. Aelective attention is necessar+ to reduce the amount of information comin! in from thee$ternal world. However- selective attention is also a conse3uence of basic information processin! limitations. *n particular- what limitation necessitates selective attention

%nswer: *nformation processin! can be limited b+ channel capacit+. Channel capacit+- in turn-limits the flow or amount of information than be processed. (herefore- selective attention isnecessar+ to reduce the amount of incomin! information to fit the si=e of the processin! channel.#a!e&s' in (e$t: 1)9(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- difficult 81. %ccordin! to feature inte!ration theor+- wh+ does it take lon!er to perform a conunctivesearch than a disunctive search

%nswer: ?eature inte!ration theor+ incorporates a number of feature maps that also containinformation about the location at which a feature is present. hen doin! a disunctive search for a red tar!et- for e$ample- the participant onl+ needs the information from the color map.However- a conunctive search for a red s3uare- for instance- re3uires information from the colormap and the shape map. %c3uirin! information from two maps takes more time than obtainin!information from onl+ one map. (herefore- conunctive searches take more time than disunctivesearches.#a!e&s' in (e$t: 10)(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- difficult





8). 7ifferentiate between feature inte!ration theor+ and !uided search.

%nswer: Both feature inte!ration theor+ &?*(' and !uided search divide the perceptual s+steminto separate feature maps. (he feature information stored in these maps is location specific.%ccordin! to feature inte!ration theor+- disunctive searches isolate feature information in the

appropriate feature map while conunctive searches combine features from multiple maps for a particular location. (he main difference between ?*( and !uided search is that !uided searchoccurs in two sta!es. *n the first sta!e- preattentive information is obtained and is used to ruleout obects that cannot be tar!ets. (his information is then used to !uide later serial searches.#a!e&s' in (e$t: 10)102(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- moderate

80. Aeveral methodolo!ical approaches were presented for the stud+ of attention. Briefl+describe three of these approaches and state what t+pe of information each approach contributesto our understandin! of attentional processin!.

%nswer: Behavioral studies &e.!.- visual search' t+picall+ use R(s to make inferences about howattentional processin! takes place. "R# studies measure chan!es in electrical activit+ inresponse to a stimulus providin! information about the temporal nature of attention &i.e.- when ittakes place'. #"( and fMR* studies measure blood flow or metabolism to determine whichre!ions of the brain are active in processin! information &i.e.- where it takes place'. (MA studiesof attention use a ma!netic field to render a set of neurons inactive for a brief period of time.(hese studies are somewhat similar to lesion studies without the lon!term conse3uences.#a!e&s' in (e$t: 102109(opic: 6ookin! to the Brain,uestion (+pe: factual- moderate





Essay

82. Compare and contrast a task used to produce an attentional blink and one used for repetition blindness. hat do the findin!s from these tasks tell us about the attentional selection ofinformation time

%nswer: (o demonstrate attentional blink- a stream of letters is presented includin! a tar!et letterand probe letter. (he time between the presentation of the tar!et and probe letters can bemanipulated. *n the sin!letask version- the participant is re3uired to indicate when the probe is presented within the stream. #erformance is !enerall+ accurate on this task. However- in thedualtask version- the participant is re3uired to identif+ the tar!et and indicate when the probe is presented. 7etection of the probe is compromised when the probe occurs between 1<< to 4<<milliseconds after the tar!et. (his findin! su!!ests that attention to one stimulus precludesattendin! to a second stimulus when the+ occur within a short period of time from one another.(o demonstrate repetition blindness- a picture is repeated within a stream. (he secondoccurrence of the picture is not noticed if the pictures are close to!ether in time. (his findin!shows that when we do not have much time- we do not form a second representation of a

stimulus we have ust processed.#a!e&s' in (e$t: 1<;11)(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- difficult

84. Four te$t authors summari=e a stud+ conducted b+ Cate and Behrmann &)<<)' in whichletters were presented briefl+ on the left and ri!ht side of a computer screen. (he letters on theleft were presented alone- followed a letter presented on the ri!ht- or preceded a letter presentedon the ri!ht. (he amount of time between left and ri!ht presentations was manipulated.#articipants were asked to identif+ the letters presented on the left side &their ne!lected side'.Briefl+ state the ke+ points from this stud+. hat implications do these findin!s have for spatialand temporal attention

%nswer: Cate and Behrmann &)<<)' make two important points in their stud+. ?irst- a letter presented on the left can survive ne!lect if it is presented alone &i.e.- not ri!ht competitors'.Aecond- if a letter is presented on the left and ri!ht- identification of the letter on the left isreduced unless a sufficient amount of time passes &at least 0<< msec' between when the letterappears on the ri!ht and when the letter appears on the left. (o!ether- these findin!s show thatspatial and temporal attentional mechanisms interact to determine the amount of ne!lect thatoccurs.#a!e&s' in (e$t: 118(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- difficult





85. hat is obectbased attention 7escribe the findin!s from patients with brain dama!e thatsupport this position.

%nswer: >ur environment contains a host of obects that we must interact with. (hese obectscan capture our attention. hen our attention is focused on an obect- all parts of the obect are

processed. (his phenomenon is known as obectbased attention. (he idea of obectbasedattention is supported b+ behavioral and neuroima!in! studies as well as findin!s from braindama!ed patients. ?or instance- patients with hemispatial ne!lect from a ri!ht hemisphere lesionare !ood at detectin! obect on the ri!ht side of space but poor at detectin! obects on the leftside of space.#a!e&s' in (e$t: 1))1)8(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- difficult

88. %ccordin! to the biased competition theor+ of attention proposed b+ 7esimone and 7uncan&1;;4'- attention is an emer!ent propert+. "$plain what this means.

%nswer: %ttention is not a sin!le process or confined to one area of the brain. *nstead- attentionarises from the competition created from multiple sources of inputs. %s a result- attention occursacross a variet+ of brain areas and inputs or information are selected via a variet+ of mechanisms&e.!.- earl+ selection- late selection- topdown- and bottomup'. (hus- attention arises from theinte!rated processin! of competin! pieces of information.#a!e&s' in (e$t: 10;12<(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: conceptual- moderate





ame:


1. Aelectin! some information for further processin! and inhibitin! other information from

receivin! further processin! are functions of .a. sensor+ memor+ c. workin! memor+ b. perception d. attention

). e do not attend to all the information that is available to us. *nstead- we attend toinformation that is and .

a. obvious- important c. meanin!ful- relevant b. relevant- noticeable d. accessible- applicable

0. Concentratin! on one source of information to the e$clusion of other sources is referred to as .

a. sustained attention c. tunnel vision b. focused attention d. d+namic attention

2. ot bein! able to detect a stimulus that is presented within a particular time from after anearlier stimulus is presented is referred to as a&n' .

a. divided attention c. attentional blink b. t+pe ** error d. focusin! error

4. *n models of attention- a restriction on the amount of information that can be processed at onetime is referred to as &a' .

a. bottleneck c. load restriction b. tunnel vision d. processin! limitation

5. ?amiliar and eas+ tasks tend to involve processin! while difficult and newtasks use processin!.

a. unconscious- conscious c. automatic- controlled b. controlled- automatic d. preattentive- attentive

8. attention is a form of attention in which topdown information drives theselection of information in the input.

a. ?ocused c. Aelective b. "ndo!enous d. "$o!enous

9. occurs when a stimulus facilitates processin! of a subse3uent stimulus.a. *nhibition c. 7isen!a!in! b. #rimin! d. "n!a!in!





;. %ccordin! to feature inte!ration theor+- +ou would e$pect a participant to take lon!er to perform a&n' search than a&n' search.

a. disunctive- feature c. conunctive- feature b. conunctive- conunctive d. disunctive- conunctive

1<. %ttention is a process that occurs in area&s' of the brain.a. fi$ed- a speciali=ed c. competitive- dorsal b. variable- man+ d. passive- temporal






%nswer: d#a!e&s' in (e$t: 1<2


%nswer: c#a!e&s' in (e$t: 1<41<5(opic: (he ature and Roles of %ttention,uestion (+pe: conceptual- moderate

%nswer: b#a!e&s' in (e$t: 1<8(opic: (he ature and Roles of %ttention



4. %nswer: a#a!e&s' in (e$t: 11)(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

5. %nswer: c#a!e&s' in (e$t: 114(opic: (he ature and Roles of %ttention,uestion (+pe: factual- eas+

8. %nswer: b#a!e&s' in (e$t: 119(opic: (he ature and Roles of %ttention,uestion (+pe: factual- moderate

9. %nswer: b#a!e&s' in (e$t: 1))(opic: (he ature and Roles of %ttention,uestion (+pe: factual- eas+





;. %nswer: d#a!e&s' in (e$t: 10)100(opic: "$plainin! %ttention: *nformation#rocessin! (heories,uestion (+pe: conceptual- eas+

1<. %nswer: b#a!e&s' in (e$t: 10;(opic: Competition: % Ain!le "$planator+ ?ramework for %ttention,uestion (+pe: factual- difficult





Chapter 2: Representation and Dnowled!e in 6on!(erm Memor+

Multiple Choice

1. *nformation about the world that is stored in memor+ is referred to as .a. learnin! c. knowled!e

b. understandin! d. e$perience

%nswer: c#a!e&s' in (e$t: 129(opic: Roles of Dnowled!e in Co!nition,uestion (+pe: factual- eas+

). %ccordin! to the authors of +our te$t- is necessar+ for the effectiveness of an+mental process.

a. knowled!e c. perception b. attention d. e$perience

%nswer: a#a!e&s' in (e$t: 12912;(opic: Roles of Dnowled!e in Co!nition,uestion (+pe: conceptual- eas+

0. is the abilit+ to establish that a perceived entit+ belon!s to a particular!roup of thin!s that share ke+ characteristics.

a. Cate!ori=ation c. Groupin! b. #erception d. ?amiliari=ation

%nswer: a#a!e&s' in (e$t: 12;(opic: Roles of Dnowled!e in Co!nition,uestion (+pe: factual- eas+

2. Fou decide to or!ani=e all of +our 7L7s b+ !enre. hat abilit+ will +ou use to accomplishthis task

a. !roupin! c. familiari=ation b. cate!ori=ation d. e$perience

%nswer: b#a!e&s' in (e$t: 12;(opic: Roles of Dnowled!e in Co!nition,uestion (+pe: applied- eas+





4. allow +ou to derive information not e$plicitl+ present in a sin!le member of acate!or+ but available because of +our knowled!e about the !roup.

a. 7eductions c. *nferences b. %ssumptions d. Conectures

%nswer: c#a!e&s' in (e$t: 12;(opic: Roles of Dnowled!e in Co!nition,uestion (+pe: conceptual- moderate

5. Dnowled!e affects all of the followin! e$cept .a. action c. perception b. lan!ua!e d. development

%nswer: d#a!e&s' in (e$t: 12;141

(opic: Roles of Dnowled!e in Co!nition,uestion (+pe: conceptual- eas+

8. % is a ph+sical state that stands for an obect- event- or concept.a. cate!or+ c. memor+ b. representation d. neural network

%nswer: b#a!e&s' in (e$t: 14)(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate

9. (he intentionalit+ criterion for a representation states that a representation must be constructedintentionall+ to stand for somethin! else. (his criterion .

a. is a controlled process c. re3uires conscious effort b. is inherent in our brain s+stem d. is based on prior knowled!e

%nswer: b#a!e&s' in (e$t: 14)(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- moderate





;. % representation must be constructed intentionall+ to stand for somethin! else and must what it stands for.

a. represent c. e$plain b. carr+ information about d. accuratel+ reflect

%nswer: b#a!e&s' in (e$t: 140(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- eas+

1<. % format for a representation refers to all of the followin! e$cept .a. how elements are arran!ed c. processes for e$tractin! information b. t+pe of code d. neural structure


(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate

11. Representations can be modalit+ specific- meanin! that the+ .a. are situation specific c. rel+ on the most common occurrences b. use perceptual or motor s+stems d. cannot be !enerali=ed

%nswer: b#a!e&s' in (e$t: 140(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- moderate

1). (he element of an ima!e representin! a particular location of a visual scene at a sin!le pointof time is called the .

a. stora!e unit c. spatiotemporal window b. spacetime unit d. stored information

%nswer: c#a!e&s' in (e$t: 140142(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate





10. eurons in the visual corte$ respond in such a wa+ that the+ preserve a that is- the spatial la+out in the brain represents the spatial la+out in the environment.

a. modalit+ correspondence c. spatiotemporal window b. topo!raphical map d. bottomup representation

%nswer: b#a!e&s' in (e$t: 144(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate

12. Lisual ima!es are represented in the lobe.a. frontal c. parietal b. occipital d. temporal


(opic: Representations and (heir ?ormats,uestion (+pe: factual- eas+

14. Mental ima!es have been found in the s+stem.a. olfactor+ c. sensor+ b. motor d. emotion

%nswer: b#a!e&s' in (e$t: 145(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate

15. #ictures provide a complete ima!e of scene but the brain seems to hold ima!es that are not asaccurate as pictures. is probabl+ the reason for this difference.

a. #rior knowled!e c. Apatial resolution b. Chan!e blindness d. Lisual attention

%nswer: d#a!e&s' in (e$t: 148(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- moderate





18. Dossl+n &1;84' found that the of a mental ima!e influenced how 3uickl+ itwas processed.

a. cate!or+ c. modalit+ b. level of detail d. relative si=e

%nswer: d#a!e&s' in (e$t: 14;(opic: Representations and (heir ?ormats,uestion (+pe: factual- difficult

19. %&n' is an obect or event that pla+s an important role in an or!anismssurvival and pursuit of !oals.

a. memor+ entit+ c. stora!e unit b. episodic memor+ d. e$perience

%nswer: a

#a!e&s' in (e$t: 15<(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate

1;. %&n' is a meanin!ful sensor+ aspect of a perceived stimulus.a. aspect c. feature b. 3ualit+ d. characteristic

%nswer: c#a!e&s' in (e$t: 15)(opic: Representations and (heir ?ormats,uestion (+pe: factual- eas+

)<. eurons that combine information such as color and shape are .a. mirror neurons c. conunctive neurons b. feature neurons d. perceptual neurons

%nswer: c#a!e&s' in (e$t: 15)(opic: Representations and (heir ?ormats,uestion (+pe: factual- eas+

)1. Representations from feature records ima!es.a. compete a!ainst c. replace b. complement d. are identical to

%nswer: b#a!e&s' in (e$t: 15)(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- moderate





)). Modalit+specific : amodal :: perceptuall+related : .a. motorrelated c. multiple modalities b. fre3uentl+ occurrin! d. abstract

%nswer: d

#a!e&s' in (e$t: 150(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- difficult

)0. hich of the followin! is not an e$ample of an amodal representationa. neural net c. frame b. propert+ list d. semantic network

%nswer: a#a!e&s' in (e$t: 154(opic: Representations and (heir ?ormats

,uestion (+pe: factual- moderate

)2. % neural net is a representation based on .a. actual neural pathwa+s c. statistical patterns b. spreadin! activation d. neural interactions

%nswer: c#a!e&s' in (e$t: 154155(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- eas+

)4. Cate!or+ knowled!e develops from the of representations of individualmembers of the cate!or+.

a. inte!ration c. patterns b. 3ualit+ d. t+pes

%nswer: a#a!e&s' in (e$t: 159(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- eas+

)5. *ndividual members become associated with a cate!or+ because the+ .a. have the same ima!e c. have identical features b. share a statistical pattern d. share stora!e units

%nswer: b#a!e&s' in (e$t: 159(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- moderate





)8. (he avera!e cate!or+ member !enerated throu!h simulation can also be referred to as a&n' .

a. protot+pe c. archet+pe b. model d. mean member

%nswer: a#a!e&s' in (e$t: 159(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: factual- difficult

)9. Cate!or+ knowled!e is .a. !reater than sensor+ information c. limited to immediate sensor+ information b. perceptuall+ driven d. not appropriate as a basis for inferences

%nswer: a#a!e&s' in (e$t: 18<

(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- eas+

);. % population of conunctive neurons that associate feature information within a !ivenmodalit+ is known as a&n' .

a. neural net c. primar+ sensor+ corte$ b. association area d. secondar+ sensor+ corte$

%nswer: a#a!e&s' in (e$t: 18<(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: factual- moderate

0<. *nformation is inte!rated in the conver!ence =one.a. across modalities c. about actions b. about prior e$periences d. within a modalit+

%nswer: d#a!e&s' in (e$t: 18<(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: factual- eas+





01. Conver!ence =ones inte!rate information while hi!her order conver!ence=ones inte!rate information .

a. about vision- about other senses b. within modalities- across modalitiesc. across modalities- within modalities

d. bottomup- topdown

%nswer: b#a!e&s' in (e$t: 18<181(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- eas+

0). hen +ou think about a famil+ campin! trip- +ou remember the cool ni!ht air- +ellow !lowand warmth of the fire- and the taste of roasted marshmallows. (hese sensations were ori!inall+inte!rated .

a. in the frontal lobe c. in an association area

b. based on common features d. in a hi!her order conver!ence =one

%nswer: d#a!e&s' in (e$t: 18<181(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: applied- moderate

00. Fou are drivin! to +our roommates house. ot onl+ have +ou not visited her house before-+ou have never driven in her hometown before. 6istenin! to +our roommate !ive +ou directionsand lookin! for the street names she is sa+in! re3uires .

a. vi!ilance c. modalit+ switchin! b. sustained attention d. conver!ent processin!

%nswer: c#a!e&s' in (e$t: 181(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: applied- moderate

02. found costs associated with switchin! between modalities in a perception task while found similar switchin! costs in a propert+ verification task.

a. Apence- #echer c. Martin- 7amasio b. 7amasio- Apence d. #echer- Martin

%nswer: a#a!e&s' in (e$t: 18118)(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: factual- difficult





04. fMR* research has shown that the s+stem is activated when participants areshown manipulable obects even thou!h the+ cannot touch or use them in the stud+.

a. association c. motor b. decisionmakin! d. conver!ent

%nswer: c#a!e&s' in (e$t: 18)180(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: factual- moderate

05. Fou are conductin! a #"( stud+. Fou ask the participant to describe his first car. hat areaof the brain will be most active when he describes the color of his car

a. M( c. visual association area b. inferior temporal corte$ d. L2

%nswer: d

#a!e&s' in (e$t: 182(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: applied- difficult

08. *ndividual members of a cate!or+ are known as .a. protot+pes c. member units b. schemata d. e$emplars

%nswer: d#a!e&s' in (e$t: 182(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: factual- eas+

09. %&n' is a precise definition of the criteria for a cate!or+.a. protot+pe c. e$emplar b. rule d. operational definition

%nswer: b#a!e&s' in (e$t: 184(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: applied- moderate





0;. % tool is a saw if it has a toothed metal blade or disk that can be used to manuall+ ormechanicall+ cut hard material. (his is an e$ample of a .

a. protot+pe c. rule b. e$emplar d. operational definition

%nswer: c#a!e&s' in (e$t: 184(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: applied- eas+

2<. (he visual areas of the brain represent the of e$emplars and the motor areas the process of rehearsin! rules.

a. conver!ence- enhance c. content- implement b. rules- activate d. 3ualities- facilitate

%nswer: c

#a!e&s' in (e$t: 188(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: factual- moderate

21. %&n' specifies what properties are most likel+ to be true of a cate!or+.a. e$emplar c. rule b. protot+pe d. schemata

%nswer: b#a!e&s' in (e$t: 189(opic: ?rom Atructures in Cate!or+ Dnowled!e,uestion (+pe: factual- eas+

2). ithin a t+picalit+ !radient- a bear would be a&n' and a dolphin would be a&n' member of the cate!or+ for mammals.

a. !eneral- specific c. e$emplar- e$ception b. t+pical- at+pical d. positivematch- ne!ativematch

%nswer: b#a!e&s' in (e$t: 18;(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: applied- eas+





20. hen updatin! a rule or protot+pe- newl+ perceived properties .a. activate back!round knowled!e c. are simpl+ added to the e$istin! information b. are isolated d. take the place of e$istin! information

%nswer: a

#a!e&s' in (e$t: 18;19<(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: conceptual- moderate

22. are structured representations that capture the information that t+picall+applies to certain situations or events.

a. Achemata c. #rotot+pes b. "$emplars d. Rules

%nswer: a#a!e&s' in (e$t: 19<

(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: factual- eas+

24. Achemata are used for . Rules and protot+pes are used for .

a. knowled!e- cate!ori=in! c. inferences- decisions b. understandin!- cate!ori=in! d. memor+- learnin!

%nswer: b#a!e&s' in (e$t: 191(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: conceptual- moderate

25. #la+in! !ames like #ictionar+ oftentimes re3uire that +ou draw &or describe' differentcharacteristics of an obect- person- etc.- in order for +our partner to !uess the correct answer.Games such as these are !ood e$amples of .

a. t+picalit+ !radients c. cate!or+ fle$ibilit+ b. fu==+ boundaries d. d+namic representation

%nswer: d#a!e&s' in (e$t: 191(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: conceptual- moderate





28. hich of the followin! would not be an ontolo!ical t+pea. Lulcan literature c. fu!ues b. constellations d. %AC%R drivers

%nswer: a

#a!e&s' in (e$t: 19)(opic: Cate!or+ 7omains and >r!ani=ation,uestion (+pe: conceptual- difficult

29. Cate!ories are universal if .a. the+ have the same e$emplars c. the+ are identical for ever+one b. statistical patterns are invariant d. the+ are present across cultures

%nswer: d#a!e&s' in (e$t: 19)(opic: Cate!or+ 7omains and >r!ani=ation


2;. %s cate!ories become more specific- the+ are likel+ to be universal.a. more c. less b. e3uall+ d. ver+

%nswer: c#a!e&s' in (e$t: 19)(opic: Cate!or+ 7omains and >r!ani=ation,uestion (+pe: conceptual- moderate

4<. *n terms of cate!ories- brain lesions result in deficits to .a. specific cate!ories c. all cate!ories b. cate!ories sharin! similar properties d. ontolo!ical cate!ories

%nswer: b#a!e&s' in (e$t: 190192(opic: Cate!or+ 7omains and >r!ani=ation,uestion (+pe: factual- difficult

41. %&n' is a set of nested cate!ories that var+ in abstraction with each nestedsubset bein! a subset of its hi!her order cate!or+.

a. ontolo!ical t+pe c. schema b. ta$onom+ d. t+picalit+ !radient

%nswer: b#a!e&s' in (e$t: 190192(opic: Cate!or+ 7omains and >r!ani=ation,uestion (+pe: factual- moderate





Short Answer

4). *ma!es are e$amples of one possible representational format. Briefl+ describe the threeelements of an ima!e.

%nswer: (he three elements of an ima!e are spatiotemporal window- stora!e units- and stored

information. *ma!es are bound to a specific location in space and time. (he spatiotemporalwindow refers to these constraints. Atora!e units contain information about a specific area of thelar!er spatiotemporal window. (he+ collect information from the various stora!e units to makeup the content of the ima!e.#a!e&s' in (e$t: 140144(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- moderate 40. ?eature detection occurs as the result of the respondin! of populations of neurons instead ofsin!le neurons. hat is a benefit of rel+in! on a population of neurons instead of a sin!leneuron

%nswer: (wo benefits of usin! populations of neurons presented in the te$t are &1' a populationof neurons allows for a !raded response instead of an allornone response- and &)' neurons aresensitive to more than one feature.#a!e&s' in (e$t: 15)(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- moderate

42. Atate two reasons wh+ neural nets have a !reater scope than amodal s+stems.

%nswer: ?irst- statistical patterns can be viewed as neurons or as populations of neurons.Aecond- an amodal s+mbol t+picall+ represents one cate!or+ but multiple patterns of a neural netcan represent the same cate!or+.#a!e&s' in (e$t: 154155(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- difficult

44. Esin! a visual scene as an illustration- hi!hli!ht the three t+pes of representations. Be sure toinclude information re!ardin! when each t+pe of representation is formed. %lso include the!eneral brain area &i.e.- the lobes' in which the representations are formed.

%nswer: "$amples will var+. However- an initial visual ima!e is formed in the occipital lobe.?eature detection e$tracts meanin!ful features &occipital- temporal- and parietal lobes'.Atatistical patterns in the temporal lobe become active throu!h conunctive neurons which link back to the ima!e and feature representations to form a multilevel representation of a scene.#a!e&s' in (e$t: 155158(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- difficult





45. 7escribe the role of bottomup and topdown processin! in developin! statistical patterns andusin! simulation.

%nswer: Bottomup processin! of sensor+ information leads to statistical patternsrepresentations. (hese representations can later be used in a simulation process to !enerate

mental ima!es and remember past events. Aimulation is a topdown process.#a!e&s' in (e$t: 155(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- difficult

48. #rovide an e$ample describin! how a !olden retriever- bassett hound- and sheep do! becomemembers of do! cate!or+ knowled!e.

%nswer: Aome students ma+ attempt to answer this 3uestion b+ hi!hli!htin! similar features.However- more space is devoted in the te$t to statistical patterns. *f students answer this wa+-the+ should note that each t+pe of do! shares part of the same statistical pattern. (he shared

pattern links these individual members into the do! cate!or+.#a!e&s' in (e$t: 159(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- difficult

49. hat is the distinction between a conver!ence =one and a hi!her order conver!ence =one

%nswer: Conver!ence =ones inte!rate information within a modalit+ while hi!her orderconver!ence =ones inte!rate information across modalities.#a!e&s' in (e$t: 18<181(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- eas+

4;. Briefl+ describe how e$emplar memor+ can impact cate!ori=in! obects usin! rules.

%nswer: hen e$emplars are activated the+ influence how information is cate!ori=ed. ?orinstance- %llen and Brooks &1;;1' found that positivematch e$emplars were correctl+cate!ori=ed 91 percent of the time but that ne!ativematch e$emplars were correctl+ cate!ori=edonl+ 45 percent of the time.#a!e&s' in (e$t: 184185(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: conceptual- difficult





Essay

5<. Four te$t authors claim that knowled!e pla+s an important role in all co!nitive processin!.#rovide e$amples supportin! this claim usin! three different co!nitive processes.

%nswer: Dnowled!e about characteristics of a !roup helps us cate!ori=e information. >nce we

know information about a cate!or+ we can make inferences about obects- events- etc.Dnowled!e of different conte$ts and past events influences our actions. Dnowled!e of what toe$pect can also influence our perceptions as well as direct our attention. Dnowled!e of words-s+nta$- and connotation allows us to understand lan!ua!e. Dnowled!e impacts our decisionmakin!- plannin!- problem solvin!- and reasonin!.#a!e&s' in (e$t: 12;141(opic: Roles of Dnowled!e in Co!nition,uestion (+pe: conceptual- eas+

51. (he analo!+ of di!ital pictures was used in the te$t to describe mental ima!es. "$amine thisanalo!+. *n what wa+s are di!ital pictures like mental ima!es and in what wa+s are the+

different

%nswer: % picture depicts one location within the environment. (his is analo!ous to thespatiotemporal window of an ima!e. (he pi$els of a di!ital ima!e are analo!ous to the stora!eunits of an ima!e. (he collection of these stora!e units produces the subect of the picture or thecontent of an ima!e. #erhaps the bi!!est difference between a di!ital picture and a mental ima!eis that a picture Jevenl+K represents the visual scene while an ima!e is often JunevenK. (his islikel+ due to visual attention selectin! some aspects of a visual scene over others.#a!e&s' in (e$t: 14015<(opic: Representations and (heir ?ormats,uestion (+pe: conceptual- moderate

5). Research has shown that similar areas of the brain are used to process sensor+ informationdurin! perception and in simulatin! cate!or+ representations. hat implication&s' does thisfindin! have on our understandin! of cate!or+ knowled!e

%nswer: (his findin! su!!ests that processin! of a ph+sical stimulus and its correspondin!representation are related. Representations are not developed and stored in a specific area of the brain. *nstead- representation processin! is distributed across the brain usin! similar perceptualand motor s+stems.#a!e&s' in (e$t: 180182(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- difficult





50. hat is a t+picalit+ !radient hat are the effects of t+picalit+ !radients on how we processcate!ories

%nswer: *f a cate!or+ has a protot+pe- the protot+pe represents what is most likel+ true for thecate!or+ &e.!.- a robin'. *ndividual members of the cate!or+ will var+ from the protot+pe &e.!.-

chicken'. (he de!ree to which the cate!or+ members are similar or var+ from the protot+pecreates a t+picalit+ !radient. Behavioral research has shown that we learn faster- cate!ori=efaster- and make stron!er inferences if an item is closer to the protot+pe.#a!e&s' in (e$t: 18;(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: conceptual- difficult





ame:


1. % is a ph+sical state that stands for an obect- event- or concept.

a. cate!or+ c. memor+ b. representation d. neural network

). % format for a representation refers to all of the followin! e$cept .a. how elements are arran!ed c. processes for e$tractin! information b. t+pe of code d. neural structure

0. Dossl+n &1;84' found that the of a mental ima!e influenced how 3uickl+ it was processed.

a. cate!or+ c. modalit+ b. level of detail d. relative si=e

2. %&n' is a meanin!ful sensor+ aspect of a perceived stimulus.a. aspect c. feature b. 3ualit+ d. characteristic

4. (he avera!e cate!or+ member !enerated throu!h simulation can also be referred to as a&n' .

a. protot+pe c. archet+pe b. model d. mean member

5. Conver!ence =ones inte!rate information while hi!her order conver!ence=ones inte!rate information .

a. about vision- about other senses b. within modalities- across modalitiesc. across modalities- within modalitiesd. bottomup- topdown

8. *ndividual members of a cate!or+ are known as .a. protot+pes c. member units b. schemata d. e$emplars

9. %&n' specifies what properties are most likel+ to be true of a cate!or+.a. e$emplar c. rule b. protot+pe d. schemata

;. Cate!ories are universal if .a. the+ have the same e$emplars c. the+ are identical for ever+one b. statistical patterns are invariant d. the+ are present across cultures





1<. *n terms of cate!ories- brain lesions result in deficits to .a. specific cate!ories c. all cate!ories b. cate!ories sharin! similar properties d. ontolo!ical cate!ories






1. %nswer: b#a!e&s' in (e$t: 14)

(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate

). %nswer: d#a!e&s' in (e$t: 140(opic: Representations and (heir ?ormats,uestion (+pe: factual- moderate

0. %nswer: d#a!e&s' in (e$t: 14;(opic: Representations and (heir ?ormats


2. %nswer: c#a!e&s' in (e$t: 15)(opic: Representations and (heir ?ormats,uestion (+pe: factual- eas+

4. %nswer: a#a!e&s' in (e$t: 159(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: factual- difficult

5. %nswer: b#a!e&s' in (e$t: 18<181(opic: ?rom Representations to Cate!or+ Dnowled!e,uestion (+pe: conceptual- eas+

8. %nswer: d#a!e&s' in (e$t: 182(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: factual- eas+

9. %nswer: b#a!e&s' in (e$t: 189(opic: Atructures in Cate!or+ Dnowled!e,uestion (+pe: factual- eas+





;. %nswer: d#a!e&s' in (e$t: 19)(opic: Cate!or+ 7omains and >r!ani=ation,uestion (+pe: conceptual- moderate

1<. %nswer: b#a!e&s' in (e$t: 190192(opic: Cate!or+ 7omains and >r!ani=ation,uestion (+pe: factual- difficult





Chapter 4: "ncodin! and Retrieval from 6on!(erm Memor+

Multiple Choice

1. Memor+ relies on all of the followin! e$cept .a. encodin! c. decidin!

b. retrievin! d. consolidatin!

%nswer: c#a!e&s' in (e$t: 1;0(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

). 7eclarative : nondeclarative :: e$plicit : .a. implicit c. semantic b. procedural d. episodic

%nswer: a#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- moderate

0. Rememberin! +our birth date and the hospital +ou were born in re3uires memor+.

a. semantic c. episodic b. procedural d. associative

%nswer: a#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: applied- eas+

2. Rememberin! what happened at +our last birthda+ part+ re3uires memor+.a. semantic c. procedural b. episodic d. associative

%nswer: b#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: applied- eas+





4. memor+ is memor+ for facts and memor+ is memor+ forevents.

a. "pisodic- semantic c. Aemantic- episodic b. #rocedural- bio!raphic d. Aemantic- bio!raphic

%nswer: c#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

5. Memor+ tests that re3uire +ou to describe knowled!e from memor+ are known as memor+ tests.

a. semantic c. episodic b. procedural d. e$plicit

%nswer: d

#a!e&s' in (e$t: 1;4(opic: (he ature of 6on!(erm Memor+,uestion (+pe: conceptual- moderate

8. 6on!term memor+ can be divided into and memor+.a. semantic- procedural c. episodic- associative b. e$plicit- implicit d. declarative- e$plicit

%nswer: b#a!e&s' in (e$t: 1;21;4(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

9. onconscious forms of lon!term memor+ that are e$pressed as a chan!e in behavior withoutconscious recollection make up memor+.

a. procedural c. episodic b. implicit d. associative

%nswer: b#a!e&s' in (e$t: 1;4(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+





;. Memor+ tests e$aminin! chan!es in performance are referred to as memor+tests.

a. procedural c. e$plicit b. implicit d. associative

%nswer: b#a!e&s' in (e$t: 1;4(opic: (he ature of 6on!(erm Memor+,uestion (+pe: conceptual- eas+

1<. Atructures in the medial temporal lobes are involved in memor+.a. semantic c. episodic b. implicit d. e$plicit

%nswer: d#a!e&s' in (e$t: 1;4

(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- moderate

11. #rimin! is associated with the .a. am+!dala c. striatum b. corte$ d. cerebellum

%nswer: b#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- difficult

1). Memor+ for skills and habits are associated with the .a. am+!dala c. striatum b. corte$ d. cerebellum

%nswer: c#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- difficult

10. Classicall+ conditioned emotional responses are associated with the .a. corte$ c. cerebellum b. am+!dala d. refle$ pathwa+s

%nswer: b#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- difficult





12. Classicall+ conditioned musculature responses are associated with the .a. striatum c. am+!dala b. cerebellum d. refle$ pathwa+s

%nswer: b

#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- difficult

14. Habituation and sensiti=ation are associated with the .a. cerebellum c. striatum b. refle$ pathwa+s d. am+!dala

%nswer: b#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+


15. H.M. could not remember .a. items for a short period of time c. events from his childhood b. skills and procedures d. new information

%nswer: d#a!e&s' in (e$t: 1;8(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- moderate

18. H.M. had his removed to control epileptic sei=ures.a. cerebellum c. corpus callosum b. am+!dala d. medial temporal lobe

%nswer: d#a!e&s' in (e$t: 1;41;8(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- moderate

19. (he medial temporal corte$ includes all of the followin! structures e$cept the.a. dentine !+rus c. hippocampus b. entorhinal corte$ d. am+!dala

%nswer: a#a!e&s' in (e$t: 1;41;8(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- difficult





1;. %fter a stroke- Henr+ can remember thin!s from his past but is unable to remember newinformation. Henr+ has .

a. episodic amnesia c. antero!rade amnesia b. retro!rade amnesia d. semantic amnesia

%nswer: c#a!e&s' in (e$t: 1;9(opic: (he ature of 6on!(erm Memor+,uestion (+pe: applied- moderate

)<. @ames suffered brain dama!e due to carbon mono$ide poisonin!. He is now unable toremember events from his past. @ames is e$periencin! .

a. for!etfulness c. retro!rade amnesia b. earl+ onset dementia d. antero!rade amnesia

%nswer: c

#a!e&s' in (e$t: 1;;(opic: (he ature of 6on!(erm Memor+,uestion (+pe: applied- moderate

)1. % word stem task is an e$ample of a&n' .a. primin! c. associative memor+ b. implicit memor+ d. vocabular+

%nswer: b#a!e&s' in (e$t: )<1(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

)). %mnesic patients complete a word stem task as well as control subects when instructed touse but show impairment when instructed to use .

a. common words- abstract words b. words related to skills- an+ wordsc. memor+ of recent events- memor+ of past eventsd. the first word that comes to mind- words seen before

%nswer: d#a!e&s' in (e$t: )<1(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- moderate

)0. H.M.s performance on the mirror tracin! task improved over attempts but he .





a. had no memor+ of doin! the task b. performed worse than controlsc. 3uickl+ for!ot how to do itd. re3uired additional help to do so

%nswer: a#a!e&s' in (e$t: 1;;)<<(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- moderate

)2. is the term used for the various processes b+ which information istransformed into a memor+ representation.

a. "laboration c. "ncodin! b. Retrieval d. Consolidation

%nswer: c

#a!e&s' in (e$t: )<)(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: factual- eas+

)4. involves interpretin! information and connectin! it with otherinformation.

a. "laboration c. "ncodin! b. Consolidation d. Retrieval

%nswer: b#a!e&s' in (e$t: )<)(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: factual- eas+

)5. Crammin! the ni!ht before an e$am is an e$ample of .a. elaboration c. distributed practice b. massed practice d. consolidation

%nswer: b#a!e&s' in (e$t: )<;(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: applied- eas+

)8. Atud+in! for co!nition one hour per da+ each da+ of the week is an e$ample of .

a. distributed practice c. massed practice





b. elaboration d. consolidation

%nswer: a#a!e&s' in (e$t: )<)(opic: "ncodin!: How "pisodic Memories %re ?ormed

,uestion (+pe: applied- eas+

)9. Four professor shows a complicated dia!ram on the board while lecturin!. Fou find +ourselflookin! at the details of the dia!ram while tr+in! to follow what +our professor is sa+in!. Fourencodin! of this information ma+ be somewhat weak due to .

a. divided attention c. crossmodal interference b. visual capture d. competin! schemata

%nswer: a#a!e&s' in (e$t: )<)(opic: "ncodin!: How "pisodic Memories %re ?ormed

,uestion (+pe: applied- moderate

);. Fou have to learn a list of words. Fou decide to count the number of letters in each word tohelp learn the list. Fou have decided to use a level of processin!.

a. phonolo!ical c. semantic b. structural d. purposeful

%nswer: b#a!e&s' in (e$t: )<2(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: applied- eas+

0<. Fou have a list of words to learn. Fou practice the list b+ statin! each word alon! with aword that rh+mes with it. (his is an e$ample of a&n' levelofprocessin!.

a. structural c. acoustic b. semantic d. phonolo!ical

%nswer: d#a!e&s' in (e$t: )<2(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: applied- moderate

01. (o help learn the ke+words for this chapter in +our te$t- +ou use each word in a sentence.(his is an e$ample of a&n' levelofprocessin!.

a. structural c. acoustic





b. semantic d. phonolo!ical

%nswer: b#a!e&s' in (e$t: )<2(opic: "ncodin!: How "pisodic Memories %re ?ormed


0). 6earnin! that occurs not as a result of a purposeful attempt but as a b+product of performin!a task is learnin!.

a. implicit c. associative b. accidental d. incidental

%nswer: d#a!e&s' in (e$t: )<2(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: factual- moderate

00. Fou have a professor who likes to use matchin! items on tests. Fou practice the ke+words b+usin! flashcards. Fou should do well on the test due to .

a. retrieval specificit+ principle c. transfer appropriate processin! b. state dependent learnin! d. incidental learnin!

%nswer: c#a!e&s' in (e$t: )<4(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: applied- moderate

02. (he abilit+ to remember a stimulus depends on the similarit+ between the wa+ the stimulus is processed at encodin! and the wa+ it is processed at test is referred to as the .

a. encodin! specificit+ principle c. transfer appropriate learnin! b. incidental learnin! d. intentional learnin!

%nswer: a#a!e&s' in (e$t: )<4(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- difficult

04. #rocessin! at encodin! is most effective to the e$tent that processin! overlaps with the processin! to be performed at retrieval is known as .

a. encodin! specificit+ principle c. transfer appropriate learnin! b. incidental learnin! d. intentional learnin!





%nswer: c#a!e&s' in (e$t: )<4(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- difficult

05. % ke+ difference between incidental and intentional learnin! is the de!ree to whichinformation is .

a. distributed c. massed b. !enerated d. elaborated

%nswer: d#a!e&s' in (e$t: )<8)<9(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- moderate

08. (he left frontal lobe is implicated in the learnin! of .a. tools c. pictures b. faces d. words

%nswer: d#a!e&s' in (e$t: )<8)<9(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: factual- eas+

09. (he su!!ests that +ou will do better on an e$am when +ou are activel+involved in takin! notes durin! class and puttin! the lectures into +our own words than on a testfor which +ou were !iven the instructors #ower#oint presentations.

a. encodin! specificit+ principle c. spacin! effect b. !eneration effect d. en!a!ed learnin! principle

%nswer: b#a!e&s' in (e$t: )<;(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: applied- moderate

0;. (he superiorit+ of distributed practice over massed practice is known as the .a. intentional learnin! principle c. spacin! effect b. massed learnin! effect d. !eneration effect





%nswer: c#a!e&s' in (e$t: )<;)1<(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- moderate

2<. Bindin! of related pieces of information for lon!term memor+ takes place in the .a. frontal lobe c. hippocampus b. association corte$ d. thalamus

%nswer: c#a!e&s' in (e$t: )11(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- moderate

21. (he medial temporal lobe retrieves memories while consolidated memories

are retrieved in more cortical re!ions.a. consolidated- medial c. unconsolidated- medial b. unconsolidated- lateral d. consolidated- lateral

%nswer: b#a!e&s' in (e$t: )12(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- moderate

2). hat is a potential benefit of episodic memor+ bein! a conunction of linked featuresa. less comple$ memories c. speeded inte!ration b. multiple points of access d. re3uires less attention

%nswer: b#a!e&s' in (e$t: )14(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: conceptual- moderate

20. Fou notice someone readin! (he Red Bad!e of Coura!e in the librar+ and it reminds +ou that book was +our favorite book in hi!h school. Fou then remember +our "n!lish class- someconversations +ou had about the stor+ in class- who +ou sat ne$t to- and so on. (his t+pe ofretrieval process is known as .

a. pattern completion c. !raded recall





b. spreadin! retrieval d. episodic activation

%nswer: a#a!e&s' in (e$t: )14(opic: Retrieval: How e Recall the #ast from "pisodic Memor+


22. 7urin! recapitulation- the information flow is from to .a. cortical areas- the hippocampus c. the thalamus- the hippocampus b. the hippocampus- cortical areas d. the temporal lobe- the frontal lobe

%nswer: a#a!e&s' in (e$t: )14(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: conceptual- moderate

24. (he lobes are involved in retrievin! episodic memories.a. parietal c. cerebellar b. frontal d. occipital

%nswer: b#a!e&s' in (e$t: )15(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: factual- moderate

25. 7ama!e to the frontal lobes can cause amnesia.a. emotional c. location b. temporal d. source

%nswer: d#a!e&s' in (e$t: )15(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: conceptual- moderate

28. *n order to find information in #s+c*?>- +ou need to search usin! a ke+word. *f +ou fail touse the correct ke+words- it is difficult to find the articles that +ou are reall+ interested in.#s+c*?> can be seen as bein! .

a. cue dependent c. conte$t dependent b. content dependent d. state dependent

%nswer: a





#a!e&s' in (e$t: )18(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: applied- moderate

29. % friend in class thinks +ou should stud+ for a test in the same classroom that +ou have

lecture and take the test in. h+ would he su!!est such an ideaa. learnin!dependent effect c. statedependent effect b. distributed practice effect d. conte$tdependent effect

%nswer: d#a!e&s' in (e$t: )18(opic: Retrieval: How e Recall the #ast ?rom "pisodic Memor+,uestion (+pe: applied- moderate

2;. Aomeone cut +ou off while +ou were drivin! on the hi!hwa+. Fou were an!r+ at the driverfor almost causin! an accident. %ll of the sudden- +ou also remembered a time when +ou were

+oun!er and +our little brother cut off +our Barbies hair. (his is an e$ample of a&n' .a. emotional confusion c. statedependent effect b. free association d. conte$tdependent effect

%nswer: c#a!e&s' in (e$t: )18(opic: Retrieval: How e Recall the #ast ?rom "pisodic Memor+,uestion (+pe: conceptual- moderate

4<. Fou are at a business part+ and run into someone +ou are sure +ou have met before butcannot remember her name. (his is an e$ample of .

a. retro!rade amnesia c. recollection b. familiarit+ d. conte$tdependent effect

%nswer: b#a!e&s' in (e$t: )19(opic: Retrieval: How e Recall the #ast ?rom "pisodic Memor+,uestion (+pe: applied- moderate

41. Fou are at a class reunion and someone asks- J7o +ou remember me *ts @ohn.K Fou thenremember the classes +ou had with @ohn- the thin!s +ou did when +ou hun! out to!ether- and that+ou liked his sister. (his is an e$ample of .

a. familiarit+ c. recollection b. free association d. conte$tdependent effect

%nswer: c





#a!e&s' in (e$t: )19(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: applied- moderate

4). %ll of the followin! are t+pes of memor+ errors e$cept .

a. emotional confusion c. su!!estion b. bias d. misattribution

%nswer: a#a!e&s' in (e$t: ))<(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: factual- moderate

40. Fou have been with +our !irlfriend for a little over a +ear. %lthou!h this started off well-there have been more ar!uments latel+. Four !irlfriend breaks up with +ou- statin! that the twoof +ou have alwa+s had difficult+ a!reein! on thin!s and that she has had enou!h. (his mi!ht be

a case of .a. emotional confusion c. statedependent effect b. belief bias d. consistenc+ bias

%nswer: d#a!e&s' in (e$t: ))1(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: applied- difficult

42. Fou and +our mother have different memories about an event that took place in hi!h school.% possible e$planation for this difference is .

a. consistenc+ bias c. statedependent effect b. belief bias d. conte$tdependent effect

%nswer: b#a!e&s' in (e$t: ))1(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: applied- difficult

44. is ascribin! a recollection to an incorrect time- place- person- or source.a. Reconstructive memor+ c. Au!!estion b. Belief bias d. Misattribution

%nswer: d#a!e&s' in (e$t: )))(opic: Retrieval: How e Recall the #ast from "pisodic Memor+






45. (wo police officers are at the scene of a traffic accident. %fter talkin! to several people->fficer @ones reported the driver who rearended the other vehicle was travelin! close to 4< mphin a 04 mph =one. >fficer Amith- however- disa!reed. Based on the people he talked to- the

driver was travelin! about 09 mph. (heir captain asked +ou to find out how the+ could disa!reeso much. Fou found that >fficer @ones asked Jhow fast was the car movin! when it slammedinto the other carK while >fficer Amith asked Jhow fast was the car movin! when it bumpedinto the other carK and told the captain it was a !ood e$ample of &the' .

a. misinformation effect c. fault+ e+ewitness testimon+ b. natural variations d. conte$tdependent effect

%nswer: a#a!e&s' in (e$t: ))0(opic: Retrieval: How e Recall the #ast from "pisodic Memor+,uestion (+pe: applied- moderate

48. Fou have backtoback classes. Fou are findin! that +ou can recall information from the firstclass fine but have difficult+ recallin! information from the second class. Fou ma+ bee$periencin! .

a. misinformation c. proactive interference b. retroactive interference d. suppression

%nswer: c#a!e&s' in (e$t: ))4(opic: (he "ncodin! as Auccessful- but * Atill Cant Remember ,uestion (+pe: applied- moderate

49. Fou have backtoback classes. Fou are findin! that +ou can recall information from thesecond class fine but have difficult recallin! information from the first class. Fou ma+ bee$periencin! .

a. misinformation c. proactive interference b. retroactive interference d. suppression

%nswer: b#a!e&s' in (e$t: ))4(opic: (he "ncodin! as Auccessful- but * Atill Cant Remember ,uestion (+pe: applied- moderate

4;. occurs when retrievin! some information from memor+ temporaril+ blocks the retrieval of other information from memor+.

a. >utput interference c. Auppression b. Retroactive interference d. #roactive interference

%nswer: a#a!e&s' in (e$t: ))8))9





(opic: (he "ncodin! as Auccessful- but * Atill Cant Remember ,uestion (+pe: factual- moderate

5<. primin! results in an enhanced abilit+ to identif+ a stimulus primin! results in facilitated processin! of the meanin! of a stimulus or enhanced access to a

concept.a. Response- retrieval c. #erceptual- semantic b. #erceptual- conceptual d. %ttentional- cate!orical

%nswer: b#a!e&s' in (e$t: )0<(opic: ondeclarative Memor+ A+stems,uestion (+pe: conceptual- difficult

Short Answer

51. 7ifferentiate between e$plicit and implicit memor+.

%nswer: "$plicit memor+ is memor+ for facts- ideas- and events that is consciousl+ recalled.*mplicit memor+ is for nonconscious t+pes of memor+ that do not have to be recalled but-nevertheless- aid performance.#a!e&s' in (e$t: 1;21;4(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

5). Briefl+ describe the two t+pes of amnesia.

%nswer: %ntero!rade amnesia is the inabilit+ to consciousl+ remember information after braindama!e. Retro!rade amnesia is the inabilit+ to remember information that occurred before braindama!e.#a!e&s' in (e$t: 1;91;;(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

50. Briefl+ describe the levelsofprocessin! theor+.

%nswer: (he levelsofprocessin! theor+ su!!ests that processin! occurs on a continuum fromshallow to deep processin!. Ahallow processin! tends to center around perceptual or structuralaspects of the incomin! information while deep processin! focuses on the meanin! or semanticaspects of the incomin! information. *n !enerall+- deeper levels of processin! result in betterrecall.





#a!e&s' in (e$t: )<0)<2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

52. 7ifferentiate between transfer appropriate processin! and the encodin! specificit+ principle.

%nswer: (ransfer appropriate processin! and the encodin! specificit+ principle are related terms.(ransfer appropriate processin! states that the processin! at encodin! is most effective to thee$tent that that processin! overlaps with the processin! to be performed at retrieval. (he focus ismatchin! the processin! at encodin! with the t+pe of processin! to be used at retrieval or test.(he encodin! specificit+ principle states that our abilit+ to remember a stimulus depends on thesimilarit+ between the wa+ the stimulus is processed at encodin! and the wa+ it is processed attest. (he focus of this principle is on the correspondence between the wa+ somethin! is learnedand how it is used at test.#a!e&s' in (e$t: )<4(opic: (he ature of 6on!(erm Memor+


54. "$plain how amnesia helps us understand how memories are consolidated.

%nswer: %mnesiacs- like H.M.- have their hippocampus removed. (he+ e$perience antero!radeamnesia in which the+ cannot create new memories. (herefore- the hippocampus must beimportant for bindin! information into memor+. 6ikewise- the retro!rade amnesia found withthese patients su!!ests that the hippocampus is important for consolidatin! information.#a!e&s' in (e$t: )11)12(opic: (he ature of 6on!(erm Memor+,uestion (+pe: conceptual- difficult

55. Briefl+ describe wh+ sleep and rememberin! ma+ be important for developin! stablememories.

%nswer: >ne h+pothesis is that while we sleep or remember information- the medial temporallobe reinstates or recapitulates the pattern of activation present durin! learnin!- thereb+stren!thenin! connections with the relevant lateral cortical re!ions where the lon!termmemories reside.#a!e&s' in (e$t: )12(opic: (he ature of 6on!(erm Memor+,uestion (+pe: conceptual- difficult

58. 7istin!uish between blockin! and suppression.

%nswer: Blockin! occurs when multiple associations are associated with a cue and one of thoseassociations is stron!er than the others- preventin! retrieval of the tar!et information. *n a sense- blockin! is an instance of cue overload. *t can be eliminated b+ usin! a different cue.Auppression is the active weakenin! of a memor+ that occurs because the act of retrieval is





competitive. Retrievin! information stren!thens its representation and suppresses competin!associations. #rovidin! a different cue does not eliminate suppression.#a!e&s' in (e$t: ))8))9(opic: (he "ncodin! as Auccessful- but * Atill Cant Remember ,uestion (+pe: conceptual- difficult

59. >utline the sta!es of skill learnin!.

%nswer: ?itts and #osner &1;58' proposed three sta!es of skill learnin!: &1' co!nitive sta!e inwhich knowled!e is declarativel+ represented &)' associative sta!e in which error rates andverbal mediations decline and &0' autonomous sta!e in which behavior is hi!hl+ accurate-rapidl+ e$ecuted- and re3uires little attention.#a!e&s' in (e$t: )00)02(opic: ondeclarative Memor+ A+stems,uestion (+pe: conceptual- moderate

"ssa+5;. 6on!term memor+ can be divided into several different t+pes of memor+. hat is lon!termmemor+ 7escribe the two main subdivisions of lon!term memor+. %lso provide twoe$amples of subdivisions for each of the two main subdivisions of lon!term memor+.

%nswer: 6on!term memor+ consists of information ac3uired throu!h e$perience and persists sothat it can be retrieved at a later time. 6on!term memor+ can be divided into declarative&e$plicit' and nondeclarative &implicit' memor+. 7eclarative memor+ is memor+ for facts andevents. ?acts are stored in semantic memor+ and events are stored in episodic memor+. ondeclarative memor+ is that which is not consciousl+ recalled but is used to aid performance.#rimin!- skills and habits- emotional responses- learned musculature responses- and habituationand sensiti=ation are e$amples of nondeclarative memor+.#a!e&s' in (e$t: 1;01;4(opic: (he ature of 6on!(erm Memor+,uestion (+pe: conceptual- moderate

8<. Recreate the dia!ram outlinin! the different t+pes of lon!term memor+ and the brainlocations associated with each t+pe.

%nswer: see ?i!ure 41 on pa!e 1;2#a!e&s' in (e$t: 1;2(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- difficult

81. %fter H.M. had part of his medial temporal lobe removed to help control his epilepticsei=ures- he continued to displa+ normal intelli!ence but impaired memor+. 7escribe some ofthe impairments H.M. e$perienced and some of the memor+ tasks he performed at normal levels.h+ are these findin!s important for understandin! memor+





%nswer: H.M. could recall information he had learned or e$perienced before his sur!er+. H.M.was also able to recall items that were held in memor+ for a short time. He could learn newmotor skills as well &e.!.- mirror tracin!'. ormal performance on primin! and word stemcompletion tasks b+ other amnesiacs further indicate normal implicit memor+. However- H.M.had no episodic memor+ for completin! the mirror tracin! task and had difficult+ learnin! new

information. (he findin!s from H.M. and other amnesiacs are important because the+ provideevidence for a shortterm/workin! memor+ and for a lon!term memor+. (he+ also showdifferences between t+pes of lon!term memor+. ?inall+- the+ show that the medial temporallobe is not involved with all t+pes of lon!term memor+.#a!e&s' in (e$t: 1;4)<1(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- difficult

8). 7efine primin!. %lso e$plain how different t+pes of primin! affect co!nition.

%nswer: #rimin! occurs when an encounter with a stimulus unconsciousl+ alters subse3uent

responses to that stimulus or a related one. #rimin! is evident in behavioral chan!es includin!faster response times- increased accurac+- or biased responses. #erceptual primin! results in anenhanced abilit+ to identif+ a stimulus. Conceptual primin! results in facilitated processin! ofthe meanin! of a stimulus or enhanced access to a concept.#a!e&s' in (e$t: )0<)00(opic: ondeclarative Memor+ A+stems,uestion (+pe: factual- difficult





ame:


1. Rememberin! +our birth date and the hospital +ou were born in re3uires

memor+.a. semantic c. episodic b. procedural d. associative

). 6on!term memor+ can be divided into and memor+.a. semantic- procedural c. episodic- associative b. e$plicit- implicit d. declarative- e$plicit

0. Memor+ tests e$aminin! chan!es in performance are referred to as memor+ tests.a. procedural c. e$plicit b. implicit d. associative

2. H.M. could not remember .a. items for a short period of time c. events from his childhood b. skills and procedures d. new information

4. %fter a stroke- Henr+ can remember thin!s from his past but is unable to remember newinformation. Henr+ has .

a. episodic amnesia c. antero!rade amnesia b. retro!rade amnesia d. semantic amnesia

5. involves interpretin! information and connectin! it with otherinformation.

a. "laboration c. "ncodin! b. Consolidation d. Retrieval

8. (o help learn the ke+words for this chapter in +our te$t- +ou use each word in a sentence. (hisis an e$ample of a&n' levelofprocessin!.

a. structural c. acoustic b. semantic d. phonolo!ical

9. % ke+ difference between incidental and intentional learnin! is the de!ree to whichinformation is .

a. distributed c. massed b. !enerated d. elaborated

;. (he superiorit+ of distributed practice over massed practice is known as the .a. intentional learnin! principle c. spacin! effect b. massed learnin! effect d. !eneration effect





1<. Bindin! of related pieces of information for lon!term memor+ takes place in the .

a. frontal lobe c. hippocampus b. association corte$ d. thalamus






1. %nswer: a#a!e&s' in (e$t: 1;2

(opic: (he ature of 6on!(erm Memor+,uestion (+pe: applied- eas+

). %nswer: b#a!e&s' in (e$t: 1;21;4(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- eas+

0. %nswer: b#a!e&s' in (e$t: 1;4(opic: (he ature of 6on!(erm Memor+


2. %nswer: d#a!e&s' in (e$t: 1;8(opic: (he ature of 6on!(erm Memor+,uestion (+pe: factual- moderate

4. %nswer: c#a!e&s' in (e$t: 1;9(opic: (he ature of 6on!(erm Memor+,uestion (+pe: applied- moderate

5. %nswer: b#a!e&s' in (e$t: )<)(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: factual- eas+

8. %nswer: b#a!e&s' in (e$t: )<0(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: applied- moderate

9. %nswer: d#a!e&s' in (e$t: )<8)<9(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- moderate





;. %nswer: c#a!e&s' in (e$t: )<;)1<(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- moderate

1<. %nswer: c#a!e&s' in (e$t: )11(opic: "ncodin!: How "pisodic Memories %re ?ormed,uestion (+pe: conceptual- moderate





Chapter 5: orkin! Memor+

Multiple Choice

1. (o!ether- shortterm mental stora!e and manipulation operations are called .a. immediate memor+ c. workin! memor+

b. active memor+ d. shortterm memor+

%nswer: c#a!e&s' in (e$t: )2<(opic: Esin! orkin! Memor+,uestion (+pe: factual- eas+

). Esin! the computer as a metaphor for co!nition- R%M is .a. workin! memor+ c. sensor+ memor+ b. lon!term memor+ d. e$ecutive functionin!

%nswer: a#a!e&s' in (e$t: )21(opic: Esin! orkin! Memor+,uestion (+pe: conceptual- eas+

0. Esin! the computer as a metaphor for co!nition- the hard drive is .a. lon!term memor+ c. workin! memor+ b. the brain d. sensor+ memor+

%nswer: a#a!e&s' in (e$t: )21(opic: Esin! orkin! Memor+,uestion (+pe: conceptual- eas+

2. orkin! memor+ capacit+ refers to the amount of information that can be .a. retrieved 3uickl+ c. or!ani=ed b. held accessible d. processed at once

%nswer: b#a!e&s' in (e$t: )21(opic: Esin! orkin! Memor+,uestion (+pe: factual- moderate





4. orkin! memor+ span is related to all of the followin! e$cept .a. verbal A%( scores c. colle!e G#% b. speed of skill ac3uisition d. !eneral *,

%nswer: c

#a!e&s' in (e$t: )21(opic: Esin! orkin! Memor+,uestion (+pe: factual- moderate

5. illiam @ames believed that memor+ is an initial repositor+ for information to beinspected and attended to while memor+ is a lon!term stora!e s+stem.

a. maor- minor c. workin!- semantic b. 3uick- slow d. primar+- secondar+

%nswer: d#a!e&s' in (e$t: )2)

(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- eas+

8. %ccordin! to illiam @ames- primar+ memor+ &or workin! memor+' re3uires .a. perceptual information c. motivation b. consciousness d. secondar+ memor+

%nswer: b#a!e&s' in (e$t: )20(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- eas+

9. Miller ar!ued that shortterm memor+ holds about items.a. five c. nine b. seven d. three

%nswer: c#a!e&s' in (e$t: )2<(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- eas+

;. Fou have to remember of new phone number. *nstead of rememberin! each of the seven di!itsindividuall+ &4441)1)'- +ou remember two numbers &4441)1)'. (his is an e$ample of .





a. thinkin! c. memori=in! b. chunkin! d. consolidatin!

%nswer: b#a!e&s' in (e$t: )22

(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: applied- eas+

1<. More recent estimates of shortterm memor+ capacit+ are 0 P 1 instead of the 8 P ) su!!ested b+ Miller. (he newer estimates are lower because the+ take into account .

a. technolo!+ c. motivation b. strate!ies d. cohort effects

%nswer: b#a!e&s' in (e$t: )22(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+


11. (he Brown#eterson task was used to assess the of shortterm memor+.a. capacit+ c. accessibilit+ b. function d. duration

%nswer: d#a!e&s' in (e$t: )22)24(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- eas+

1). (here is a debate over whether or not information lost from shortterm memor+ is lost due to or .

a. deca+- displacement c. deca+- interference b. time- obstruction d. interference- capacit+ limitations

%nswer: c#a!e&s' in (e$t: )24(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

10. % possible e$planation for wh+ information is lost in shortterm memor+ is .a. task demands c. intentional for!ettin! b. passive deca+ d. suppression





%nswer: b#a!e&s' in (e$t: )24(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

12. hat t+pe of interference ma+ be associated with for!ettin! in shortterm memor+a. retroactive c. Atroop b. proactive d. sensor+


14. Esin! a search task- Aternber! found that information in shortterm memor+ is processed

.a. in parallel c. automaticall+ b. se3uentiall+ d. relativel+ slowl+

%nswer: b#a!e&s' in (e$t: )25)28(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

15. (he modal model of memor+ was proposed b+ .a. Brown and #eterson c. Miller b. Aternber! d. %tkinson and Ahiffrin

%nswer: d#a!e&s' in (e$t: )28(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

18. (he sensor+ re!isters in the %tkinsonAhiffrin model of memor+ is related to research on sensor+ memor+.

a. Dossl+ns c. Aternber!s b. #eterson and #etersons d. Aperlin!s

%nswer: d#a!e&s' in (e$t: )24- )28(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- difficult19. (he shortterm store in the %tkinsonAhiffrin model of memor+ is related to the work of .

a. Miller c. Aperlin!





b. Brown d. #eterson and #eterson

%nswer: b#a!e&s' in (e$t: )20)22(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+


1;. europs+cholo!ical research draws into 3uestion the nature of the %tkinsonAhiffrin model of memor+.

a. parallel c. se3uential b. or!ani=ational d. strate!ical


)<. Baddele+ and Hitch ar!ued that there are actuall+ for shortterm stora!e.a. no benefits c. multiple s+stems b. no resources d. multiple e$ecutives


)1. (he is the control s+stem in the Baddele+Hitch model.a. e$ecutive controller c. central processor b. central e$ecutive d. operatin! s+stem

%nswer: b#a!e&s' in (e$t: )2;(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- eas+

)). Lerbal information is processed in a shortterm memor+ buffer referred to as the .

a. auditor+ store c. acoustic processor b. auditor+ memor+ d. phonolo!ical loop





%nswer: d#a!e&s' in (e$t: )2;(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- eas+

)0. (he Baddele+Hitch model of memor+ was a maor chan!e in thinkin! about memor+ because it stressed .

a. a workplace for co!nition c. the relationship with lon!term memor+ b. the duration of memor+ d. parallel processin!

%nswer: a#a!e&s' in (e$t: )4<(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

)2. %fter +ou look up the phone number to order a pi==a- +ou hear the number in +our head overand over until +ou dial the number. (he phone number is bein! processed in the .

a. auditor+ sensor+ buffer c. phonolo!ical loop b. articulator+ store d. central e$ecutive

%nswer: c#a!e&s' in (e$t: )41(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: applied- moderate

)4. (he phonolo!ical loop consists of what two subcomponentsa. phonolo!ical store- articulator+ rehearsal b. auditor+ sensor+ buffer- workin! memor+c. auditor+ memor+- phonolo!ical rehearsald. shortterm memor+- rehearsal loop

%nswer: a#a!e&s' in (e$t: )41(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- moderate

)5. (ranslatin! verbal information into a soundbased code is .a. auditor+ processin! c. acoustic processin! b. phonolo!ical processin! d. aural processin!





%nswer: b#a!e&s' in (e$t: )41(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- moderate

)8. (ranslatin! verbal information into a speechbased code is .a. articulator+ processin! c. phonolo!ical processin! b. aural processin! d. acoustic processin!

%nswer: a#a!e&s' in (e$t: )41(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- moderate

)9. (he effect occurs when similar soundbased codes are activated in the phonolo!ocial loop.

a. phonolo!ical similarit+ c. wordlen!th b. relatedcode d. articulator+ suppression

%nswer: a#a!e&s' in (e$t: )41)4)(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate

);. #honolo!ical store : phonolo!ical similarit+ :: articulator+ rehearsal : .a. articulator+ suppression c. phonolo!ical loop b. wordlen!th effect d. relatedcode effect

%nswer: b#a!e&s' in (e$t: )4)(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate

0<. is related to the number of items than can be correctl+ recalled fromworkin! memor+.

a. 7ichotic listenin! c. #honolo!ical rehearsal b. %rticulator+ span d. Apeech rate

%nswer: d#a!e&s' in (e$t: )4)(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate01. Ender conditions of articulator+ suppression- what part of workin! memor+ serves acompensator+ role

a. articulator+ rehearsal c. phonolo!ical store b. central e$ecutive d. articulation buffer





%nswer: b#a!e&s' in (e$t: )40(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- difficult

0). "vidence su!!ests that the phonolo!ical store component of workin! memor+ relies on the .

a. left prefrontal corte$ c. Brocas area b. superior temporal corte$ d. left inferior parietal corte$

%nswer: d#a!e&s' in (e$t: )40(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- difficult

00. 7ama!e to the is related to articulator+ rehearsal impairment.a. left superior temporal corte$ c. left inferior frontal corte$ b. left inferior parietal corte$ d. left prefrontal corte$

%nswer: c#a!e&s' in (e$t: )42(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- difficult

02. 7evelopmental data indicates that the phonolo!ical loop is important in .a. learnin! a new lan!ua!e c. articulation b. reducin! !rammatical errors d. readin!

%nswer: a#a!e&s' in (e$t: )44(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate

04. (he abilit+ to create and manipulate mental ima!es is associated with the .a. central e$ecutive c. visuospatial scratchpad b. visual loop d. primar+ visual corte$





%nswer: c#a!e&s' in (e$t: )45(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- eas+

05. (he process of mentall+ refreshin! stored locations to keep them hi!hl+ accessible is .a. e$ecutive processin! c. spatial attention b. visual activation d. spatial rehearsal

%nswer: d#a!e&s' in (e$t: )48(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate

08. Apatial workin! memor+ takes place in the .

a. superior colliculus c. prefrontal corte$ b. thalamus d. brain re!ions supportin! a certain location

%nswer: d#a!e&s' in (e$t: )49(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate

09. (he inte!ration and coordination of information between the phonolo!ical loop and thevisuospatial scratchpad is accomplished b+ the .

a. operatin! s+stem c. homunculus b. central e$ecutive d. corpus callosum

%nswer: b#a!e&s' in (e$t: )4;(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- eas+

0;. #erformin! two distinct tasks at the same time is known as .a. dichotic processin! c. dualtask coordination b. multitaskin! d. selective attention





%nswer: c#a!e&s' in (e$t: )4;(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- moderate

2<. Human neuroima!in! data supports a of workin! memor+ in the prefrontal corte$.a. contentbased or!ani=ation c. processbased or!ani=ation b. stora!ebased or!ani=ation d. modalit+based or!ani=ation

%nswer: c#a!e&s' in (e$t: )5<(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- difficult

21. *f +ou were to conduct a stud+ in which participants have to make decisions about words in

sentences- what t+pe of respondin! would +ield the best resultsa. written response c. verbal response b. pointin! d. shadowin!

%nswer: b#a!e&s' in (e$t: )51(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: applied- difficult

2). Ahortterm stora!e relies on .a. wei!htbased memor+ c. processbased memor+ b. activit+based memor+ d. modalit+based memor+

%nswer: b#a!e&s' in (e$t: )5)(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- moderate

20. 6on!term memor+ relies on .a. wei!htbased memor+ c. processbased memor+ b. activit+based memor+ d. modalit+based memor+

%nswer: a#a!e&s' in (e$t: )5)(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- moderate22. Atren!thenin! neural connections is the basis of .

a. wei!htbased memor+ c. processbased memor+ b. activit+based memor+ d. modalit+based memor+





%nswer: a#a!e&s' in (e$t: )5)(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- moderate

24. % persistent pattern of neural activit+ is the basis of .a. wei!htbased memor+ c. processbased memor+ b. activit+based memor+ d. modalit+based memor+

%nswer: b#a!e&s' in (e$t: )5)(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- moderate

25. *n human neuroima!in! studies- sustained increases in the activit+ levels of the are associated with the dela+ period of workin! memor+ tasks.

a. pulvinar nucleus and parietal corte$ c. inferior temporal lobe b. ventral prefrontal corte$ d. dorsolateral prefrontal and parietal corte$

%nswer: d#a!e&s' in (e$t: )54(opic: How orkin! Memor+ orks,uestion (+pe: factual- difficult

28. *ncreasin! the amount of information to be stored the number of active brainre!ions and the activit+ of those re!ions.

a. increases- increases c. does not chan!e- increases b. increases- does not chan!e d. increases- decreases

%nswer: a#a!e&s' in (e$t: )55(opic: How orkin! Memor+ orks,uestion (+pe: factual- moderate

29. eurons receivin! and sendin! information form a that is involved withshortterm maintenance of workin! memor+.

a. interactive network c. feedback s+stem b. c+clical communication network d. reverberator+ loop





%nswer: d#a!e&s' in (e$t: )59(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- difficult

2;. (he prefrontal corte$ pla+s a special role in the of information.a. or!ani=ation c. active maintenance b. filterin! d. encodin!

%nswer: c#a!e&s' in (e$t: )5;(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- moderate

4<. *n the model- feedback connections allow activit+ maintained in workin!memor+ to bias the internal associations that are activated in response to perceptual input.

a. active feedback c. response biasin! b. !oalmaintenance d. associationbased

%nswer: b#a!e&s' in (e$t: )8)(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- difficult

41. (he ma+ be involved in chunkin! information into meanin!ful units.a. inte!ration area c. episodic buffer b. semantic buffer d. consolidation center

%nswer: c#a!e&s' in (e$t: )82(opic: Current 7irections,uestion (+pe: conceptual- moderate

4). Behavioral and neuroima!in! studies su!!est that people with hi!her workin! memor+capacities ma+ have an easier time keepin! active.

a. !oalrelevant information c. focused attention b. response options d. different sources of information

%nswer: a





#a!e&s' in (e$t: )84(opic: Current 7irections,uestion (+pe: conceptual- moderate

40. 7ru!s that increase the level of or facilitate the action of enhance workin!

memor+ capabilities.a. epinephrine c. serotonin b. acet+lcholine d. dopamine

%nswer: d#a!e&s' in (e$t: )85(opic: Current 7irections,uestion (+pe: factual- moderate

Short Answer

42. 7escribe how the computer can be used as a metaphor for co!nition.

%nswer: *nformation stored in the hard drive is like lon!term memor+ and R%M corresponds toworkin! memor+.#a!e&s' in (e$t: )2<)21(opic: Esin! orkin! Memor+,uestion (+pe: conceptual- moderate

44. hat is the concept of chunkin! hat are the benefits of chunkin!

%nswer: Chunkin! is the !roupin! of individual items into meanin!ful units. B+ combinin!items into lar!er !roups of information- chunkin! essentiall+ increases the capacit+ of shorttermmemor+.#a!e&s' in (e$t: )22(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- eas+

45. >utline the Brown#eterson task.

%nswer: (he Brown#eterson task e$amined the duration of shortterm memor+. #articipantswere shown a strin! of three consonants to memori=e- but active rehearsal was prevented b+havin! participants count backwards from 1<< b+ 0s. %fter var+in! dela+ periods- participants





recalled the strin!. %ccurac+ declined to 4< percent with a dela+ as short as si$ seconds andalmost reached =ero b+ 19 seconds.#a!e&s' in (e$t: )22)24(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- moderate

48. >utline the Aternber! search task.

%nswer: #articipants were briefl+ presented a variable number of items which were thenremoved durin! a minimal dela+ period. ?ollowin! the dela+- a probe item was presented.#articipants had to indicate whether or not the probe item matched an item in the memor+ set.%s the number of items in the memor+ increased so did the response time.#a!e&s' in (e$t: )25(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- moderate

49. 7ia!ram and label the %tkinsonAhiffrin model of memor+.

%nswer: see ?i!ure 52#a!e&s' in (e$t: )28(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

4;. 7ia!ram or describe the Baddele+Hitch model of memor+.

%nswer: see ?i!ure 54#a!e&s' in (e$t: )2;(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

5<. 7efine phonolo!ical similarit+ and the wordlen!th effects. hat do these two findin!sshow us about workin! memor+

%nswer: (he phonolo!ical similarit+ effect occurs when items simultaneousl+ stored in workin!memor+ have to be seriall+ recalled. Ender these conditions- performance is si!nificantl+ worsewhen the items to be maintained all sound the same. (he wordlen!th effect occurs when





performance on a recall task is worse for lon! words than short words. (he assumption is thatlon!er words take lon!er to rehearse and- therefore- fewer items are rehearsed compared to shortwords. (he unrehearsed words are then dropped from the phonolo!ical store. (hese tasks provide evidence for one component of workin! memor+ that maintains sound information&phonolo!ical store' and another component involved with articulator+ processin! &articulator+

rehearsal'.#a!e&s' in (e$t: )41)4)(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate

51. "$plain the concept of wei!htbased memories.

%nswer: (he basic idea behind wei!htbased memories is that the stren!th or wei!ht of memor+representations under!oes a relativel+ permanent stren!thenin! or weakenin! reflectin! anunderl+in! structural chan!e of neural pathwa+s.#a!e&s' in (e$t: )5)

(opic: How orkin! Memor+ orks,uestion (+pe: factual- moderate

Essay

5). Compare and contrast the %tkinsonAhiffrin and Baddele+Hitch models of memor+.

%nswer: (he %tkinisonAhiffrin model is a multistore model includin! sensor+ re!isters- shortterm memor+- and lon!term memor+. (he model assumes a se3uential order of processin!. %sa result- the shortterm store is viewed as a link to lon!term memor+. (herefore- if the shortterm store is impaired- then there should be a correspondin! impairment with lon!term memor+.(he Baddele+Hitch does not include sensor+ re!isters or lon!term memor+. *nstead- thismodel is a different conceptuali=ation of shortterm stora!e. *n this view- shortterm stora!e ismore than a link to lon!term stora!e. *t is also a place where information is compared andmanipulated. (hus- it is thou!ht of as workin! memor+. orkin! memor+ accounts for the processin! of verbal information with the phonolo!ical loop and visual information with thevisuospatial scratchpad. *t also includes a control s+stem in the central e$ecutive.#a!e&s' in (e$t: )28)4<(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

50. 7escribe the patterns of data associated with animal research usin! the dela+ed response task.

%nswer: *n a dela+ed response task- an animal looks at a central location while a different spatiallocation is cued. %fter a dela+- the animal is !iven a si!nal to look at the cued location. (heassumption is that the cued location must be held in workin! memor+. Ain!lecell recordin!shave shown in the activit+ of neurons in the dorsolateral re!ions of the prefrontal corte$. Aome





cells increased activit+ durin! the cue while others increased activit+ durin! the dela+ when no perceptual information was presented. ?urther- cell activation corresponded to particularlocations on the displa+.#a!e&s' in (e$t: )50(opic: How orkin! Memor+ orks


52. *n what wa+s is workin! memor+ like R%M and in what wa+s is workin! memor+ differentfrom R%M

%nswer: orkin! memor+ is like R%M in that it holds information that is currentl+ bein! processed. However- R%M is ver+ fle$ible in the information that it holds- whereas workin!memor+ appears to deal with specific t+pes of information in specific areas of the brain &e.!.-spatial location'.#a!e&s' in (e$t: )54(opic: How orkin! Memor+ orks


54. Briefl+ describe the N back task. How are the results of this task interpreted

%nswer: % strin! of items &e.!.- letters' are presented durin! an N back task and participants areasked to indicate whether the current item in the strin! matches an item that is N back from it. N is t+picall+ 1- )- or 0. *f N is )- for e$ample- a participant would respond nono+esno to thestrin! C B C 7. Aince the e$perimenter can hold the identit+ and order of items constant- theonl+ factor chan!in! in this desi!n is the workin! memor+ load. However- as load increasesfrom 1 to 0 items back- more items need to be stored alon! with information about the order ofthe items. (herefore- it is difficult to know whether or not the increase in response of the N back task with increasin! load is related to maintainin! more items in workin! memor+ or thee$ecutive processin! re3uired to preserve the order information of the items.#a!e&s' in (e$t: )55)58(opic: How orkin! Memor+ orks,uestion (+pe: conceptual- difficult





ame:


1. Esin! the computer as a metaphor for co!nition- R%M is .

a. workin! memor+ c. sensor+ memor+ b. lon!term memor+ d. e$ecutive functionin!

). orkin! memor+ capacit+ refers to the amount of information that can be .a. retrieved 3uickl+ c. or!ani=ed b. held accessible d. processed at once

0. %ccordin! to illiam @ames- primar+ memor+ &or workin! memor+' re3uires .a. perceptual information c. motivation b. consciousness d. secondar+ memor+

2. Miller ar!ued that shortterm memor+ holds about items.a. five c. nine b. seven d. three

4. (he Brown#eterson task was used to assess the of shortterm memor+.a. capacit+ c. accessibilit+ b. function d. duration

5. Esin! a search task- Aternber! found that information in shortterm memor+ is processed .

a. in parallel c. automaticall+ b. se3uentiall+ d. relativel+ slowl+

8. Baddele+ and Hitch ar!ued that there are actuall+ for shortterm stora!e.a. no benefits c. multiple s+stems b. no resources d. multiple e$ecutives

9. 7evelopmental data indicates that the phonolo!ical loop is important in .a. learnin! a new lan!ua!e c. articulation b. reducin! !rammatical errors d. readin!

;. (he abilit+ to create and manipulate mental ima!es is associated with the .a. central e$ecutive c. visuospatial scratchpad b. visual loop d. primar+ visual corte$

1<. 7ru!s that increase the level of or facilitate the action of enhance workin!memor+ capabilities.

a. epinephrine c. serotonin b. acet+lcholine d. dopamine






1. %nswer: a#a!e&s' in (e$t: )21

(opic: Esin! orkin! Memor+,uestion (+pe: conceptual- eas+

). %nswer: b#a!e&s' in (e$t: )21(opic: Esin! orkin! Memor+,uestion (+pe: factual- moderate

0. %nswer: b#a!e&s' in (e$t: )20(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+


2. %nswer: c#a!e&s' in (e$t: )2<(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: factual- eas+

4. %nswer: d#a!e&s' in (e$t: )22)24(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- eas+

5. %nswer: b#a!e&s' in (e$t: )25)28(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

8. %nswer: c#a!e&s' in (e$t: )29(opic: ?rom #rimar+ Memor+ to orkin! Memor+: % Brief Histor+,uestion (+pe: conceptual- moderate

9. %nswer: a#a!e&s' in (e$t: )44(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: factual- moderate





;. %nswer: c#a!e&s' in (e$t: )45(opic: Enderstandin! the orkin! Memor+ Model,uestion (+pe: conceptual- eas+

1<. %nswer: d#a!e&s' in (e$t: )85(opic: Current 7irections,uestion (+pe: factual- moderate





Chapter 8: "$ecutive #rocesses

Multiple Choice1. %n accidental e$plosion durin! railroad construction sent a tampin! iron throu!h #hineasGa!es .

a. temporal lobe c. temporal lobe b. frontal lobe d. occipital lobe

%nswer: b#a!e&s' in (e$t: )9)(opic: (he ?rontal 6obe Connection,uestion (+pe: factual- eas+

). #hineas Ga!es accident had the most impact on his .a. personalit+ c. intelli!ence b. motor control d. vision

%nswer: a#a!e&s' in (e$t: )90(opic: (he ?rontal 6obe Connection,uestion (+pe: factual- eas+

0. %n individual is brou!ht to +ou who has deficits in selfmonitorin!- attentionswitchin!- andse3uencin! behaviors to achieve a !oal. Fou suspect that he has .

a. frontallobe s+ndrome c. central e$ecutive deficit b. e$ecutive processin! disorder d. attention deficit disorder

%nswer: a#a!e&s' in (e$t: )92(opic: (he ?rontal 6obe Connection,uestion (+pe: applied- moderate

2. (he idea that ever+ e$ecutive process is mediated b+ the #?C is the .a. e$ecutive mediation theor+ c. prefrontal control theor+ b. frontal e$ecutive h+pothesis d. homunculus h+pothesis

%nswer: b#a!e&s' in (e$t: )94(opic: (he ?rontal 6obe Connection,uestion (+pe: factual- eas+





4. % ps+cholo!ical test in which color words are printed in compatible print colors on sometrials and incompatible print colors on other trials.

a. Garner task c. Atroop task b. Hanoi task d. isconsin Card Aort task

%nswer: c#a!e&s' in (e$t: )94(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: conceptual- eas+

5. ith normal subects- responses to incompatible Atroop trials are accurate and than responses to compatible trials.

a. more- slower c. less- faster b. about as- faster d. about as- slower

%nswer: d

#a!e&s' in (e$t: )95(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: conceptual- moderate

8. #atients with dama!e to the are si!nificantl+ less accurate on incompatibleAtroop trials than normal subects.

a. AM% c. anterior cin!ulate b. dorsolateral #?C d. ventromedial #?C

%nswer: b#a!e&s' in (e$t: )95(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: factual- difficult

9. Cards are sorted b+ the number of items on the card- the color of the items- or the number ofthe items in the task.

a. tradin! card c. Le!as Card Aort b. isconsin Card Aort d. Atroop Card Aort

%nswer: b#a!e&s' in (e$t: )95(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: factual- moderate





;. ?rontal lobe patients are at determinin! the critical attribute in theisconsin Cart Aort task compared to normal participants.

a. slower- first c. faster- second b. the same- first d. the same- second

%nswer: b#a!e&s' in (e$t: )98(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: conceptual- moderate

1<. Results from the isconsin Card Aort task with frontal patients su!!ests that the #?C isimportant for .

a. selfmonitorin! c. inhibitin! irrelevant information b. developin! sub!oals d. attention switchin!

%nswer: d

#a!e&s' in (e$t: )98(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: conceptual- difficult

11. (he (ower of Hanoi problem shows that frontal patients have difficult+ switchin! attentionand .

a. selfmonitorin! c. decidin! on an action b. developin! sub!oals d. inhibitin! semantic information

%nswer: b#a!e&s' in (e$t: )99(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: factual- moderate

1). %s mana!er of a research and development firm- +ou are concerned about an emplo+ee whois e$tremel+ unor!ani=ed and has stru!!led with a variet+ of different tasks +ou have !iven him.Recallin! what +ou learned in +our co!nition class- +ou are concerned that he mi!ht have .

a. taskmonitorin! s+ndrome c. e$ecutive d+sfunction b. diffused focusin! disorder d. !oalsettin! deficienc+

%nswer: c#a!e&s' in (e$t: )99(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: applied- difficult





10. "$ecutive attention is re3uired whenever .a. a response is necessar+ c. lan!ua!e is involved b. multiple processes are competin! d. a comple$ response is necessar+

%nswer: b

#a!e&s' in (e$t: )9;(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate

12. (he is one of the most easil+ demonstrated phenomena in co!nitive ps+cholo!+.

a. response inhibition effect c. stimulusresponse compatibilit+ effect b. compatibilit+ effect d. switchin! cost effect

%nswer: b#a!e&s' in (e$t: );<

(opic: "$ecutive %ttention,uestion (+pe: conceptual- difficult

14. 6ittle e$ecutive attention is needed when a task is .a. intentional c. controlled b. automatic d. voluntar+

%nswer: b#a!e&s' in (e$t: );<(opic: "$ecutive %ttention,uestion (+pe: conceptual- difficult

15. Fou are workin! for a car manufacturer and one of +our en!ineers shows +ou a new steerin!wheel desi!n. He claims that the car will be easier to use because all of the controls are on thesteerin! wheel directl+ in front of the driver. ?or e$ample- the turn si!nal is a to!!le switch.Fou press up to si!nal a ri!hthand turn and down for a lefthand turn. Fou ask the en!ineer torethink his desi!n because it lacks .

a. er!onomic compatibilit+ c. the potential for automatic processin! b. e$ecutive control d. stimulusresponse compatibilit+

%nswer: d#a!e&s' in (e$t: );<(opic: "$ecutive %ttention,uestion (+pe: applied- moderate





18. eural network models are composed of la+ers.a. input- processin!- and output c. stimulus- operational- and response b. input- supplemental- and output d. input- hidden- and output

%nswer: d

#a!e&s' in (e$t: );1(opic: "$ecutive %ttention,uestion (+pe: conceptual- difficult

19. *n the threela+er neuralnetwork model of co!nitive processin! for the Atroop task- errorsare made on the incompatible trials because the connection between the word nodes of thehidden la+er and the response nodes is .

a. ambi!uous c. stron!er than the colorresponse connection b. e$cited d. inhibitin! other words

%nswer: c

#a!e&s' in (e$t: );)(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate

1;. (he response la+er of a neuralnetwork is associated with the .a. prefrontal corte$ c. cerebellum b. response pathwa+ d. motor corte$

%nswer: d#a!e&s' in (e$t: );)(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate

)<. odes in the hidden la+er of a neuralnetwork model for the Atroop task dealin! with workinformation ma+ be associated with &the' .

a. medial temporal corte$ c. superior temporal corte$ b. Brocas area d. prefrontal corte$

%nswer: d#a!e&s' in (e$t: );)(opic: "$ecutive %ttention,uestion (+pe: conceptual- difficult





)1. Cohen et al. &1;;5' referred to the e$ecutiveattention component of a neuralnetwork as the .

a. homunculus c. central e$ecutive b. attentional controller d. monitorin! s+stem

%nswer: b#a!e&s' in (e$t: );0(opic: "$ecutive %ttention,uestion (+pe: conceptual- eas+

)). (he attentional controller activates nodes in a neuralnetwork based on .a. similarit+ across representations c. amount of conflict in the response la+er b. si!nal stren!th d. relevance to !oals

%nswer: d#a!e&s' in (e$t: );0

(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate

)0. (he monitors the amount of conflict between nodes at the response level anden!a!es e$ecutive attention as conflict increases.

a. conflict monitor c. task monitor b. response monitor d. attentional controller

%nswer: a#a!e&s' in (e$t: );0);2(opic: "$ecutive %ttention,uestion (+pe: conceptual- eas+

)2. (he is the area of the brain associated with monitorin!.a. dorsolateral prefrontal corte$ c. anterior cin!ulate b. premotor area d. thalamus

%nswer: c#a!e&s' in (e$t: );2(opic: "$ecutive %ttention,uestion (+pe: factual- difficult





)4. Research su!!ests that the anterior cin!ulate is onl+ activated at the la+er of processin! in a neuralnetwork model.

a. response c. input b. conflict d. hidden

%nswer: d#a!e&s' in (e$t: );4(opic: "$ecutive %ttention,uestion (+pe: factual- moderate

)5. *ma!inin! studies su!!est that the dorsolateral #?C is active when isre3uired to complete an attention task and that the is active when inhibition isnecessar+ at the response level.

a. cate!ori=ation- fusiform !+rus c. divided attention- superior temporal corte$ b. workin! memor+- anterior cin!ulate d. primin!- ventromedial #?C

%nswer: b#a!e&s' in (e$t: );5);8(opic: "$ecutive %ttention,uestion (+pe: factual- difficult

)8. %skin! Jis it bi!!er than a bread bo$K is common while pla+in! )< 3uestions. However- thisis not a particularl+ helpful 3uestion if the obect +ou are attemptin! to identif+ is a member of a cate!or+.

a. variable c. fi$ed b. miscellaneous d. dimensionless

%nswer: a#a!e&s' in (e$t: );8(opic: "$ecutive %ttention,uestion (+pe: applied- eas+

)9. *t appears that cate!ori=ation based on similarities occurs &in' andcate!ori=ation based on reasonin! relies on &the'.

a. across the corte$- #?C c. dorsolateral #?C- dorsomedial #?C b. perceptual areas- anterior cin!ulate d. occipital corte$- temporal corte$

%nswer: a#a!e&s' in (e$t: );9(opic: "$ecutive %ttention,uestion (+pe: factual- moderate





);. %l=heimers disease patients have atroph+ of the .a. fusiform !+rus c. ventricles b. prefrontal corte$ d. superior temporal corte$

%nswer: b

#a!e&s' in (e$t: );;(opic: "$ecutive %ttention,uestion (+pe: factual- moderate

0<. % process that is initiated without our intention is considered to be .a. efficient c. selfinstantiatin! b. habituated d. automatic

%nswer: d#a!e&s' in (e$t: 0<<(opic: "$ecutive %ttention


01. consciousness focuses on the inputs while consciousness addresses processin!.

a. (halamic- prefrontal c. Aensor+- phenomenolo!ical b. %wareness- introspective d. #rimar+- secondar+

%nswer: b#a!e&s' in (e$t: 0<<(opic: "$ecutive %ttention,uestion (+pe: conceptual- eas+

0). Consciousness re3uires a&n' .a. response c. evaluation b. abstraction d. e$perience

%nswer: d#a!e&s' in (e$t: 0<<(opic: "$ecutive %ttention,uestion (+pe: conceptual- eas+

00. *t is speculated that information cannot be conscious unless it is first processed in the .

a. occipital lobe c. frontal lobe b. temporal lobe d. parietal lobe

%nswer: c#a!e&s' in (e$t: 0<<0<1(opic: "$ecutive %ttention,uestion (+pe: conceptual- eas+





02. (he difference in response time between alternatin! blocks and pure blocks is referred to asthe .

a. switchin! cost c. processin! differential b. task interference d. en!a!edisen!a!e time

%nswer: a#a!e&s' in (e$t: 0<1(opic: Awitchin! %ttention,uestion (+pe: conceptual- moderate

04. Awitchin! costs between two tasks are appro$imatel+ msec while switchin! costsfor multiple tasks is appro$imatel+ msec.

a. )4<- 84< c. 1<<- 8<< b. 14<- 9<< d. )<<- 44<

%nswer: d

#a!e&s' in (e$t: 0<10<)(opic: Awitchin! %ttention,uestion (+pe: factual- difficult

05. (ask processin! includes all of the followin! e$cept .a. movement production c. stimulus identification b. response selection d. outcome evaluation

%nswer: d#a!e&s' in (e$t: 0<0(opic: Awitchin! %ttention,uestion (+pe: conceptual- difficult

08. *n the informationprocessin! model for task switchin!- e$ecutive processes include and .

a. !oal shiftin!- response selection c. attention shiftin!- !oal development b. decision makin!- monitorin! d. !oal shiftin!- rule activation

%nswer: d#a!e&s' in (e$t: 0<0(opic: Awitchin! %ttention,uestion (+pe: factual- difficult





09. *n addition to the prefrontal corte$- ima!in! studies have shown that the corte$ isinvolved with switchin!.

a. temporal c. occipital b. parietal d. cerebellum

%nswer: b#a!e&s' in (e$t: 0<4(opic: Awitchin! %ttention,uestion (+pe: factual- moderate

0;. ?indin! the difference between the activation pattern of a pure condition and an alternatin!condition results in a&n' .

a. double dissociation c. subtraction ima!e b. prefrontal processin! score d. condition distinction

%nswer: c

#a!e&s' in (e$t: 0<4(opic: Awitchin! %ttention,uestion (+pe: factual- moderate

2<. %reas of the brain that are specific to task switchin! include the and thee$trastriate visual corte$.

a. superior temporal corte$ c. inferior parietal lobe b. inferior colliculus d. anterior cin!ulate

%nswer: c#a!e&s' in (e$t: 0<5(opic: Awitchin! %ttention,uestion (+pe: factual- difficult

21. "n!a!in! e$ecutive attention seems to be distinctl+ related to the and the premotor corte$.

a. visual corte$ c. superior temporal corte$ b. anterior #?C d. dorsolateral #?C

%nswer: b#a!e&s' in (e$t: 0<5(opic: Awitchin! %ttention,uestion (+pe: factual- difficult





2). Auppressin! a partiall+ prepared response is known as .a. response suppression c. the partial response effect b. response inhibition d. e$ecutive control

%nswer: b

#a!e&s' in (e$t: 0<9(opic: *nhibition of Response,uestion (+pe: factual- moderate

20. Response inhibition is related to the of the #?C.a. development c. si=e b. firin! rate d. densit+

%nswer: a#a!e&s' in (e$t: 011(opic: *nhibition of Response


22. Codin! the temporal order of a se3uence of events is called .a. se3uencin! c. an action plan b. episodic mappin! d. a sub!oal pro!ression

%nswer: a#a!e&s' in (e$t: 0<10<)(opic: Ae3uencin!,uestion (+pe: factual- eas+

24. Auppose +ou are !iven the memor+ set G(DM followed b+ the probe JtK in an iteminformation task. hat should +our response be

a. no c. D b. +es d. (

%nswer: b#a!e&s' in (e$t: 010(opic: Ae3uencin!,uestion (+pe: applied- eas+

25. Auppose +ou are presented that memor+ set H6C and the probe JhK in an order informationtask. hat should be +our response

a. w c. +es b. no d. l

%nswer: d#a!e&s' in (e$t: 010(opic: Ae3uencin!,uestion (+pe: applied- eas+





28. ?rontaldama!e patients are impaired on information tasks but parietaldama!e patients are impaired on information tasks.

a. order- item c. local- !lobal b. item- order d. initial- subse3uent

%nswer: a#a!e&s' in (e$t: 010(opic: Ae3uencin!,uestion (+pe: factual- difficult

29. %s +ou increase the distance between two probe letters in an order task- the faster theresponse time. (his is known as the .

a. attentional blink c. sleeper effect b. positive probe effect d. distance effect

%nswer: d

#a!e&s' in (e$t: 0<10<)(opic: Ae3uencin!,uestion (+pe: factual- difficult

2;. %ssessin! ones on!oin! performance is .a. e$ecutive control c. monitorin! b. introspection d. evaluation

%nswer: c#a!e&s' in (e$t: 019(opic: Monitorin!,uestion (+pe: factual- eas+

4<. "R# research shows that people t+picall+ detect their errors .a. ver+ rarel+ c. inconsistentl+ b. almost immediatel+ d. up to one minute later

%nswer: b#a!e&s' in (e$t: 0)<(opic: Monitorin!,uestion (+pe: factual- moderate





Short Answer

41. Briefl+ describe one reason wh+ the prefrontal corte$ is particularl+ suited for implementin!e$ecutive processes.

%nswer: (he human prefrontal corte$ is disproportionatel+ lar!e compared to other primates-

receives information from almost all perceptual and motor areas as well as from man+subcortical areas- and there are multiple proections from the prefrontal corte$ to sensor+-cortical- and motor areas. (he diverse connections conver!in! in the prefrontal corte$ allow forthe inte!ration of information and the proections back to other areas of the brain allow for topdown processin!.#a!e&s' in (e$t: )92)94(opic: (he ?rontal 6obe Connection,uestion (+pe: conceptual- moderate

4). h+ is it difficult to distin!uish between focusin! and inhibitin!

%nswer: Aelective attention can be accomplished b+ either selectin! a tobeattended item orinhibitin! &or i!norin!' all other items.#a!e&s' in (e$t: )95(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: conceptual- moderate

40. 7escribe the relationship between the attentional controller and the conflict monitor in theamended neural network model of the Atroop task.

%nswer: (he attentional controller indicates the current !oal and adds activation to nodes withina network related to the !oal. (he conflict monitor monitors the amount of conflict betweennodes at the response level. %s the amount of conflict increases- the conflict monitor en!a!ese$ecutive attention.#a!e&s' in (e$t: );0(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate

42. How does frontal lobe dama!e impact performance on the Atroop task

%nswer: %ccurac+ on the incompatible trials of the Atroop task is si!nificantl+ impaired for people with dama!e to the frontal lobe &prefrontal corte$'. #resumabl+- this deficit is due to aninabilit+ to en!a!e e$ecutive attention.#a!e&s' in (e$t: );2(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate





44. >utline a costswitchin! task.

%nswer: % costswitchin! task alternates between two tasks. ?or e$ample- on one trial the participant is shown a number and must decide whether or not the number is above or below 4.>n the ne$t trial the participant is shown a letter and must decide whether it is a consonant or

vowel. %lternatin! trials are presented in an alternatin! block. #erformance on these trials iscompared to performance on trials within pure blocks in which participants onl+ see numbersand make above or below 4 ud!ments or see letters and make consonant or vowel ud!ments.(he difference between these blocks is referred to as the switchin! cost.#a!e&s' in (e$t: 0<1(opic: Awitchin! %ttention,uestion (+pe: conceptual- moderate

45. "$plain how task switchin! occurs usin! the informationprocessin! model.

%nswer: "ach of the two tasks used in a taskswitchin! e$periment has its own set of rules &e.!.-

above or below 4'. (hus the !oals shift between trials. Goal shiftin! and rule activation makeup the e$ecutive processes needed for taskswitchin! tasks. (hese e$ecutive processes influencethe task processes or stimulus identification- response selection- and movement production sothat the proper response is selected and e$ecuted. NAome students ma+ reproduce ?i!ure 812O#a!e&s' in (e$t: 0<0(opic: Awitchin! %ttention,uestion (+pe: conceptual- moderate

48. Briefl+ state the evidence a!ainst a stron! frontale$ecutive h+pothesis.

%nswer: euroima!in! studies indicate that dorsolateral #?C is involved with both e$ecutiveattention and switchin! e$ecutive attention tasks. (he anterior #?C and the premotor corte$ arealso involved in e$ecutive attention. However- the inferior parietal lobe and e$trastriate visualcorte$ are involved with switchin! attention. (herefore- areas outside of the frontal lobe appearto be important for e$ecutive processin!. %s a result- e$ecutive processin! cannot be mediated b+ the #?C alone.#a!e&s' in (e$t: 0<40<5(opic: Awitchin! %ttention,uestion (+pe: conceptual- moderate

49. hat do co!nitive ps+cholo!ists define as scripts

%nswer: Acripts are se3uences of events that allow us to know what comes ne$t and what to do.#a!e&s' in (e$t: 018(opic: Ae3uencin!,uestion (+pe: conceptual- eas+





Essay

4;. 7ia!ram and describe the threela+er neuralnetwork model of co!nitive processin! for theAtroop task.

%nswer: Atudents should produce a dia!ram similar to ?i!ure 89. (he input la+er encodes the

color and word information in a colorword Atroop stimulus. *nformation then flows to thecorrespondin! color and word nodes in the hidden la+er. (he hidden la+er is connected to theresponse la+er. However- the word nodes have stron!er connections to the response nodes thancolor nodes. (herefore- the model indicates that man+ errors should be made when the color andthe word are incompatible.#a!e&s' in (e$t: );)(opic: "$ecutive %ttention,uestion (+pe: conceptual- difficult

5<. "$plain the need for an attentional controller and a conflict monitor in the neuralnetworkmodel of co!nitive processin! for the Atroop task.

%nswer: (he threela+er neuralnetwork model of co!nitive processin! for the Atroop tasksu!!ests that word nodes have stron!er connections to the response nodes than the color nodes.%s a result- man+ errors should be made when the words are incompatible. However- participants do not make that man+ errors on incompatible trials. (herefore- it is important toinclude an attentional controller in the model to add activation to the nodes that are relevant tothe !oals of the task at hand. (he conflict monitor monitors for conflict between nodes. henconflict increases- the conflict monitor en!a!es e$ecutive attention.#a!e&s' in (e$t: );));0(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate





51. hat is the si!nificance of a double dissociation 7escribe the double dissociation found b+Rubenstein et al. &)<<1'. hat does this double dissociation mean for the information processin! model of task switchin!

%nswer: % double dissociation e$ists when one variable affects one level of processin! but not

another and another variable shows the opposite pattern. % double dissociation is si!nificant because it provides evidence for two different mechanisms. Rubenstein et al. &)<<1' conducted ataskswitchin! e$periment usin! addition and subtraction. However- the+ included the operator&P or ' to eliminate the need to remember which operation to perform on a !iven trial. (hisminimi=ed switchin! costs b+ improvin! performance in the alternatin! blocks. (he presence ofthe operator did not impact performance in the pure blocks. (herefore- the operator influencede$ecutive processin! but not task processin!. Rubenstein et al. &)<<1' also presented a taskswitchin! task while makin! the numbers difficult to discriminate. %lthou!h poordiscriminabilt+ of the numbers increased response time &task processin!'- it did not impactswitchin! costs &e$ecutive processin!'. (his double dissociation is important for the information processin! model of task switchin! because it supports the idea that two mechanisms- e$ecutive

processin! and task processin!- are involved in taskswitchin! tasks.#a!e&s' in (e$t: 0<2(opic: Awitchin! %ttention,uestion (+pe: conceptual- difficult

5). hat is the relationship between response inhibition and development

%nswer: (he abilit+ to inhibit responses improves fairl+ 3uickl+ over the first five +ears of life-su!!estin! that response inhibition is tied to the maturation of the brain. ?or instance- infantsdispla+ difficult+ with the %notB task but show improvement on the task b+ the end of theirfirst +ear. (he improvement is not likel+ due to chan!es in workin! memor+ since children oftenlook at the correct response while makin! a response error. (his observation su!!ests thatchildren ma+ be able to attend to the proper response but cannot inhibit the incorrect response. 0to 4 +ear olds show some competenc+ on the !o/no !o task while 8 to1) +ear olds show nearl+the same pattern of neural activit+ on the !o/no !o task as adults.#a!e&s' in (e$t: 01<011(opic: *nhibition of Responses,uestion (+pe: conceptual- moderate





ame:


1. %n individual is brou!ht to +ou who has deficits in selfmonitorin!- attentionswitchin!- and

se3uencin! behaviors to achieve a !oal. Fou suspect that he has .a. frontallobe s+ndrome c. central e$ecutive deficit b. e$ecutive processin! disorder d. attention deficit disorder

). % ps+cholo!ical test in which color words are printed in compatible print colors on some trialsand incompatible print colors on other trials.

a. Garner task c. Atroop task b. Hanoi task d. isconsin Card Aort task

0. Cards are sorted b+ the number of items on the card- the color of the items- or the number ofthe items in the task.

a. tradin! card c. Le!as Card Aort b. isconsin Card Aort d. Atroop Card Aort

2. Results from the isconsin Card Aort task with frontal patients su!!ests that the #?C isimportant for .

a. selfmonitorin! c. inhibitin! irrelevant information b. developin! sub!oals d. attention switchin!

4. "$ecutive attention is re3uired whenever .a. a response is necessar+ c. lan!ua!e is involved b. multiple processes are competin! d. a comple$ response is necessar+

5. eural network models are composed of la+ers.a. input- processin!- and output c. stimulus- operational- and response b. input- supplemental- and output d. input- hidden- and output

8. (he is the area of the brain associated with monitorin!.a. dorsolateral prefrontal corte$ c. anterior cin!ulate b. premotor area d. thalamus

9. *t appears that cate!ori=ation based on similarities occurs &in' andcate!ori=ation based on reasonin! relies on &the'.

a. across the corte$- #?C c. dorsolateral #?C- dorsomedial #?C b. perceptual areas- anterior cin!ulate d. occipital corte$- temporal corte$

;. % process that is initiated without our intention is considered to be .a. efficient c. selfinstantiatin! b. habituated d. automatic





1<. Auppressin! a partiall+ prepared response is known as .a. response suppression c. the partial response effect b. response inhibition d. e$ecutive control






1. %nswer: a#a!e&s' in (e$t: )92

(opic: (he ?rontal 6obe Connection,uestion (+pe: applied- moderate

). %nswer: c#a!e&s' in (e$t: )94(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: conceptual- eas+

0. %nswer: b#a!e&s' in (e$t: )95(opic: ?rontal 7ama!e and the ?rontal H+pothesis


2. %nswer: d#a!e&s' in (e$t: )98(opic: ?rontal 7ama!e and the ?rontal H+pothesis,uestion (+pe: conceptual- difficult

4. %nswer: b#a!e&s' in (e$t: )9;(opic: "$ecutive %ttention,uestion (+pe: conceptual- moderate

5. %nswer: d#a!e&s' in (e$t: );1(opic: "$ecutive %ttention,uestion (+pe: conceptual- difficult

8. %nswer: c#a!e&s' in (e$t: );2(opic: "$ecutive %ttention,uestion (+pe: factual- difficult

9. %nswer: a#a!e&s' in (e$t: );9(opic: "$ecutive %ttention,uestion (+pe: factual- moderate





;. %nswer: d#a!e&s' in (e$t: 0<<(opic: "$ecutive %ttention,uestion (+pe: conceptual- eas+

1<. %nswer: b#a!e&s' in (e$t: 0<9(opic: *nhibition of Response,uestion (+pe: factual- moderate





Chapter 9: "motion and Co!nition

Multiple Choice

1. (he is one of the main areas of the brain involved with emotional processin!.a. cerebellum c. am+!dala

b. thalamus d. hippocampus

%nswer: c#a!e&s' in (e$t: 0)8(opic: (he Connection,uestion (+pe: conceptual- moderate

). %&n' is a brief episode of s+nchroni=ed responses.a. emotion c. mood b. attitude d. motivation

%nswer: a#a!e&s' in (e$t: 0)9(opic: 7efinin! "motion,uestion (+pe: factual- eas+

0. are !enerall+ diffuse affective states lastin! for relativel+ lon! durations.a. Moods c. "motions b. %ttitudes d. Motivations

%nswer: a#a!e&s' in (e$t: 0)9(opic: 7efinin! "motion,uestion (+pe: factual- eas+

2. Fou are on a date with a !irl. 7urin! the date she smiles at +ou. Fou infer that she is happ+and havin! a !ood time. (his inference is based on +ou assessment of her .

a. mood c. attitude b. emotion d. motivation

%nswer: b#a!e&s' in (e$t: 0)9(opic: 7efinin! "motion,uestion (+pe: applied- moderate





4. Four roommate has seemed more ne!ative than usual and is l+in! around the apartment 3uite a bit. Fou think she mi!ht be mildl+ depressed. (his is an assessment of her .

a. attitude c. mood b. emotion d. motivation

%nswer: c#a!e&s' in (e$t: 0)9(opic: 7efinin! "motion,uestion (+pe: applied- moderate

5. are beliefs- preferences- and predispositions with an affective componenttoward an obect or person.

a. "motions c. Moods b. Motivations d. %ttitudes

%nswer: d

#a!e&s' in (e$t: 0);(opic: 7efinin! "motion,uestion (+pe: factual- eas+

8. was the first to propose the universalit+ of emotional facial e$pressions.a. "kman c. Gladwell b. 7arwin d. Russell

%nswer: b#a!e&s' in (e$t: 0);(opic: 7efinin! "motion,uestion (+pe: factual- moderate

9. % universal findin! is one that is found across .a. development c. time b. cultures d. methods

%nswer: b#a!e&s' in (e$t: 0);(opic: 7efinin! "motion,uestion (+pe: conceptual- moderate

;. Eniversal emotions are also referred to as emotions.a. culturefree c. naturall+ selected b. basic d. common

%nswer: b#a!e&s' in (e$t: 00<(opic: 7efinin! "motion,uestion (+pe: conceptual- moderate





1<. Both +ou and +our roommate have a fear of public speakin!. hile takin! +our speechcommunication class- +our hands would !et moist before +ou had to !ive a speech. >n the otherhand- sweat was readil+ seen runnin! down +our roommates forehead. (he difference betweenthe two of +ou is a matter of .

a. e$pression c. valence

b. manifestation d. arousal

%nswer: d#a!e&s' in (e$t: 001(opic: 7efinin! "motion,uestion (+pe: applied- moderate

11. hether an emotion is positive or ne!ative characteri=es its .a. meanin! c. e$pression b. valence d. intensit+

%nswer: b#a!e&s' in (e$t: 001(opic: 7efinin! "motion,uestion (+pe: factual- moderate

1). (he !raphicall+ displa+s a variet+ of emotions based on arousal andvalence.

a. emotion rin! c. circumple$ model b. emotion classification s+stem d. arousalvalence plot

%nswer: c#a!e&s' in (e$t: 001(opic: 7efinin! "motion,uestion (+pe: factual- eas+

10. %ccordin! to the circumple$ model of emotion- a ran!e of emotions can be characteri=ed b+the de!ree to which and are combined.

a. co!nition- ph+siolo!+ c. mood- attitude b. arousalvalence d. approachin!- withdrawin!

%nswer: b#a!e&s' in (e$t: 001(opic: 7efinin! "motion,uestion (+pe: conceptual- eas+





12. (he approachwithdrawal model classifies emotions based on .a. arousal c. valence b. motivation d. attitude

%nswer: b

#a!e&s' in (e$t: 001(opic: 7efinin! "motion,uestion (+pe: conceptual- moderate

14. % researcher shows a short video on industrial accidents and notes an+ chan!e in mood of the participants. hat method is the researcher usin! to manipulate mood

a. mood !eneration c. video alterin! b. mood induction d. evocative stimuli


(opic: Manipulatin! and Measurin! "motion,uestion (+pe: applied- eas+

15. % researcher shows a picture of a !un to elicit an emotional response. hat is the name ofthis techni3ue for manipulatin! emotions

a. visual induction c. mood induction b. pictorial cues d. evocative stimuli

%nswer: d#a!e&s' in (e$t: 002(opic: Manipulatin! and Measurin! "motion,uestion (+pe: applied- eas+

18. simpl+ involves askin! research participants about their emotion.a. "motional recordin! c. >bservation b. Aecondar+ reportin! d. 7irect assessment

%nswer: d#a!e&s' in (e$t: 002(opic: Manipulatin! and Measurin! "motion,uestion (+pe: factual- eas+

19. (rackin! e+e movements is an e$ample of .a. indirect assessment c. involuntar+ assessment b. lowlevel assessment d. sensor+ assessment

%nswer: a#a!e&s' in (e$t: 004(opic: Manipulatin! and Measurin! "motion,uestion (+pe: factual- moderate





1;. %skin! people how the+ feel is an e$ample of while havin! people choosea response from several different options is an e$ample of .

a. introspection- forced respondin! b. recall- reco!nitionc. direct assessment- indirect assessment

d. open respondin!- closed respondin!

%nswer: c#a!e&s' in (e$t: 004(opic: Manipulatin! and Measurin! "motion,uestion (+pe: conceptual- moderate

)<. hen +ou are an!r+- +our nervous s+stem becomes active- causin! +ourheart rate to increase.

a. paras+mpathetic c. s+mpathetic b. peripheral d. central

%nswer: c#a!e&s' in (e$t: 005(opic: Manipulatin! and Measurin! "motion,uestion (+pe: factual- moderate

)1. Fou have ust escaped a fearprovokin! stimulus. Four nervous s+stem becomes more active.

a. s+mpathetic c. peripheral b. paras+mpathetic d. central

%nswer: b#a!e&s' in (e$t: 005(opic: Manipulatin! and Measurin! "motion,uestion (+pe: factual- moderate

)). is a common component of a lie detector test.a. #upil dilation c. Gastrointestinal reflu$ b. #otentiated e+eblink startle d. Akin conductance response

%nswer: d#a!e&s' in (e$t: 008(opic: Manipulatin! and Measurin! "motion,uestion (+pe: factual- eas+





)0. Atartle refle$es are !reater for emotions as well as emotions.a. intense- ne!ative c. acute- specific b. ne!ative- induced d. induced- intense

%nswer: a

#a!e&s' in (e$t: 008(opic: Manipulatin! and Measurin! "motion,uestion (+pe: conceptual- difficult

)2. "vocative stimuli that are inherentl+ positive or ne!ative are considered .a. innate emotional obects c. primar+ reinforcers b. emotional primes d. emotional cues

%nswer: c#a!e&s' in (e$t: 009(opic: "motional 6earnin!: %c3uirin! "valuations


)4. % stimulus with a learned motivational propert+ is a .a. secondar+ reinforcer c. conditioned stimulus b. instrumental cue d. positive reinforcer

%nswer: c#a!e&s' in (e$t: 009(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: factual- moderate

)5. % shock is a reinforcer and mone+ is a&n' reinforcer.a. ne!ative- ambi!uous c. conditioned- associated b. primar+- secondar+ d. primar+- alternative

%nswer: b#a!e&s' in (e$t: 009(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- eas+

)8. conditionin! involves learnin! an association between a neutral event andan emotional event.

a. Classical c. >perant b. *nstrumental d. Akinnerian

%nswer: a#a!e&s' in (e$t: 00;(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- eas+





)9. 6ittle %lbert became scared of furr+ thin!s after a loud !on! was sounded when a rat wasne$t to %lbert. (his is an e$ample of .

a. classical conditionin! c. instrumental conditionin! b. operant conditionin! d. evaluative conditionin!

%nswer: a#a!e&s' in (e$t: 00;(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: applied- eas+

);. Fou became sick one ni!ht after eatin! sushi. ow- +ou will not eat sushi. (his is ane$ample of what t+pe of classical conditionin!

a. !ustator+ conditionin! c. evaluative conditionin! b. autonomic conditionin! d. fear conditionin!

%nswer: b

#a!e&s' in (e$t: 00;(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: applied- moderate

0<. Four roommate received a stron! electric shock once when there was a short in her curlin!iron. Ahe now does not like curlin! irons and makes +ou put +ours in the cabinet so she cannotsee it on the bathroom counter. (his is an e$ample of .

a. evaluative conditionin! c. instrumental conditionin! b. avoidant conditionin! d. aversive conditionin!

%nswer: d#a!e&s' in (e$t: 00;(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: applied- eas+

01. (he is associated with emotional learnin! involvin! declarative memor+ andawareness.

a. pulvinar c. am+!dala b. hippocampus d. thalamus

%nswer: b#a!e&s' in (e$t: 02<021(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- difficult





0). (he is associated with emotional learnin! involvin! autonomic responses.a. pulvinar c. thalamus b. hippocampus d. am+!dala

%nswer: d

#a!e&s' in (e$t: 02<021(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- moderate

00. Akin conductance response ma+ be measured to assess conditionin! whileverbal report ma+ be used to assess conditionin!.

a. aversive- evaluative c. classical- instrumental b. direct- indirect d. unaware- aware

%nswer: c#a!e&s' in (e$t: 02)

(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- difficult

02. conditionin! concerns the increase or decrease in the fre3uenc+ of a behavior dependin! on its outcome.

a. *nstrumental c. Classical b. >utcome d. 6ikelihood

%nswer: a#a!e&s' in (e$t: 02)(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: factual- eas+

04. is the neurotransmitter used in the brains reward circuit.a. %cet+lcholine c. 7opamine b. Aerotonin d. Glutamate

%nswer: c#a!e&s' in (e$t: 020(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: factual- moderate





05. 7evelopin! a dislike for ci!arettes after watchin! a video showin! the effects of ci!arettes onthe lun!s is an e$ample of .

a. observational learnin! c. evaluative learnin! b. instrumental conditionin! d. instructional learnin!

%nswer: d#a!e&s' in (e$t: 022(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: applied- difficult

08. 7evelopin! a dislike for ci!arettes after watchin! +our uncle suffer from lun! cancer is ane$ample of .

a. autonomic conditionin! c. instructional learnin! b. instrumental conditionin! d. observational learnin!

%nswer: d

#a!e&s' in (e$t: 024(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: applied- difficult

09. Fou keep receivin! campai!n information about @ohn Amith durin! election season. hen+ou are fillin! out +our ballot- +ou see @ohn Amiths name and vote for him because +ou feel +ouknow him better than the other candidate. (his is an e$ample of .

a. repetition primin! c. instructional learnin! b. mere e$posure d. evaluative conditionin!

%nswer: b#a!e&s' in (e$t: 028(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: applied- moderate

0;. Consolidation takes place in the .a. prefrontal corte$ c. hippocampus b. cerebellum d. am+!dala

%nswer: c#a!e&s' in (e$t: 02;(opic: "motion and 7eclarative Memor+,uestion (+pe: factual- moderate





2<. (he can modulate the consolidation process b+ alterin! the stora!e of newmemories.

a. hippocampus c. am+!dala b. cerebellum d. prefrontal corte$

%nswer: c#a!e&s' in (e$t: 02;(opic: "motion and 7eclarative Memor+,uestion (+pe: factual- moderate

21. Research has shown that emotional arousal can memor+.a. provide false c. impair b. enhance d. unchan!e

%nswer: b#a!e&s' in (e$t: 04<

(opic: "motion and 7eclarative Memor+,uestion (+pe: factual- difficult

2). (he inverted E su!!ests that memor+ is best under levels of stress.a. low and hi!h c. low b. moderate d. hi!h

%nswer: c#a!e&s' in (e$t: 041(opic: "motion and 7eclarative Memor+,uestion (+pe: conceptual- eas+

20. %t a famil+ reunion- +ou start lau!hin! with +our brother about a childhood memor+. (hetwo of +ou start recallin! memor+ after memor+ of funn+ situations when +ou were kids. (his isan e$ample of

a. moodcon!ruent memor+ effects b. autobio!raphical advanta!ec. emotional primin!d. attitude bias

%nswer: a#a!e&s' in (e$t: 04)(opic: "motion and 7eclarative Memor+,uestion (+pe: applied- moderate





22. refers to clear and vivid memories of surprisin! or conse3uential events.a. ?lashbulb memor+ c. 7eclarative memor+ b. Historical memor+ d. #erceptual memor+

%nswer: a

#a!e&s' in (e$t: 040(opic: "motion and 7eclarative Memor+,uestion (+pe: factual- moderate

24. Research usin! a cuin! task has shown that emotions can attention.a. divert c. withdraw b. hold d. divide

%nswer: b#a!e&s' in (e$t: 048(opic: "motion- %ttention- and #erception


25. *n tasks that re3uire the subect to i!nore emotional information and attend to nonemotionalinformation- emotion performance however- when subects are re3uired to attendto emotional information- emotion performance.

a. enhances- impairs c. hinders- does not effect b. does not affect- improves d. impairs- facilitates

%nswer: d#a!e&s' in (e$t: 049(opic: "motion- %ttention- and #erception,uestion (+pe: factual- moderate

28. hen lookin! for a face in the crowd- it is easier to find an an!r+ face than a neutral or happ+face. (his is an e$ample of the effect.

a. valenceas+mmetric c. pessimistic b. depressionco!nition d. ne!ativeemotion

%nswer: a#a!e&s' in (e$t: 049(opic: "motion- %ttention- and #erception,uestion (+pe: conceptual- moderate





29. "motional words servin! as the second tar!et in an attentional blink task are to bereco!ni=ed compared to neutral words.

a. e3uall+ likel+ c. si!nificantl+ less likel+ b. somewhat less likel+ d. more likel+

%nswer: d#a!e&s' in (e$t: 051(opic: "motion- %ttention- and #erception,uestion (+pe: factual- difficult

2;. (he idea that emotional information is processed automaticall+ with fewer demands onco!nitive processin! compared to other t+pes of stimuli is known as &the' .

a. undts law c. affective primac+ h+pothesis b. invertedE d. emotion precedent effect

%nswer: c

#a!e&s' in (e$t: 051(opic: "motion- %ttention- and #erception,uestion (+pe: conceptual- moderate

4<. "motional information can facilitate the processin! of visual information due to a neuralconnection between the and the visual corte$.

a. hippocampus c. thalamus b. am+!dala d. superior colliculus

%nswer: b#a!e&s' in (e$t: 05)(opic: "motion- %ttention- and #erception,uestion (+pe: conceptual- eas+

Short Answer

41. Atate the difference between emotion and mood.

%nswer: "motions refer to relativel+ brief episodes of s+nchroni=ed responses that indicate theevaluation of an internal or e$ternal event as si!nificant- whereas moods refer to diffuse affectivestates &low intensit+ and lon! duration' of subective feelin!.#a!e&s' in (e$t: 0)9(opic: 7efinin! "motion,uestion (+pe: conceptual- eas+





4). "$plain wh+ "kman concluded that an!er- dis!ust- fear- happiness- sadness- and surprise are basic emotions.

%nswer: "kman showed pictures of emotional facial e$pressions of people from the EnitedAtates to people in ew Guinea and of people from ew Guinea to people in the Enited Atates.

#eople from both countries could identif+ the emotions e$pressed in the pictures. Aince performance on the task was similar across cultures- "kman concluded that the emotions were basic emotions that can be universall+ reco!ni=ed.#a!e&s' in (e$t: 0);0<0(opic: 7efinin! "motion,uestion (+pe: conceptual- moderate

40. 7escribe the factors and or!ani=ation of the circumple$ model.

%nswer: %rousal &activation and deactivation' and valence &unpleasant and pleasant' serve as thea$es of the circumple$ model. "motions are then or!ani=ed alon! those dimensions. (herefore-

e$cited would be or!ani=ed as an activationpleasant emotion- rela$ed as a deactivationpleasantemotion- lethar!ic as a deactivationunpleasant emotion- and nervous as an activationunpleasantemotion.#a!e&s' in (e$t: 00100)(opic: 7efinin! "motion,uestion (+pe: conceptual- moderate

42. 7ifferentiate amon! "kmans basic emotions- Russell and Barretts circumple$ model- andthe approachwithdrawal model of emotion b+ identif+in! the underl+in! reasons for theinclusion of emotions in each model.

%nswer: "kman included emotions based on crosscultural identification of facial e$pressions.(he circumple$ model is based on the combination of the arousal and valence associated with anemotion. (he approachwithdrawal model is based on the motivation to either approach orwithdraw from an obect- event- or situation.#a!e&s' in (e$t: 0);000(opic: 7efinin! "motion,uestion (+pe: conceptual- eas+

44. Ese the skin conductance response to e$plain how a lie detection test works.

%nswer: (he skin conductance response &ACR' is one component of a lie detection test. (omeasure ACR- a small current is passed throu!h electrodes placed on the fin!ers. Resistance tothe current chan!es with chan!es in the amount an individual sweats. *t is assumed that the !uiltor an$iet+ associated with l+in! corresponds to increase resistance or a !reater ACR response.#a!e&s' in (e$t: 008(opic: Manipulatin! and Measurin! "motion,uestion (+pe: applied- moderate





45. hat does the double dissociation between direct and indirect measures of emotionallearnin! indicate

%nswer: (he double dissociation between direct and indirect measures of emotional learnin!indicates that there are two independent s+stems associated with emotional learnin!. >ne s+stem

involves awareness and relies on the hippocampus and declarative memor+ s+stem. (he others+stem does not re3uire awareness. *nstead- it is based on the conditionin! of autonomicresponses and involves the am+!dala.#a!e&s' in (e$t: 02<021(opic: "motion 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- difficult

48. 7raw the inverted E and label it to e$plain the effects of arousal on test performance.

%nswer: Atudents should draw a fi!ure similar to ?i!ure 911 with test performance on the +a$isand arousal on the $a$is. 6ow test scores should be associated with low &boredom' and hi!h

&overwhelmed' levels of arousal- with best scores associated with moderate levels of arousal.#a!e&s' in (e$t: 041(opic: "motion and 7eclarative Memor+,uestion (+pe: applied- eas+

49. Consolidation of information into lon!term memor+ takes some time. 7escribe a benefit ofa lon! consolidation process in relation to emotion.

%nswer: *f the am+!dala is activated- it can modulate the stora!e of declarative memor+ &via theQIadrener!ic s+stem'. (hus- one potential benefit of a lon! consolidation period is to allow timefor the encodin! of emotional information with declarative knowled!e.#a!e&s' in (e$t: 020(opic: "motion and 7eclarative Memor+,uestion (+pe: conceptual- difficult

Essay

4;. Briefl+ describe points on both sides of the debate of whether or not emotion can bee$perienced without co!nitive appraisal.

%nswer: aonc presented emotional stimuli subliminall+ so that participants were not aware ofthe stimuli. However- the stimuli influenced evaluations of subse3uent neutral stimuli.(herefore- aonc ar!ued that affective ud!ments can take place before co!nition. 6a=arus- onthe other hand- ar!ued that certain ph+siolo!ical chan!es can be associated with several differentemotions therefore- it is the co!nitive appraisal of the situation and arousal that determines whatemotion is.#a!e&s' in (e$t: 0)50)8(opic: (he Connection,uestion (+pe: conceptual- moderate





5<. #rovide an e$ample to illustrate how classical conditionin! and operant conditionin! cancombine to chan!e behavior.

%nswer: (he e$amples will var+ but- followin! the dru! addition e$ample provided in the te$t-the answer should include an action bein! rewarded &operant conditionin!' and other stimuli

bein! classicall+ conditioned with the action. (hese classicall+ conditioned stimuli then become promptin! stimuli for additional action.#a!e&s' in (e$t: 022024(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- moderate

51. ?lashbulb memor+ implies Jpicture perfectK memor+ for an event. *s this an accuratedescription of memor+ for emotional public events Aupport +our answer.

%nswer: Atudies such as eisser et al. &1;;)' indicate that people are much more confident intheir memories for emotional public events than the+ are accurate. %lthou!h the+ can remember

the public event- the+ become more inaccurate concernin! their own connection to the event over time.#a!e&s' in (e$t: 042044(opic: "motion and 7eclarative Memor+,uestion (+pe: conceptual- moderate

5). 7escribe how emotion can alter perceptual and attentional processin!.

%nswer: (here are proections from the visual corte$ to am+!dala. hen we see an emotionalstimulus- the am+!dala is activated. (here are also proections from the am+!dala to the visualcorte$. hen the am+!dala is activated it can produce increased vi!ilance for threatrelatedstimuli. Research also su!!ests that emotion is associated with enhanced perception and thatemotion has a similar effect on the areas of the brain responsible for processin! perceptualinformation that attention has.#a!e&s' in (e$t: 05105)(opic: "motion- %ttention- and #erception,uestion (+pe: conceptual- moderate





ame:


1. (he is one of the main areas of the brain involved with emotional processin!.

a. cerebellum c. am+!dala b. thalamus d. hippocampus

). %&n' is a brief episode of s+nchroni=ed responses.a. emotion c. mood b. attitude d. motivation

0. are !enerall+ diffuse affective states lastin! for relativel+ lon! durations.a. Moods c. "motions b. %ttitudes d. Motivations

2. are beliefs- preferences- and predispositions with an affective component towardan obect or person.a. "motions c. Moods b. Motivations d. %ttitudes

4. % universal findin! is one that is found across .a. development c. time b. cultures d. methods

5. hether an emotion is positive or ne!ative characteri=es its .a. meanin! c. e$pression b. valence d. intensit+

8. hen +ou are an!r+- +our nervous s+stem becomes active causin! +our heartrate to increase.

a. paras+mpathetic c. s+mpathetic b. peripheral d. central

9. % shock is a reinforcer and mone+ is a&n' reinforcer.a. ne!ative- ambi!uous c. conditioned- associated b. primar+- secondar+ d. primar+- alternative

;. (he is associated with emotional learnin! involvin! declarative memor+ andawareness.

a. pulvinar c. am+!dala b. hippocampus d. thalamus

1<. refers to clear and vivid memories of surprisin! or conse3uential events.a. ?lashbulb memor+ c. 7eclarative memor+ b. Historical memor+ d. #erceptual memor+






1. %nswer: c#a!e&s' in (e$t: 0)8

(opic: (he Connection,uestion (+pe: conceptual- moderate

). %nswer: a#a!e&s' in (e$t: 0)9(opic: 7efinin! "motion,uestion (+pe: factual- eas+

0. %nswer: a#a!e&s' in (e$t: 0)9(opic: 7efinin! "motion


2. %nswer: d#a!e&s' in (e$t: 0);(opic: 7efinin! "motion,uestion (+pe: factual- eas+

4. %nswer: b#a!e&s' in (e$t: 0);(opic: 7efinin! "motion,uestion (+pe: conceptual- moderate

5. %nswer: a#a!e&s' in (e$t: 001(opic: 7efinin! "motion,uestion (+pe: factual- moderate

8. %nswer: c#a!e&s' in (e$t: 005(opic: Manipulatin! and Measurin! "motion,uestion (+pe: factual- moderate

9. %nswer: b#a!e&s' in (e$t: 009(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- eas+





;. %nswer: b#a!e&s' in (e$t: 02<021(opic: "motional 6earnin!: %c3uirin! "valuations,uestion (+pe: conceptual- difficult

1<. %nswer: a#a!e&s' in (e$t: 040(opic: "motion and 7eclarative Memor+,uestion (+pe: factual- moderate





Chapter ;: 7ecision Makin!

Multiple Choice

1. involves the assessment of the courses of action and a determination of thecourse of action to take.

a. #roblem solvin! c. % decision b. Reasonin! d. % ud!ment

%nswer: c#a!e&s' in (e$t: 058(opic: (he ature of a 7ecision,uestion (+pe: conceptual- moderate

). % is based on the value of each option to an individual and the likel+outcome of each option.

a. decision c. problem solution

b. ud!ment d. rationale

%nswer: a#a!e&s' in (e$t: 058(opic: (he ature of a 7ecision,uestion (+pe: conceptual- moderate

0. theories of decision makin! were initiall+ developed b+ economists andmathematicians.

a. ormative c. 7escriptive b. %nal+tical d. Marketbased

%nswer: a#a!e&s' in (e$t: 059(opic: (he ature of a 7ecision,uestion (+pe: factual- eas+

2. theories of decision makin! tell us how we should behave while theories focus on how we actuall+ behave.

a. Conceptual- realistic c. ormative- prescriptive b. ormative- descriptive d. #rescriptive- observational

%nswer: b#a!e&s' in (e$t: 059(opic: (he ature of a 7ecision,uestion (+pe: factual- moderate





4. %&n' is a !raphical displa+ for summari=in! the components of a decision.a. options chart c. decision tree b. contin!enc+ !raph d. flow chart

%nswer: c

#a!e&s' in (e$t: 05;(opic: (he ature of a 7ecision,uestion (+pe: factual- eas+

5. Four roommate likes to make difficult decisions b+ mappin! optional courses of action-outcomes and conse3uences- and uncertain event contin!encies. Ahe likes to use .

a. option charts c. flow charts b. contin!encies !raphs d. decision trees

%nswer: d

#a!e&s' in (e$t: 05;(opic: (he ature of a 7ecision,uestion (+pe: applied- eas+

8. - - and are known as the %BCs of a decision.a. %ctions- beliefs- causes b. %lternatives- beliefs- conse3uencesc. %ctions- benefits- co!nitionsd. %ntecedents- beliefs- causes

%nswer: b#a!e&s' in (e$t: 08<(opic: (he ature of a 7ecision,uestion (+pe: conceptual- eas+

9. *n decision makin!- a&n' is our estimate of the likelihood that a particularoutcome will occur if we choose a particular alternative.

a. option c. probabilit+ b. belief d. conse3uence

%nswer: b#a!e&s' in (e$t: 08<(opic: (he ature of a 7ecision,uestion (+pe: conceptual- eas+





;. Conse3uences consist of - - and .a. cost- benefits- efficac+ c. rewards- punishments- additional options b. outcomes- value- utilit+ d. effort- e$pectations- usefulness

%nswer: b

#a!e&s' in (e$t: 081(opic: (he ature of a 7ecision,uestion (+pe: factual- moderate

1<. >ur evaluation of conse3uences is influenced b+ and .a. personalit+ t+pe- motivation c. theoretical outcomes- actual outcomes b. situational demands- !oals d. personal values- !oals

%nswer: d#a!e&s' in (e$t: 081(opic: (he ature of a 7ecision


11. (he likelihood of a desirable outcome is its .a. value c. probabilit+ b. e$pected utilit+ d. contin!enc+

%nswer: b#a!e&s' in (e$t: 08)(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- difficult

1). *ndividual differences and circumstances influence .a. actual utilit+ c. subective utilit+ b. social utilit+ d. e$pected utilit+

%nswer: c#a!e&s' in (e$t: 08)(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- moderate

10. %ccordin! to the model- e$pected utilit+ is e3ual to the sum of the probabilit+ times the utilit+ of each possible outcome.

a. decision probabilit+ c. economic decision b. e$pected utilit+ d. decision tree

%nswer: b#a!e&s' in (e$t: 080(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: factual- eas+





12. (he pattern t+pical of sellin! price $ subective probabilit+ !raphs of behavioral research on the e$pected utilit+ model indicates that subects determined sellin! price b+ multipl+in! probabilit+ and pa+off.

a. curvilinear c. fin!er b. fannin!out d. linear

%nswer: b#a!e&s' in (e$t: 082(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: factual- moderate

14. (he fannin!out pattern t+pical of sellin! price $ subective probabilit+ !raphs of behavioralresearch on the e$pected utilit+ model indicates that subects determined sellin! price b+multipl+in! .

a. fre3uenc+ and pa+off c. value and probabilit+ b. probabilit+ and pa+off d. conse3uences and value

%nswer: b#a!e&s' in (e$t: 082(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- moderate

15. Lariance preferences are also known as .a. wa!erin! preferences c. !amblin! tendencies b. pa+off preferences d. risk attitudes

%nswer: d#a!e&s' in (e$t: 084(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- moderate

18. Fou have S1<<< to invest. Fou invest the entire sum in blue chip stocks. Fou tend to be .

a. lossaverse c. impulsive b. riskseekin! d. riskadverse

%nswer: d#a!e&s' in (e$t: 085(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: applied- moderate





19. Fou have S1<<< to invest. Fou invest the entire sum in a new technolo!+ compan+ that +outhink is about read+ to make it bi!. Fou tend to be .

a. riskseekin! c. riskadverse b. lossadverse d. impulsive

%nswer: a#a!e&s' in (e$t: 085(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- eas+

1;. Fou have S1<<< to invest. Fou place the sum in +our savin!s account. Fou tend to be .

a. riskadverse c. lossaverse b. precautious d. riskseekin!

%nswer: b

#a!e&s' in (e$t: 085(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- moderate

)<. Chan!es in the desirabilit+ of an outcome are measured in the .a. variance c. mar!inal utilit+ b. e$pectanc+ chan!e score d. decision coefficient

%nswer: c#a!e&s' in (e$t: 085(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- eas+

)1. Etilit+ curves are helpful for relatin! to .a. utilit+- value c. subective evaluation- an obective measure b. losses- !ains d. normative- descriptive theories

%nswer: c#a!e&s' in (e$t: 085(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- moderate





)). #eople prefer when it comes to !ains and when it comes to losses.a. impulsivit+- cautiousness c. riskseekin!- riskaversion b. facts- chance d. certaint+- uncertaint+

%nswer: d

#a!e&s' in (e$t: 088(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: factual- moderate

)0. Auppose +ou ust lost S4<< pla+in! poker. (o compensate for this loss- research su!!ests that+ou would want to win at least .

a. S1<<< c. S4<< b. S)4< d. S84<


(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: applied- difficult

)2. Aam bu+s an auto!raphed picture of his favorite football pla+er for S0<< on eBa+. Eponshowin! it off- he is offered S04< for it. Aam indicates that he could not possibl+ sell for lessthan S24<. (his is an e$ample of .

a. decision wei!hts c. the endowment effect b. loss aversion d. mar!inal utilit+

%nswer: c#a!e&s' in (e$t: 088089(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: applied- moderate

)4. *n assessin! deaths b+ mode of transportation- people will show a tendenc+ to the chance of d+in! in a plane crash and the chance of d+in! in a car accident.

a. overestimate- underestimate b. overestimate- accuratel+ estimatec. underestimate- overestimated. accuratel+ estimate- underestimate

%nswer: a#a!e&s' in (e$t: 08;(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: applied- moderate





)5. *f +ou conduct a sin!lecell recordin! stud+ e$aminin! the activit+ associated with rewardedevents when those events are rewarded- +ou are e$aminin! .

a. e$pected utilit+ c. decision utilit+ b. e$perienced utilit+ d. mar!inal utilit+

%nswer: b#a!e&s' in (e$t: 09<(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: applied- difficult

)8. eurons in the of the monke+ brain are active when trackin! the probabilit+ and ma!nitude of a reward.

a. lateral inferior parietal corte$ c. am+!dala b. h+pothalamus d. prefrontal corte$

%nswer: a

#a!e&s' in (e$t: 09<(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: factual- difficult

)9. (he e$pected value or worth of an outcome at the time of decision is referred to as the .

a. decision utilit+ c. mar!inal utilit+ b. e$pected utilit+ d. e$perienced utilit+

%nswer: a#a!e&s' in (e$t: 091(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: conceptual- moderate

);. (he is an area of the brain active when shiftin! attention inanticipation of a reward.

a. prefrontal corte$ c. visual corte$ b. superior colliculus d. lateral inferior parietal corte$

%nswer: b#a!e&s' in (e$t: 091(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: factual- difficult





0<. Research with monke+s and humans has found that the s+stem in involvedwith the encodin! of utilit+ values in the brain.


%nswer: d#a!e&s' in (e$t: 090(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: factual- moderate

01. %fter an e$am- +ou find out that +ou had a hi!her !rade than Aam and that Aam had a hi!her!rade than Rebecca. Fou correctl+ assume that +ou have a hi!her !rade than Rebecca. (his is ane$ample of .

a. procedural invariance c. rationalit+ b. transitivit+ d. intransitive choices

%nswer: b#a!e&s' in (e$t: 094(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: applied- eas+

0). Jould +ou pa+ S0.84 for a !allon of !asK and JHow much would +ou be willin! to pa+ fora !allon of !asK are two wa+s of askin! the same 3uestion about preferences. (his is ane$ample of .

a. transitivit+ c. intransitive choices b. dualism d. procedural invariance

%nswer: d#a!e&s' in (e$t: 095(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: applied- moderate

00. >ur capacities for - - and limit our abilit+ to thinkrationall+.

a. attention- memor+- emotion c. attention- workin! memor+- e$ecutive control b. perception- attention- memor+ d. attention- workin! memor+- learnin!

%nswer: c#a!e&s' in (e$t: 098(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- moderate





02. proposed the idea of bounded rationalit+.a. Herbert Aimon c. @ohn %nderson b. 7aniel Dahneman d. %mos (versk+

%nswer: a

#a!e&s' in (e$t: 099(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- moderate

04. Herbert Aimon proposed the idea of .a. mar!inal utilit+ c. bounded rationalit+ b. procedural invariance d. heuristicbased decision makin!

%nswer: c#a!e&s' in (e$t: 099(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it


05. >ur abilit+ to think rationall+ about information within our co!nitive limitations is knownas .

a. conscious processin! c. e$ecutive functionin! b. counterfactual thinkin! d. bounded rationalit+

%nswer: d#a!e&s' in (e$t: 099(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- moderate

08. Comin! up with an answer that is J!ood enou!hK is called &a' .a. suitable solution c. bounded rationalit+ b. ade3uac+ d. satisficin!

%nswer: d#a!e&s' in (e$t: 099(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- eas+

09. Aatisficin! is a&n' .a. optimum strate!+ c. heuristic b. al!orithm d. ma$imi=in! utilit+

%nswer: b#a!e&s' in (e$t: 099(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- eas+





0;. involves simplif+in! and combin! some 3uantities and evaluation !ains andlosses in relation to a reference point.

a. Reduction theor+ c. ?ramin! b. %nchorin! d. Comparative processin!

%nswer: c#a!e&s' in (e$t: 0;)(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- eas+

2<. Atatements like Jhat are the odds of that ever happenin!K are consistent with .

a. decision affect theor+ c. temporal discountin! b. d+namic inconsistenc+ d. fastandfru!al strate!ies

%nswer: c

#a!e&s' in (e$t: 0;4(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- difficult

21. >ne reason for d+namic inconsistenc+ is that people tend to want .a. hi!h ma!nitude rewards c. dela+ed rewards b. immediate !ratification d. consistent rewards

%nswer: b#a!e&s' in (e$t: 0;4(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- difficult

2). Compared to dela+ed choices- immediate choices tend to activate areas of the brainassociated .

a. motor response c. visual processin! b. emotion d. episodic memor+

%nswer: b#a!e&s' in (e$t: 0;8(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- moderate





20. >ur tendenc+ to choose certaint+ over ambi!uit+ was demonstrated with the .a. "llsber! parado$ c. %llais parado$ b. Aimon parado$ d. ud!ment heuristic

%nswer: b

#a!e&s' in (e$t: 0;8(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- moderate

22. hen presented in isolation- the !ambles used b+ "llsber! produced .a. no effects of ambi!uit+ c. increased effects of ambi!uit+ b. moderate ambi!uit+ effects d. si!nificant ambi!uit+ effects

%nswer: a#a!e&s' in (e$t: 0;;(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it


24. Fou are watchin! !olf on (L with a friend. Fou see someone make a holeinone on a short par three hole. Four friend asks if +ou think an+one else will make a holeinone. Fou sa+ +es.h+

a. probabilit+ c. representativeness b. availabilit+ bias d. common occurrence

%nswer: b#a!e&s' in (e$t: 2<<(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: applied- eas+

25. %n+ time a 4< percent free throw shooter !oes to the line +ou e$pect him to make a freethrow and miss a free throw. (his e$pectation is consistent with .

a. availabilit+ c. cate!orical bias b. basketball intelli!ence d. representativeness

%nswer: d#a!e&s' in (e$t: 2<1(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: applied- eas+





28. %ccordin! to theor+- an e$plicit list of multiple sources can chan!e thelikelihood with which we view an event.

a. support c. availabilit+ b. elaboration d. uncertaint+

%nswer: a#a!e&s' in (e$t: 2<)(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- moderate

29. #atients with dama!e to the ventromedial prefrontal corte$- like #hineas Ga!e- have .

a. slurred speech c. a drop in overall intelli!ence b. increased sociabilit+ d. impaired decision makin!

%nswer: d

#a!e&s' in (e$t: 2<2(opic: Comple$- Encertain 7ecision Makin!,uestion (+pe: factual- moderate

2;. #articipants are asked to ma$imi=e their !ain while selectin! cards from four different decksin the .

a. 6as Le!as #a+off task c. *owa Gamblin! task b. Missouri Riverboat task d. isconsin Card Aortin! task

%nswer: c#a!e&s' in (e$t: 2<2(opic: Comple$- Encertain 7ecision Makin!,uestion (+pe: factual- moderate

4<. 7omasio ar!ued that warns us that important events are about to occur.a. visual cues c. learned probabilities b. somatic markers d. certaint+

%nswer: b#a!e&s' in (e$t: 2<5(opic: Comple$- Encertain 7ecision Makin!,uestion (+pe: factual- difficult





Short Answer

41. Contrast normative and descriptive theories of decision makin!.

%nswer: ormative or prescriptive theories tell us how we should make decisions based on thewei!htin! of relevant factors and rational choices. 7escriptive theories- on the other hand- are

based on how we actuall+ make decisions.#a!e&s' in (e$t: 05905;(opic: (he ature of a 7ecision,uestion (+pe: conceptual- eas+

4). 7efine conse3uences in terms of decision theor+.

%nswer: Conse3uences are the benefits or losses associated with a particular choice.Conse3uences can be described b+ their outcomes or results- value or worth- and utilit+ ordesirabilit+.#a!e&s' in (e$t: 081

(opic: (he ature of a 7ecision,uestion (+pe: factual- moderate

40. Briefl+ describe the e3uit+ premium parado$ of investments.

%nswer: *n order to ma$imi=e !ains- an investor should put his/her capital into the stock marketwhich is relativel+ volatile but profitable. However- man+ investors choose to invest in lowvariabilit+low pa+off investments like bonds. Research evidence su!!ests that loss aversion iswh+ people avoid the more volatile stock market.#a!e&s' in (e$t: 089(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: factual- moderate

42. 7efine procedural invariance.

%nswer: #rocedural invariance refers to askin! the same 3uestion in two wa+s. ?or instance- people can indicate their preferences b+ answerin! Jhich of these two !ambles would +ou prefer to pla+K %nother wa+ to ask the same 3uestion is JHow much would +ou be willin! to pa+ to have an opportunit+ to pla+ each of these !amblesK *t is assumed that if +ou would bewillin! to choose a particular !amble that +ou would also be willin! to pa+ more for that !ambleas well.#a!e&s' in (e$t: 095(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- moderate





44. 7escribe a situation in which a reversal of preference would likel+ occur.

%nswer: hen asked to choose between a hi!hprobabilit+ event &e.!.- 9/; chance of winnin! S2otherwise nothin!' and a lar!e return event &e.!.- 1/; chance of winnin! S2< otherwise nothin!'research participants tend to choose the hi!hprobabilit+ event. However- if participants

assumed that the+ owned the ri!hts to the events and were then asked to sell the events- the+re3uested a hi!her amount for the lar!e return event. N(his e$ample is based on the one used inthe te$t. Atudents can var+ from this but should include a hi!hprobabilit+ event versus a hi!hreturn event.O#a!e&s' in (e$t: 098(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: applied- difficult

45. 7escribe elimination b+ aspects usin! a recent purchase +ou have made.

%nswer: "limination b+ aspects is a strate!+ for evaluatin! possible choices on a number of

attributes to eliminate choices that do not meet the decision makers criteria. "$amples will var+ but need to include the desired criteria and a process b+ which different options were comparedto the criteria in order to decide on the particular item purchased.#a!e&s' in (e$t: 059(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: applied- eas+

48. Ese the %llais parado$ to e$plain the behavior of contestants on !ame shows such as 7eal or o 7eal.

%nswer: (he %llais parado$ emphasi=es the role of anticipated re!ret in decision makin!. *n7eal or o 7eal- contestants eliminate cases from a field to identif+ the case with the milliondollar pri=e. (he+ eliminate a certain number of cases per round. %t the end of each round- a banker makes them an offer. (he+ must choose between takin! the offer or continue pla+in! the!ame in hopes of winnin! one million dollars. *n the earl+ rounds- the banker makes low offers.Contestants alwa+s continue because the+ think the+ will win more mone+ if the+ do so.%cceptin! a low offer at that point would be Jdevastatin!.K However- as contestants pro!ress-the bankers offers increase. Based on probabilities- these later offers are often !reater than whatthe contestants are likel+ to win +et the+ continue to pla+. *n these later rounds- especiall+ afterthe S1-<<<-<<< has been eliminated- contestants continue because the conse3uences feel aboutthe same so the+ opt for the hi!her e$pected value.#a!e&s' in (e$t: 0;0(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: applied- difficult





49. *n what wa+ does the process of decision makin! chan!e under decision affect theor+

%nswer: %ccordin! to decision affect theor+- anticipated emotions- such as re!ret anddisappointment- replace utilities as the carriers of value. %s a result- decisions are made onemotion instead of monetar+ outcomes or probabilities.

#a!e&s' in (e$t: 0;2(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- moderate

Essay

4;. #rovide an e$ample- in terms of the e$pected utilit+ model- to illustrate how differentdecisions have different values for different people.

%nswer: (he e$amples will var+ across students. However- all responses should include thee$pected utilit+- probabilities of possible outcomes- and utilit+ of each possible outcome..#a!e&s' in (e$t: 08)082

(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- difficult

5<. 7raw a utilit+ curve and state the important features of decision makin! represented b+ thecurve.

%nswer: Atudents should reproduce ?i!ure ;2. (he important features of decision makin!represented b+ the curve include &1' there is a minimal mar!inal utilit+ effect represented b+ theflattenin! of the curve- and &)' loss aversion is represented in the curve b+ the steeper slope ofthe loss compared to the !ains portion of the curve.#a!e&s' in (e$t: 085(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- difficult

51. 7escribe the adaptive decision maker model bein! sure to include factors influencin! thestrate!ies used to make choices.

%nswer: (he assumption of the adaptive decision maker model is that people are adaptive inchoosin! strate!ies for decision makin! based on the tradeoff of co!nitive effort- ease ofe$ecution- time- and conse3uences. (he strate!ies available to them form a Jco!nitive toolbo$Kthat includes satisficin!- elimination b+ aspects- heuristics- and e$pected utilit+ calculations.*mportant decisions re3uire the use of more co!nitivel+ demandin! al!orithms while lessimportant decisions often use fastandfru!al strate!ies. (his model provides a more validdescription of how people make decisions than the e$pected utilit+ model alone.#a!e&s' in (e$t: 0;<(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- difficult





5). 7escribe the sta!es of processin! associated with prospect theor+.

%nswer: #rospect theor+ assumes that our decisions are based upon our perception of thesituation. (herefore- the first step in decision makin! is comprehendin! potential prospects b+framin! the terms of the decision. ?ramin! involves simplif+in! and combinin! some 3uantities

and evaluatin! prospective !ains and losses in relation to a reference point. (he reference pointis usuall+ the current situation but is free to var+ &i.e.- it is not fi$ed'. >nce the values anddecision wei!hts are determined for each potential prospect- we calculate the e$pectedvalue ofeach prospect in order to select one prospect.#a!e&s' in (e$t: 0;)(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: conceptual- difficult





ame:

Chapter ; I ,uick ,ui=

1. % is based on the value of each option to an individual and the likel+

outcome of each option.a. decision c. problem solution b. ud!ment d. rationale

). theories of decision makin! tell us how we should behave while theories focus on how we actuall+ behave.

a. Conceptual- realistic c. ormative- prescriptive b. ormative- descriptive d. #rescriptive- observational

0. %&n' is a !raphical displa+ for summari=in! the components of a decision.a. options chart c. decision tree

b. contin!enc+ !raph d. flow chart

2. Conse3uences consist of - - and .a. cost- benefits- efficac+ c. rewards- punishments- additional options b. outcomes- value- utilit+ d. effort- e$pectations- usefulness

4. (he likelihood of a desirable outcome is its .a. value c. probabilit+ b. e$pected utilit+ d. contin!enc+

5. Etilit+ curves are helpful for relatin! to .a. utilit+- value c. subective evaluation- an obective measure b. losses- !ains d. normative- descriptive theories

8. (he e$pected value or worth of an outcome at the time of decision is referred to as the .

a. decision utilit+ c. mar!inal utilit+ b. e$pected utilit+ d. e$perienced utilit+

9. (he is an area of the brain active when shiftin! attention in anticipationof a reward.

a. prefrontal corte$ c. visual corte$ b. superior colliculus d. lateral inferior parietal corte$

;. Research with monke+s and humans has found that the s+stem in involvedwith the encodin! of utilit+ values in the brain.






1<. >ur abilit+ to think rationall+ about information within our co!nitive limitations is known as .

a. conscious processin! c. e$ecutive functionin! b. counterfactual thinkin! d. bounded rationalit+





%nswer De+Chapter ; I ,uick ,ui=

1. %nswer: a#a!e&s' in (e$t: 058

(opic: (he ature of a 7ecision,uestion (+pe: conceptual- moderate

). %nswer: b#a!e&s' in (e$t: 059(opic: (he ature of a 7ecision,uestion (+pe: factual- moderate

0. %nswer: c#a!e&s' in (e$t: 05;(opic: (he ature of a 7ecision


2. %nswer: b#a!e&s' in (e$t: 081(opic: (he ature of a 7ecision,uestion (+pe: factual- moderate

4. %nswer: b#a!e&s' in (e$t: 08)(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- difficult

5. %nswer: c#a!e&s' in (e$t: 085(opic: Rational 7ecision Makin!: (he "$pected Etilit+ Model,uestion (+pe: conceptual- moderate

8. %nswer: a#a!e&s' in (e$t: 091(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: conceptual- moderate

9. %nswer: b#a!e&s' in (e$t: 091(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: factual- difficult





;. %nswer: d#a!e&s' in (e$t: 090(opic: eural Bases of "$pected Etilit+ Calculations,uestion (+pe: factual- moderate

1<. %nswer: d#a!e&s' in (e$t: 099(opic: Human 7ecision Makin! and the "$pected Etilit+ Model: How Close a ?it,uestion (+pe: factual- moderate





Chapter 1<: #roblem Aolvin! and Reasonin!

Multiple Choice

1. #roblems e$ist when there are to reachin! a !oal.a. incentives c. obstacles

b. penalties d. clear paths

%nswer: c#a!e&s' in (e$t: 21)(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- eas+

). %t the be!innin! of a problem- +ou are at the . (he is where+ou want to be.

a. initial state- !oal state c. start state- end state b. problem ori!in- concludin! state d. initiation phase- final phase

%nswer: a#a!e&s' in (e$t: 212(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- eas+

0. are actions that +ou can take to !et from the start state to the problemsolution.

a. >perations c. Aolution steps b. Behaviors d. #rocedures

%nswer: a#a!e&s' in (e$t: 212(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- eas+

2. #roblems with clearl+ defined start states and !oal states are known as problems.

a. unambi!uous c. eas+tosolve b. welldefined d. understandable

%nswer: b#a!e&s' in (e$t: 214(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- eas+





4. % !eneral mana!er tr+in! to make his team more competitive for a championship run is facedwith a&n' problem.

a. performance c. illdefined b. practical d. multisolution

%nswer: a#a!e&s' in (e$t: 214(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- eas+

5. %na!rams are e$amples of problems.a. wordrelated c. !eneral b. vocabular+ d. insi!ht


(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- moderate

8. (he problem space includes the start state- !oal state- and .a. moves that lead to a correct solution b. all possible intermediate statesc. heuristicsd. al!orithms

%nswer: a#a!e&s' in (e$t: 215(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- eas+

9. % ne!otiator tr+in! to resolve conflict in the Middle "ast ma+ .a. use heuristics c. have multiple initial states b. use more than one problem space d. not be able to use operations

%nswer: a#a!e&s' in (e$t: 292(opic: (he ature of #roblem Aolvin!,uestion (+pe: applied- moderate





;. Heuristics are .a. used infre3uentl+ c. problemsolvin! errors b. rules of thumb d. !uaranteed solutions

%nswer: b

#a!e&s' in (e$t: 218(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- eas+

1<. Heuristics : usuall+ ri!ht :: al!orithms : .a. sometime ri!ht c. usuall+ ri!ht b. never ri!ht d. alwa+s ri!ht

%nswer: d#a!e&s' in (e$t: 218(opic: (he ature of #roblem Aolvin!


11. *f +ou !uess until +ou !et it ri!ht- +ou are usin! the heuristic.a. !uess and check c. !enerate and !o b. random search d. hope and test

%nswer: b#a!e&s' in (e$t: 219(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- moderate

1). (he heuristic involves lookin! one step ahead and pickin! an operation thatends in a state most resemblin! the !oal.

a. ne$t more c. hill climbin! b. run! at a time d. bab+ step

%nswer: c#a!e&s' in (e$t: 219(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- moderate





10. Fou want to !o to !raduate school to become a co!nitive ps+cholo!ist. *n order to !ainacceptance- +ou develop several sub!oals. Fou work to !et a 0.;< G#% in +our maor and atleast a 0.4< G#% overall. Fou also start workin! with facult+ members on research so that +oucan !ain research e$perience and so the+ can !et to know +ou better and write better letters ofrecommendation. Fou take a GR" course as well to help ma$imi=e +our GR" scores. hat

kind of heuristic did +ou use to develop this plana. hill climbin! c. random search b. meansend anal+sis d. protocol anal+sis

%nswer: b#a!e&s' in (e$t: 21;(opic: (he ature of #roblem Aolvin!,uestion (+pe: applied- eas+

12. hich of the followin! is not a method used to investi!ate problem solvin!a. recordin! behavior c. verbal protocol anal+sis

b. discourse anal+sis d. computer modelin!

%nswer: b#a!e&s' in (e$t: 21;2)1(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- moderate

14. 7ama!e to what area of the brain is associated with repeatin! the same mistakes durin! problem solvin!

a. occipital lobes c. parietal lobes b. frontal lobes d. temporal lobes

%nswer: b#a!e&s' in (e$t: 2)1(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- moderate

15. ovices tend to or!ani=e information accordin! to . "$perts or!ani=einformation accordin! to .

a. operations- abstract principles c. order of presentation- sub!oals b. similarities- sub!oals d. surface features- abstract principles

%nswer: d#a!e&s' in (e$t: 2)0(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- moderate





18. *n !eneral- e$perts are better at pieces of information than novices.a. incorporatin! c. comprehendin! b. selectin! d. chunkin!

%nswer: d

#a!e&s' in (e$t: 2)02)2(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- difficult

19. % skilled clinical ps+cholo!ist will likel+ use a&n' to dia!nose a client. %new !raduate student in clinical ps+cholo!+ will likel+ use a .

a. forward search- backward search c. topdown process- bottomup process b. al!orithm- heuristic d. meansend anal+sis- hill climbin! approach

%nswer: a#a!e&s' in (e$t: 2)2

(opic: (he ature of #roblem Aolvin!,uestion (+pe: applied- moderate

1;. involves appl+in! knowled!e from a relativel+ known source domainto another tar!et domain.

a. ?orward search c. %nalo!ical reasonin! b. % mappin! heuristic d. Comparison

%nswer: c#a!e&s' in (e$t: 2)2(opic: %nalo!ical Reasonin!,uestion (+pe: conceptual- moderate

)<. *n analo!ical reasonin!- holdin! a tar!et in workin! memor+ while accessin! a more familiarsource from lon!term memor+ is called .

a. comparison codin! c. retrieval b. forward searchin! d. temporar+ filin!

%nswer: c#a!e&s' in (e$t: 2)4(opic: %nalo!ical Reasonin!,uestion (+pe: factual- eas+





)1. %li!nin! like features between source and tar!et in workin! memor+ is known as .

a. comparin! c. evaluatin! b. mappin! d. assessin!

%nswer: b#a!e&s' in (e$t: 2)5(opic: %nalo!ical Reasonin!,uestion (+pe: factual- moderate

)). 7eterminin! whether or not an analo!+ is useful is .a. e$ecutive processin! c. decision makin! b. estimation d. evaluation

%nswer: d#a!e&s' in (e$t: 2)5

(opic: %nalo!ical Reasonin!,uestion (+pe: factual- moderate

)0. %bstraction involves the structure shared b+ the source and the tar!et.a. isolatin! c. anal+=in! b. evaluatin! d. !enerali=in!

%nswer: a#a!e&s' in (e$t: 2)5(opic: %nalo!ical Reasonin!,uestion (+pe: factual- moderate

)2. 7evelopin! h+potheses about the tar!et from the source is .a. abstractin! c. predictin! b. inference makin! d. estimatin!

%nswer: c#a!e&s' in (e$t: 2)5(opic: %nalo!ical Reasonin!,uestion (+pe: factual- moderate

)4. Re!ardin! analo!ical reasonin!- AM( stands for .a. structured mappin! theor+ c. successful mental transfer b. superficial mappin! theor+ d. simulated mathematics theor+






)5. *n the model- lon!term memor+ is first searched for features in the tar!et andresultin! matches are then evaluated.

a. H%M c. A%M b. AM( d. 6*A%

%nswer: b#a!e&s' in (e$t: 2)8(opic: %nalo!ical Reasonin!,uestion (+pe: conceptual- moderate

)8. (he model is based on activated nodes within a network.a. 6*A% c. A>%R b. AM( d. %C(R

%nswer: a#a!e&s' in (e$t: 2)82)9

(opic: %nalo!ical Reasonin!,uestion (+pe: conceptual- moderate

)9. euroima!in! studies su!!est that analo!ical reasonin! areas associatedwith workin! memor+.

a. uses brain areas in addition to c. uses the same b. increases activation of the d. is unrelated to the


);. *f a c+clist is found to be !uilt+ of blood dopin! and +ou conclude the all c+clists en!a!e in blood dopin! practices- +ou have made a .

a. specific induction c. broadbased induction b. !eneral induction d. universal induction

%nswer: b#a!e&s' in (e$t: 2);(opic: *nductive Reasonin!,uestion (+pe: applied- moderate





0<. Fou attend a basketball !ame with +our roommate for the first time. He heckles the visitin!team from behind the bench. %fter the !ame he asks if +ou want to see the ne$t !ame with himtoo. Fou decline because +ou dont want to be embarrassed at the ne$t !ame. Four decision was based on &a' .

a. analo!ical reasonin! c. emotional reasonin!

b. !eneral induction d. specific induction

%nswer: d#a!e&s' in (e$t: 2);(opic: *nductive Reasonin!,uestion (+pe: applied- moderate

01. hen tr+in! to discover a rule- as in Mastermind - which t+pe of rule is the most difficult todiscover

a. disunctive rules c. conunctive rules b. ne!ative disunctive rules d. ne!ative conunctive rules

%nswer: b#a!e&s' in (e$t: 201(opic: *nductive Reasonin!,uestion (+pe: factual- difficult

0). hile pla+in! the !ame Guess Who? +ou ask if the person is a female to determine the se$ of the tar!et. Fou are en!a!in! in .

a. se3uential elimination c. focus !amblin! b. pro!ressive elimination d. successive scannin!

%nswer: d#a!e&s' in (e$t: 201(opic: *nductive Reasonin!,uestion (+pe: factual- moderate

00. Fou are pla+in! Clue. Fou believe that Miss Acarlet committed the murder with a revolver but +ou are not sure about the room. %s +ou move from room to room- +ou ask the same3uestion I Jthe #rofessor with a rope in the .K hat strate!+ are +ou usin!

a. successive scannin! c. focus !amblin! b. feature !atherin! d. s+stematic induction

%nswer: c#a!e&s' in (e$t: 201(opic: *nductive Reasonin!,uestion (+pe: applied- difficult





02. (he )25 task shows that most people tr+ to find evidence to test theaccurac+ of their h+potheses.

a. supportin! c. random b. disconfirmin! d. si!nificant

%nswer: a#a!e&s' in (e$t: 20)(opic: *nductive Reasonin!,uestion (+pe: factual- eas+

04. hen someone finds that her h+pothesis is not supported- she is more likel+ to look at evidence.

a. random c. disconfirmin! b. supportin! d. si!nificant

%nswer: c

#a!e&s' in (e$t: 20)(opic: *nductive Reasonin!,uestion (+pe: factual- moderate

05. ith cate!or+based inductions- the startin! fact is the and the inference is the .

a. h+pothesis- conclusion c. initial state- !oal state b. cate!or+- induction d. premise- conclusion

%nswer: d#a!e&s' in (e$t: 20)(opic: *nductive Reasonin!,uestion (+pe: conceptual- moderate

08. #atients with dama!e to the have difficult+ switchin! rules in theisconsin Card Aort test.

a. ri!ht dorsomedial prefrontal corte$ c. left dorsomedial prefrontal corte$ b. ri!ht dorsolateral prefrontal corte$ d. left dorsolateral prefrontal corte$

%nswer: d#a!e&s' in (e$t: 202(opic: *nductive Reasonin!,uestion (+pe: factual- difficult





09. *n addition to the workin! memor+ areas- inductive reasonin! tasks also activate the - which is important for lon!term memor+.

a. superior parietal lobes c. lateral temporal lobes b. medial temporal lobes d. inferior parietal lobes

%nswer: b#a!e&s' in (e$t: 204(opic: *nductive Reasonin!,uestion (+pe: factual- difficult

0;. euroima!in! studies indicate that inductive reasonin! tasks use both and .

a. perceptual processes- e$ecutive functions c. workin! memor+- lon!term memor+ b. perceptual processes- lon!term memor+ d. workin! memor+- e$ecutive functions

%nswer: c

#a!e&s' in (e$t: 204(opic: *nductive Reasonin!,uestion (+pe: factual- difficult

2<. % difference between inductive and deductive reasonin! is that if the premises are true indeductive reasonin! the .

a. conclusion is alwa+s positive c. conclusion cannot be false. b. conclusion cannot be ne!ative d. solution is eas+

%nswer: c#a!e&s' in (e$t: 208(opic: 7eductive Reasonin!,uestion (+pe: conceptual- moderate

21. % s+llo!ism consists of ar!uments and conclusion&s'.a. two or more- one c. four- two b. two- one d. two or three- one

%nswer: b#a!e&s' in (e$t: 208(opic: 7eductive Reasonin!,uestion (+pe: factual- eas+





2). Combinin! the terms leads to four t+pes of statements concernin! therelationship between two cate!ories.

a. positive- ne!ative- alwa+s and never c. universal and particular b. universal- particular- affirmative and ne!ative d. all- no- and some

%nswer: b#a!e&s' in (e$t: 209(opic: 7eductive Reasonin!,uestion (+pe: conceptual- moderate

20. (he relationship between cate!ories in a statement is often represented usin! a .a. Lenn dia!ram c. pie chart b. bar !raph d. probabilit+ distribution


(opic: 7eductive Reasonin!,uestion (+pe: factual- eas+

22. (here are a total of s+llo!isms usin! all combinations of 3ualifiers for two premisesand one conclusion. >nl+ of these s+llo!isms are valid.

a. 41)- )8 c. )15- 1<9 b. 05- 0< d. 4)<- 05

%nswer: a#a!e&s' in (e$t: 20;(opic: 7eductive Reasonin!,uestion (+pe: factual- difficult

24. *n a s+llo!ism- words like are known as 3ualifiers.a. affirmative or ne!ative c. universal or particular b. all or some d. valid or invalid

%nswer: b#a!e&s' in (e$t: 20;(opic: 7eductive Reasonin!,uestion (+pe: conceptual- moderate

25. J*f p then 3K is a premise for a .a. cate!orical s+llo!ism c. likelihood s+llo!ism b. probabilit+based s+llo!ism d. conditional s+llo!ism

%nswer: d#a!e&s' in (e$t: 20;(opic: 7eductive Reasonin!,uestion (+pe: conceptual- eas+





28. % common conditional reasonin! task is the .a. ason selection task c. beliefbias task b. Lenn dia!rammin! task d. contentfree lo!ic task

%nswer: a

#a!e&s' in (e$t: 20;(opic: 7eductive Reasonin!,uestion (+pe: factual- moderate

29. #eople perform on abstract selection tasks.a. remarkabl+ well c. moderatel+ well b. perfectl+ d. poorl+

%nswer: d#a!e&s' in (e$t: 22<(opic: 7eductive Reasonin!


2;. #eople make errors evaluatin! s+llo!isms b+ bein! too influenced with either the or the of the s+llo!ism.

a. cate!or+- condition c. form- content b. universalit+- valence d. t+pe- form


4<. *f both premises use the 3ualifier JnoK- then people are likel+ to sa+ that a conclusion withthe 3ualifier JnoK is valid. (his tendenc+ is known as the .

a. response bias effect c. consistenc+ effect b. atmosphere effect d. perseveration effect






41. %cceptin! a conclusion as valid if it has the s+ntactic structure of the premises is known asthe .

a. surface structure effect c. matchin! bias b. beliefbias effect d. !rammar rule

%nswer: c#a!e&s' in (e$t: 221(opic: 7eductive Reasonin!,uestion (+pe: conceptual- moderate

4). (he reflects the tendenc+ to accept conclusions to a s+llo!ism that seemri!ht.

a. beliefbias effect c. reasonable conclusion effect b. !ullibilit+ effect d. rational rule

%nswer: a

#a!e&s' in (e$t: 22)(opic: 7eductive Reasonin!,uestion (+pe: conceptual- difficult

Short Answer

40. 7escribe the initial and !oals states and the operations for the (ower of Hanoi task.

%nswer: ?or the (ower of Hanoi task- three disks are placed on one pe! &initial state'. (he disksdiffer in si=e with the lar!est on the bottom and the smallest on the top. (he disks can !o on oneof three pe!s. Fou need to move the disks from pe! 1 to pe! 0 &!oal state'. Fou can onl+ moveone disk at a time and +ou cannot place a lar!er disk on top of a smaller disk &operations'.#a!e&s' in (e$t: 212(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- eas+

42. (hree heuristics for problem solvin! were presented in the te$t. Choose two heuristics ande$plain how the+ are different.

%nswer: ith the random search &or !enerate and test' heuristic- the problem solver picks movesand evaluates the outcome on a trial and error basis. ith the hill climbin! heuristic- she looksone step ahead and picks the move that most closel+ resembles the !oal state. ith meansendsanal+sis- the problem is broken down into subproblems until a solution to the subproblem isfound.#a!e&s' in (e$t: 21821;(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- moderate





44. Briefl+ describe the AM( model.

%nswer: Atructure mappin! theor+ &AM(' has two sta!es. *n the first sta!e- lon!term memor+is searched for potential sources that have features similar to the tar!et. (his is a relativel+ broadsearch based on surface features. *n the second sta!e- the matches between the source and tar!et

found from the first sta!e are evaluated for structural similarities.#a!e&s' in (e$t: 2)8(opic: %nalo!ical Reasonin!,uestion (+pe: conceptual- difficult

45. Briefl+ describe the 6*A% model.

%nswer: 6earnin! and inference with schemas and analo!ies &6*A%' is a neuralnetwork modelof analo!ical reasonin! in which sources and tar!ets are nodes in a network. %s tar!etinformation is activated in workin! memor+- similar features are activated in lon!term memor+.#a!e&s' in (e$t: 2)8

(opic: %nalo!ical Reasonin!,uestion (+pe: conceptual- difficult

48. How is workin! memor+ involved in analo!ical reasonin!

%nswer: %nalo!ical reasonin! re3uires workin! memor+. euroima!in! studies show that the prefrontal corte$ &middle frontal corte$ and anterior frontal !+rus' and inferior parietal corte$ areactive in analo!ical reasonin! tasks. (hese areas of the brain are associated with workin!memor+ and attention. However- when workin! memor+ load is increased- additional activationoccurs in the left anterior prefrontal corte$ su!!estin! that additional brain areas can be recruitedfor processin! analo!ies.#a!e&s' in (e$t: 2)9(opic: 7eductive Reasonin!,uestion (+pe: conceptual- difficult

49. "$plain the similarit+covera!e model.

%nswer: (he similarit+covera!e model accounts for !eneral and specific inductions. Aimilarit+-in this model- is the avera!e ma$imum similarit+ between instances in the premises ande$emplars in the conclusion. (he !reater the covera!e of these similarities- the stron!er thear!ument is perceived to be.#a!e&s' in (e$t: 202(opic: 7eductive Reasonin!,uestion (+pe: conceptual- difficult





4;. Give an e$ample of a cate!orical s+llo!ism with its correspondin! Lenn dia!rams.

%nswer: "$amples will var+ but students should incorporate the Lenn dia!rams on pa!e 209.#a!e&s' in (e$t: 208209(opic: 7eductive Reasonin!


5<. 7escribe the ason selection task.

%nswer: *n a t+pical ason selection task- a participant would be !iven four cards. (he cardsmi!ht displa+ an %- 7- 2- and 8. % rule is !iven as well. (he rule ma+ be that J*f a card has avowel on one side- then it has an even number of the other side.K (he purpose of the task is toe$amine how the rule is validated. *n !eneral- participants tend to confirm the rule b+ turnin!over the % and 2 cards. (he 8 card- however- allows participants to e$amine the ne!ative of theifthen statement makin! it a better card than the 2 for testin! the rule.#a!e&s' in (e$t: 20;22<

(opic: 7eductive Reasonin!,uestion (+pe: conceptual- difficult

Essay

51. Esin! the water u! problem- demonstrate how the hill climbin! heuristic can lead toincorrect solutions.

%nswer: (he water u! problem has three u!s of differin! si=es &9- 4- and 0 ounces'. (he lar!e u! is full. Fou need to transfer water between the u!s to reach a !oal state of 2 ounces of waterin the lar!e and medium u!s. hen +ou pour water into a u! +ou must fill the u!. ith thehill climbin! heuristic- each move most closel+ resembles the !oal state. *n the water u! problem- this would mean fillin! the medium u!- !ivin! +ou 0 ounces in the lar!e u! and 4ounces in the medium u!. *f +ou make this move- however- +our ne$t move cannot !et +oucloser to the !oal state.#a!e&s' in (e$t: 21;(opic: 7eductive Reasonin!,uestion (+pe: conceptual- difficult

5). 7escribe the problem space for blackack.

%nswer: (he initial state in black ack is that +ou are dealt two cards. (he !oal state is that +ouwant +our cards to total )1 &or at least total more than the dealer'. *n re!ard to operations- +oucan hit- or ask for another card- hold when +ou do not want an+ more cards- and +ou can countan ace as either 1 or 11 points. (hese are the basic operations- althou!h the !ame can bee$plained to include other moves such as doublin! down- etc.#a!e&s' in (e$t: 2)<(opic: 7eductive Reasonin!,uestion (+pe: conceptual- moderate





50. 7efine the five subprocesses of analo!ical reasonin!.

%nswer: Retrieval is holdin! a tar!et in workin! memor+ while accessin! a similar- morefamiliar- e$ample from lon!term memor+. Mappin! re3uires holdin! both the source and thetar!et in workin! memor+- ali!nin! the source and the tar!et and mappin! the features of the

source onto the tar!et. "valuation is decidin! whether or not the analo!+ is likel+ to be useful.%bstraction is isolatin! the structure shared b+ the source and the tar!et. ?inall+- predictions is asubprocess in which h+potheses are developed about the behavior.#a!e&s' in (e$t: 2)5(opic: 7eductive Reasonin!,uestion (+pe: conceptual- difficult

52. 7escribe +our strate!+ for the !ame of Clue in terms of inductive reasonin!.

%nswer: *n Clue- +ou need to determine who committed a murder- the instrument used to committhe deed- and the room it was committed in. ho- what- and where essentiall+ form a rule that

+ou are tr+in! to determine. %s +ou find clues- +ou !raduall+ narrow down the options. (his isconsistent with successive scannin!. >nce +ou are reasonabl+ sure about who- for instance- +ouma+ hold that clue constant while continuin! to !ather information about other parts of the rule.(his is similar to focus !amblin!.#a!e&s' in (e$t: 201(opic: 7eductive Reasonin!,uestion (+pe: conceptual- moderate





ame:

Chapter 1< I ,uick ,ui=

1. #roblems e$ist when there are to reachin! a !oal.

a. incentives c. obstacles b. penalties d. clear paths

). are actions that +ou can take to !et from the start state to the problemsolution.

a. >perations c. Aolution steps b. Behaviors d. #rocedures

0. #roblems with clearl+ defined start states and !oal states are known as problems.

a. unambi!uous c. eas+tosolve

b. welldefined d. understandable

2. Heuristics are .a. used infre3uentl+ c. problem solvin! errors b. rules of thumb d. !uaranteed solutions

4. *f +ou !uess until +ou !et it ri!ht- +ou are usin! the heuristic.a. !uess and check c. !enerate and !o b. random search d. hope and test

5. 7ama!e to what area of the brain is associated with repeatin! the same mistakes durin! problem solvin!

a. occipital lobes c. parietal lobes b. frontal lobes d. temporal lobes

8. *n !eneral- e$perts are better at pieces of information than novices.a. incorporatin! c. comprehendin! b. selectin! d. chunkin!

9. involves appl+in! knowled!e from a relativel+ known source domain toanother tar!et domain.

a. ?orward search c. %nalo!ical reasonin! b. % mappin! heuristic d. Comparison

;. Re!ardin! analo!ical reasonin!- AM( stands for .a. structured mappin! theor+ c. successful mental transfer b. superficial mappin! theor+ d. simulated mathematics theor+





1<. ith cate!or+based inductions- the startin! fact is the and the inference is the .

a. h+pothesis- conclusion c. initial state- !oal state b. cate!or+- induction d. premise- conclusion





%nswer De+Chapter 1< I ,uick ,ui=

1. %nswer: c#a!e&s' in (e$t: 21)

(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- eas+

). %nswer: a#a!e&s' in (e$t: 212(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- eas+

0. %nswer: b#a!e&s' in (e$t: 214(opic: (he ature of #roblem Aolvin!


2. %nswer: b#a!e&s' in (e$t: 218(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- eas+

4. %nswer: b#a!e&s' in (e$t: 219(opic: (he ature of #roblem Aolvin!,uestion (+pe: conceptual- moderate

5. %nswer: b#a!e&s' in (e$t: 2)1(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- moderate

8. %nswer: d#a!e&s' in (e$t: 2)02)2(opic: (he ature of #roblem Aolvin!,uestion (+pe: factual- difficult

9. %nswer: c#a!e&s' in (e$t: 2)2(opic: %nalo!ical Reasonin!,uestion (+pe: conceptual- moderate





;. %nswer: a#a!e&s' in (e$t: 2)8(opic: %nalo!ical Reasonin!,uestion (+pe: factual- moderate

1<. %nswer: d#a!e&s' in (e$t: 20)(opic: *nductive Reasonin!,uestion (+pe: conceptual- moderate





Chapter 11: Motor Co!nition and Mental Aimulation

Multiple Choice

1. %&n' is a series of .a. perceptionaction c+cle- actions c. action- movements

b. movement- motor pro!rams d. motor co!nition- intentions

%nswer: c#a!e&s' in (e$t: 24)(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

). (he processin! associated with the motor s+stem in which stored information is used to planand produce actions and to anticipate- predict- and interpret the actions of others is &a/an' .

a. motor co!nition c. actioninterpretation coordination

b. perceptionaction c+cle d. output anal+sis

%nswer: a#a!e&s' in (e$t: 24)(opic: (he ature of Motor Co!nition,uestion (+pe: factual- eas+

0. Fou are pla+in! catch with a friend who throws the ball a little hi!h. %dustin! +our !lovehand to the hei!ht of the ball is an illustration of .

a. the perceptionaction c+cle c. interactive motor pro!rammin! b. muscular adustment d. intentions

%nswer: a#a!e&s' in (e$t: 240(opic: (he ature of Motor Co!nition,uestion (+pe: applied- eas+

2. link perception and action.a. %ttention c. *ntentions b. Representations d. Conse3uences

%nswer: b#a!e&s' in (e$t: 240(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+





4. Apecific movements are processed in .a. AM% c. M1 b. M( d. #M

%nswer: c

#a!e&s' in (e$t: 240242(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

5. 6ess precise movements are processed in .a. AM% c. M( b. M1 d. #M

%nswer: d#a!e&s' in (e$t: 242(opic: (he ature of Motor Co!nition


8. >verarchin! plans for action are processed in .a. #M c. M1 b. AM% d. M(

%nswer: b#a!e&s' in (e$t: 242(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

9. Ain!lecell recordin!s of a visuall+ or internall+ tri!!ered se3uential motor task revealed thatneurons in are ust as active durin! the visuall+ and internall+ tri!!ered task- neurons in were more active durin! the internall+ tri!!ered task- and neurons in weremore active durin! the visuall+ tri!!ered task.

a. AM%- M1- #M c. #M. AM%- M1 b. M1- AM%- #M d. M1- M(- #M

%nswer: b#a!e&s' in (e$t: 242(opic: (he ature of Motor Co!nition,uestion (+pe: factual- difficult





;. Representin! actions made b+ other people is accomplished b+ .a. perceptionaction c+cles c. vicarious motor pro!rams b. shared motor representations d. action association schemas

%nswer: b

#a!e&s' in (e$t: 244(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

1<. Fou are helpin! coach a 6ittle 6ea!ue team. Fou notice that +our pla+ers have a better battin! stance and swin! after +ou demonstrate the proper techni3ue. hat is a possiblee$planation for this observation

a. motor ima!er+ c. vicarious learnin! b. #M processin! d. motor primin!

%nswer: d

#a!e&s' in (e$t: 245(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: applied- moderate

11. % representation of a se3uence of movements planned in advance of an actual performance isa .

a. motor schema c. movement routine b. motor pro!ram d. motor habit

%nswer: b#a!e&s' in (e$t: 24)(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: conceptual- moderate

1). takes place after a stimulus is identified and before a response is e$ecuted.a. Motor ima!er+ c. Motor anticipation b. Motor primin! d. *ntentions

%nswer: c#a!e&s' in (e$t: 249(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: conceptual- difficult





10. %reas of the brain involved in motor anticipation include the AM%- parietal corte$- - and .

a. occipital corte$- cerebellum c. thalamus- #M b. thalamus- cerebellum d. M1- #M

%nswer: b#a!e&s' in (e$t: 24;(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- moderate

12. euroima!in! research su!!ests that the same representations underl+in! our motor pro!rams are also involved with .

a. muscle memor+ c. perception b. anticipatin! actions of others d. problem solvin!

%nswer: c

#a!e&s' in (e$t: 24;(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: conceptual- moderate

14. Fue and Cole &1;;)' showed that motor ima!er+ trainin! can .a. improve de$terit+ c. facilitate decision makin! b. increase muscle stren!th d. replace practice

%nswer: b#a!e&s' in (e$t: 25<(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- eas+

15. (he amount of time it takes +ou to walk to +our favorite coffee shop usin! ima!er+ is the amount of time it actuall+ takes +ou to walk to the coffee shop.

a. si!nificantl+ !reater than c. si!nificantl+ less than b. e3ual to d. proportional to

%nswer: b#a!e&s' in (e$t: 25<(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: applied- moderate





18. (he neural difference between motor performance and motor ima!er+ is .a. ne!li!ible c. moderate b. ne!ative d. positive

%nswer: b

#a!e&s' in (e$t: 25<(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: conceptual- difficult

19. % researcher asks +ou to use ima!er+ to drive from campus to +our home and records thetime it takes +ou to complete the task. Ahe then asks +ou to use ima!er+ to drive from campus to+our home with poor visibilit+ conditions due to a dense fo!. How lon! will it take +ou to perform the second task

a. more time than normal drivin! conditions c. same path so no chan!e in ima!er+ time b. less time because of practice effects d. more time due to ima!er+ fati!ue

%nswer: a#a!e&s' in (e$t: 25<(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: applied- difficult

1;. *f +ou used mental ima!er+ to run across campus- +ou would probabl+ e$perience anincrease in the .

a. paras+mpathetic nervous s+stem c. autonomic nervous s+stem b. endocrine s+stem d. temperature re!ulation s+stem

%nswer: c#a!e&s' in (e$t: 251(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: applied- moderate

)<. (he is activated whether +ou are ima!inin! +ourself dunkin! a basketball orima!ined +our friend dunkin! a basketball.

a. somatosensor+ corte$ c. premotor corte$ b. posterior cin!ulate d. frontopolor corte$

%nswer: c#a!e&s' in (e$t: 251(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- difficult





)1. %ctivation of the and corticies indicates that we areima!inin! about others instead of ourselves.

a. inferior temporal- AM% b. ri!ht inferior parietal- frontopolarc. AM%- prefrontal

d. occipital- posterior cin!ulated

%nswer: b#a!e&s' in (e$t: 25)(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- difficult

)). *t takes lon!er to determine whether or not two !eometric obects in a pair are identical ormirror ima!es the more one obect in the pair is rotated in and .

a. spacetime c. )7- orientation b. perspective- to the ri!ht d. the pictureplane- depth

%nswer: d#a!e&s' in (e$t: 250(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- eas+

)0. is the tendenc+ to adopt the behaviors- postures- or mannerisms of otherswithout awareness or intent.

a. Mimicr+ c. *mitation b. Aimulation d. Mocker+

%nswer: a#a!e&s' in (e$t: 252(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- eas+

)2. is the abilit+ to understand the intent of an observed action and then toreproduce it.

a. Mocker+ c. *mitation b. Mimicr+ d. *mpersonation

%nswer: c#a!e&s' in (e$t: 252(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- eas+





)4. % basketball pla+er from China- who does not speak "n!lish- is drafted b+ an B% team.7urin! practice he intentl+ watches his coaches and other pla+ers so he can what heis bein! instructed.

a. imitate c. mimic b. mock d. impersonate

%nswer: a#a!e&s' in (e$t: 252(opic: *mitation,uestion (+pe: applied- eas+

)5. % toddler will imitate the behavior of a&n' but not the identical behavior of a&n' .

a. relative- stran!er c. adult- toddler b. person- robot d. toddler- mirror ima!e

%nswer: b#a!e&s' in (e$t: 255(opic: *mitation,uestion (+pe: factual- moderate

)8. %n infant is more likel+ to imitate !ivin! a bottle to a tedd+ bear than to a pillow- su!!estin!that the+ will tend to onl+ imitate behavior that is .

a. plausible c. adaptive b. biolo!ical d. nurturin!

%nswer: a#a!e&s' in (e$t: 255(opic: *mitation,uestion (+pe: conceptual- eas+

)9. Fou are a consultant to a television production compan+ that creates shows for children.(he+ are tr+in! to decide on the t+pe of main character the+ should have for a new show. Basedon research b+ Melt=off- +ou tell them that toddlers are more likel+ to imitate a behavior if itmodeled b+ .

a. an adult c. Barne+ the dinasour b. a back+ardi!ans d. a robot with hi!h contrast colors

%nswer: a#a!e&s' in (e$t: 255(opic: *mitation,uestion (+pe: applied- eas+





);. distin!uish&es' imitation from mimicr+.a. %ttention c. Goals b. *ntention d. #ractice

%nswer: b

#a!e&s' in (e$t: 258(opic: *mitation,uestion (+pe: factual- eas+

0<. hat area of the brain is more active when +ou observe a behavior with the intention toimitate it later

a. visual corte$ c. parahippocampal !+rus b. inferior temporal corte$ d. supplementar+ motor area


(opic: *mitation,uestion (+pe: factual- moderate

01. % neurolo!ical disorder that impairs the abilit+ to make voluntar+ movements is .

a. aphasia c. ata$ia b. apra$ia d. a!nosia

%nswer: b#a!e&s' in (e$t: 259(opic: *mitation,uestion (+pe: factual- difficult

0). #eople with apra$ia often have d+sfunction in addition to d+sfunction.

a. visual- imitation c. attentional- plannin! b. memor+- hearin! d. lan!ua!e- voluntar+ movement

%nswer: d#a!e&s' in (e$t: 259(opic: *mitation,uestion (+pe: factual- moderate





00. hen imitatin! behavior- the means of the behavior &operator' is processed in the .

a. parahippocampal !+rus c. medial prefrontal corte$ b. inferior temporal corte$ d. supplementar+ motor area

%nswer: c#a!e&s' in (e$t: 25;(opic: *mitation,uestion (+pe: factual- difficult

02. hen imitatin! behavior- the !oals of the behavior &!oal state' are processed in the .

a. left premotor corte$ c. parahippocampal !+rus b. inferior temporal corte$ d. dorsolateral #?C

%nswer: a

#a!e&s' in (e$t: 25;(opic: *mitation,uestion (+pe: factual- difficult

04. (he re!ion of the brain is active when imitatin! onl+ the means ofanothers behavior as well as when inferrin! the intentions of others.

a. left frontal c. ri!ht medial prefrontal b. medial temporal !+rus d. inferior temporal

%nswer: c#a!e&s' in (e$t: 25;(opic: *mitation,uestion (+pe: factual- difficult

05. %n efference cop+ is a cop+ of &a' .a. !oal state c. sensor+ information b. task demand d. motor command

%nswer: d#a!e&s' in (e$t: 28<(opic: *mitation,uestion (+pe: conceptual- moderate





08. Comparin! sensor+ predictions to sensor+ conse3uences leads to &the' .a. kinesthetic corrections c. error estimation b. motor commands d. source of sensor+ events

%nswer: d

#a!e&s' in (e$t: 28<(opic: *mitation,uestion (+pe: conceptual- difficult

09. believed the self is a tan!ible unified mental entit+.a. illiam @ames c. Akinner b. 7escartes d. Denn+

%nswer: b#a!e&s' in (e$t: 28<(opic: *mitation


0;. believed the self is an illusion arisin! from various perceptions andsensations.

a. Denn+ c. illiam @ames b. 7escartes d. Akinner

%nswer: c#a!e&s' in (e$t: 28<(opic: *mitation,uestion (+pe: conceptual- difficult

2<. believed the self is a m+thical entit+.a. Akinner c. Denn+ b. Hume d. illiam @ames

%nswer: c#a!e&s' in (e$t: 28<(opic: *mitation,uestion (+pe: conceptual- difficult

21. Baldwin believed that was the means b+ which children come to understandothers.

a. conceptuali=in! c. mimicr+ b. imitation d. role pla+in!

%nswer: b#a!e&s' in (e$t: 281(opic: *mitation,uestion (+pe: conceptual- moderate





2). posits that we !ain insi!ht into the plans- beliefs- and desires thatmotive the actions of others b+ covertl+ simulatin! those same actions in ourselves.

a. #assive learnin! c. >bservational learnin! b. Aimulation theor+ d. *ma!er+ theor+

%nswer: b#a!e&s' in (e$t: 281(opic: *mitation,uestion (+pe: conceptual- eas+

20. #erceptiontoaction transfer is part of the .a. perceptionaction c+cle c. sensor+motor c+cle b. decisionmakin! process d. stimulusresponse process


(opic: *mitation,uestion (+pe: conceptual- moderate

22. eurons that dischar!e when a motor plan is e$ecuted and when the action of another isobserved are known as .

a. mirror neurons c. motor neurons b. mimickin! neurons d. nondifferentiatin! neurons

%nswer: a#a!e&s' in (e$t: 28)(opic: *mitation,uestion (+pe: conceptual- moderate

24. atchin! a horse run on a track is perceived differentl+ than watchin! an animated horse runon a simulated track at a casino. (he difference is due to .

a. the animation effect c. the kinematic effect b. biolo!ical motion d. realtime processin!

%nswer: b#a!e&s' in (e$t: 280(opic: Biolo!ical Motion,uestion (+pe: applied- eas+





25. Game developers place a set of li!hts on wrists- knees- ankles- shoulders- and heads ofathletes to determine their so that the !ames are as realistic as possible.

a. !ate cadence c. motion si!nature b. relative proportions d. kinematic pattern

%nswer: d#a!e&s' in (e$t: 282(opic: Biolo!ical Motion,uestion (+pe: applied- eas+

28. %lthou!h %.. was born without limbs- her performance on a mental rotation task usin!hands and feet at different amounts of rotation was similar to that of control participants. (hisfindin! su!!ests that the perception of biolo!ical motion is .

a. hardwired c. learned b. constrained b+ biolo!+ d. moderated b+ environmental factors

%nswer: a#a!e&s' in (e$t: 284(opic: Biolo!ical Motion,uestion (+pe: conceptual- moderate

29. euroima!in! studies have identified the as an important area of the brain for processin! biolo!ical motion.

a. #L6 c. #?C b. *M( d. A(A

%nswer: d#a!e&s' in (e$t: 285(opic: Biolo!ical Motion,uestion (+pe: factual- eas+

2;. Esin! a million drawin!s to make a feature len!th movie is possible due to the phenomenonof .

a. kinematic patterns c. apparent motion b. automatic processin! d. the cinematic effect

%nswer: c#a!e&s' in (e$t: 288(opic: Biolo!ical Motion,uestion (+pe: applied- moderate





4<. (he time difference between the onsets of two stimuli is referred to as .a. interstimulus interval c. temporal discrepanc+ b. stimulus onset as+nchron+ d. a time la!

%nswer: d

#a!e&s' in (e$t: 258259(opic: Biolo!ical Motion,uestion (+pe: factual- eas+

Short Answer

41. *dentif+ the three parts of the motor processin! hierarch+ and what the+ do.

%nswer: %rea M1 controls fine motor movements. (he premotor area &#M' is involved insettin! up pro!rams for specific se3uences of actions. (he supplementar+ motor area &AM%' isinvolved in settin! up and e$ecutin! action plans.#a!e&s' in (e$t: 240

(opic: (he ature of Motor Co!nition,uestion (+pe: factual- moderate

4). hat is a benefit of shared motor representations

%nswer: Ahared motor representations are representations of actions made b+ other people. (he+are important because the+ allow us to learn from observin! other people.#a!e&s' in (e$t: 244(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- moderate

40. Before attemptin! a complicated routine- a !+mnast rehearses the routine repeatedl+ usin!mental ima!er+. h+ would this be a beneficial strate!+

%nswer: Research evidence indicates that motor ima!er+ uses the same processes involved in pro!rammin! and preparation of actual actions. %s a result- motor ima!er+ has a positive effecton subse3uent performances.#a!e&s' in (e$t: 245(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: applied- moderate





42. h+ is motor ima!er+ beneficial

%nswer: Motor ima!er+ and actual motor actions use the same motor pro!rams. Aince the samemotor pro!rams are en!a!ed when ima!er+ is used as in actual motor performance- practice withmental ima!er+ practices the motor routine. *n addition- the constraints of the ph+sical world

that impact our actual performance similarl+ impact motor ima!er+. (herefore- motor ima!er+and motor production use the same representations and the ph+sical characteristics of obects andevents have the same influence on ima!ined and performed actions.#a!e&s' in (e$t: 25<(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: conceptual- moderate

44. 7oes mental rotation alwa+s involve the motor corte$ Aupport +our answer.

%nswer: Esuall+ ima!er+ involves the motor corte$ because participants are asked to manipulatean obect in their mind. However- when asked to perform a mental rotation task with an electric

motor rotatin! the obects- the motor corte$ is not active.#a!e&s' in (e$t: 252(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: conceptual- difficult

45. hat does apra$ia tell us about differences in the imitation of !estures

%nswer: %pra$ia is a neurolo!ical disorder that impairs the abilit+ to make voluntar+movements. %lthou!h people with apra$ia can imitate meanin!ful !estures- the+ cannot imitatemeanin!less !estures. *t is believed that this difference demonstrates one processin! path thatutili=es memor+ representations of familiar !estures while a second path provides a direct link between perception and movement production.#a!e&s' in (e$t: 259(opic: *mitation,uestion (+pe: conceptual- difficult

48. Briefl+ describe simulation theor+.

%nswer: %ccordin! to simulation theor+- we !ain insi!ht into the plans- beliefs- and desires thatmotivate the actions of others b+ covertl+ simulatin! those same actions in ourselves withoutactuall+ performin! them.#a!e&s' in (e$t: 281(opic: *mitation,uestion (+pe: conceptual- eas+





49. 7escribe the chan!e in the perception of biolo!ical motion that occurs betweenappro$imatel+ 0 and 4 months of a!e.

%nswer: %t 0 months an infant is able to distin!uish between upri!ht and upsidedown biolo!icalmotion. *nfants at this a!e can also tell the difference between biolo!ical motion and random

dots. %t 48 months- children are able to reco!ni=e biolo!ical motion but do not differentiateupsidedown motion from random dots. %lthou!h this mi!ht appear as a re!ression in abilit+- itis h+pothesi=ed that b+ 48 months children have developed a sense of familiarit+ with theenvironment. ith the familiarit+- biolo!ical motion is common but there are no e$perienceswith inverted biolo!ical motion and random dots.#a!e&s' in (e$t: 284(opic: Biolo!ical Motion,uestion (+pe: conceptual- difficult

Essay

4;. 7escribe the nature of motor processin! in the brain- bein! sure to hi!hli!ht interactions

between brain areas.

%nswer: %rea M1 controls fine motor movements. (he premotor area &#M' is involved insettin! up pro!rams for specific se3uences of actions. (he supplementar+ motor area &AM%' isinvolved in settin! up and e$ecutin! action plans. However- neural evidence su!!ests that theseareas do not alwa+s work in se3uence. *n addition- the #?C is involved with the initiation andtemporal or!ani=ation of action. (he cerebellum is also involved with the temporal control ofaction se3uences. ?inall+- these areas send and receive information from each other tocoordinate movements.#a!e&s' in (e$t: 242244(opic: (he ature of Motor Co!nition,uestion (+pe: factual- difficult

5<. 7escribe the classic Ahepard and Met=ler mental rotation stud+.

%nswer: Ahepard and Metl=er presented pairs of !eometric shapes. >ne item in the pair wasrotated within the pictureplane or in depth. #articipants were re3uired to indicate whether theshapes were identical or mirror ima!es. (he+ found participants reaction time for the taskcorresponded to the de!ree to which the obect was rotated.#a!e&s' in (e$t: 250(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- moderate





51. hat are the limitations or restrictions associated with imitation with children

%nswer: *nfants imitate facial e$pressions of others and eventuall+ imitate actions with obects b+ appro$imatel+ 5 months. *nfants and toddlers imitate the actions of adults but not the actionsof mechanical devices. *n addition- the behavior needs to be understandable and consistent with

plausible !oals.#a!e&s' in (e$t: 254255(opic: *mitation,uestion (+pe: conceptual- difficult

5). hat do stimulus onset as+nchron+ studies of biolo!ical motion tell us about motion perception

%nswer: Esin! short A>%s and still pictures of human movement that would violate the solidit+constraint- participants perceive the shortest path of motion. (his is similar to how people perceive the apparent motion of obects. However- under lon!er A>% conditions- participants

perceive motion consistent with biolo!ical motion. (hese findin!s su!!est a difference in obectmotion and human motion perception.#a!e&s' in (e$t: 28928;(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- difficult





ame:


1. %&n' is a series of .

a. perceptionaction c+cle- actions c. action- movements b. movement- motor pro!rams d. motor co!nition- intentions

). link perception and action.a. %ttention c. *ntentions b. Representations d. Conse3uences

0. 6ess precise movements are processed in .a. AM% c. M( b. M1 d. #M

2. >verarchin! plans for action are processed in .a. #M c. M1 b. AM% d. M(

4. Representin! actions made b+ other people is accomplished b+ .a. perceptionaction c+cles c. vicarious motor pro!rams b. shared motor representations d. action association schemas

5. takes place after a stimulus is identified and before a response is e$ecuted.a. Motor ima!er+ c. Motor anticipation b. Motor primin! d. *ntentions

8. (he is activated whether +ou are ima!inin! +ourself dunkin! a basketball orima!ined +our friend dunkin! a basketball.

a. somatosensor+ corte$ c. premotor corte$ b. posterior cin!ulate d. frontopolor corte$

9. is the tendenc+ to adopt the behaviors- postures- or mannerisms of otherswithout awareness or intent.

a. Mimicr+ c. *mitation b. Aimulation d. Mocker+

;. is the abilit+ to understand the intent of an observed action and then toreproduce it.

a. Mocker+ c. *mitation b. Mimicr+ d. *mpersonation

1<. distin!uish&es' imitation from mimicr+.a. %ttention c. Goals b. *ntention d. #ractice






1. %nswer: c#a!e&s' in (e$t: 24)

(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

). %nswer: b#a!e&s' in (e$t: 240(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

0. %nswer: d#a!e&s' in (e$t: 242(opic: (he ature of Motor Co!nition


2. %nswer: b#a!e&s' in (e$t: 242(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

4. %nswer: b#a!e&s' in (e$t: 244(opic: (he ature of Motor Co!nition,uestion (+pe: conceptual- eas+

5. %nswer: c#a!e&s' in (e$t: 249(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: conceptual- difficult

8. %nswer: c#a!e&s' in (e$t: 251(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- difficult

9. %nswer: a#a!e&s' in (e$t: 252(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- eas+





;. %nswer: c#a!e&s' in (e$t: 252(opic: Mental Aimulation and the Motor A+stem,uestion (+pe: factual- eas+

1<. %nswer: b#a!e&s' in (e$t: 258(opic: *mitation,uestion (+pe: factual- eas+





Chapter 1): 6an!ua!e

Multiple Choice

1. Researchers interested in e$aminin! the comprehension- production- and ac3uisition oflan!ua!e are .

a. developmental ps+cholo!ists c. lin!uists b. ps+cholin!uists d. neurolo!ists

%nswer: b#a!e&s' in (e$t: 290(opic: (he ature of 6an!ua!e,uestion (+pe: factual- eas+

). refers to the knowled!e someone has about the structure of lan!ua!e.a. A+nta$ c. Grammar b. 7iscourse d. 6e$icon

%nswer: c#a!e&s' in (e$t: 290(opic: (he ature of 6an!ua!e,uestion (+pe: factual- eas+

0. is a coherent !roup of written or spoken sentences.a. A+nta$ c. Grammar b. 7iscourse d. 6e$icon

%nswer: b#a!e&s' in (e$t: 290(opic: (he ature of 6an!ua!e,uestion (+pe: factual- eas+

2. (he discourse level of lan!ua!e representation in a phrase structure tree deals with .

a. propositions and inferences c. noun and verb phrases b. the choice of words d. sounds and their meanin!s

%nswer: a#a!e&s' in (e$t: 292(opic: (he ature of 6an!ua!e,uestion (+pe: factual- difficult





4. (he s+ntactic level of lan!ua!e representation in a phrase structure tree deals with .

a. propositions and inferences c. noun and verb phrases b. the choice of words d. sounds and their meanin!s

%nswer: c#a!e&s' in (e$t: 292(opic: (he ature of 6an!ua!e,uestion (+pe: factual- difficult

5. % dia!ram of a sentence illustratin! the hierarchical s+ntactic structure of the sentence is calleda .

a. s+ntactic branch c. sentence dia!ram b. phrase structure tree d. s+ntactic parsin! tree

%nswer: b

#a!e&s' in (e$t: 292(opic: (he ature of 6an!ua!e,uestion (+pe: factual- moderate

8. specifies the relationships between the t+pes of words in a sentence.a. A+nta$ c. Grammar b. 7iscourse d. 6e$icon

%nswer: a#a!e&s' in (e$t: 292(opic: (he ature of 6an!ua!e,uestion (+pe: factual- eas+

9. 7ama!e to the auditor+ perception area would result in difficulties with .a. lan!ua!e representation c. comprehension b. speech perception d. hearin!

%nswer: b#a!e&s' in (e$t: 294(opic: (he ature of 6an!ua!e,uestion (+pe: factual- moderate

;. 7isruption in lan!ua!e or speech is referred to as .a. a!nosia c. aphasia b. ata$ia d. amnesia

%nswer: c#a!e&s' in (e$t: 294(opic: (he ature of 6an!ua!e,uestion (+pe: factual- moderate





1<. Cortical control of the throat- ton!ue- aw- and lips is found in .a. Brocas area c. ernickes area b. the parietal lobe d. the primar+ motor corte$

%nswer: d

#a!e&s' in (e$t: 294(opic: (he ature of 6an!ua!e,uestion (+pe: factual- eas+

11. % is the smallest unit of meanin! in a lan!ua!e.a. morpheme c. phoneme b. functional word d. discourse

%nswer: a#a!e&s' in (e$t: 295(opic: (he ature of 6an!ua!e


1). *n the sentence JBu!s Bunn+ tricked "lmer ?udd-K the suffi$ ed is a .a. function word c. content morpheme b. function morpheme d. tense morpheme

%nswer: b#a!e&s' in (e$t: 295(opic: (he ature of 6an!ua!e,uestion (+pe: applied- moderate

10. *n the sentence JBu!s Bunn+ tricked "lmer ?udd-K trick is a .a. function word c. content morpheme b. function morpheme d. action morpheme

%nswer: c#a!e&s' in (e$t: 295(opic: (he ature of 6an!ua!e,uestion (+pe: applied- moderate

12. hen "lmer ?udd e$claims- J* hate that wascall+ wabbit-K that is a .a. function word c. content morpheme b. function morpheme d. action morpheme

%nswer: a#a!e&s' in (e$t: 295(opic: (he ature of 6an!ua!e,uestion (+pe: applied- moderate





14. % patient has fairl+ !ood !rammar and !enerall+ used function morphemes correctl+.However- he cannot produce content morphemes. %s a result- his speech usuall+ does not makesense. hat disorder do +ou suspect this patient has

a. Brocas aphasia c. nonfluent aphasia b. ernickes aphasia d. discourse aphasia

%nswer: b#a!e&s' in (e$t: 298(opic: (he ature of 6an!ua!e,uestion (+pe: applied- difficult

15. % patient has difficult+ distin!uishin! the difference in meanin! between sentences likeJBarr+ Bonds hit the pitchK and J(he pitch hit Barr+ Bonds.K hat disorder do +ou suspect this patient has a. Brocas aphasia c. fluent aphasia

b. ernickes aphasia d. s+ntactic aphasia

%nswer: a#a!e&s' in (e$t: 295(opic: (he ature of 6an!ua!e,uestion (+pe: applied- difficult

18. % patient has fairl+ !ood !rammar and !enerall+ used function morphemes correctl+.However- he cannot produce content morphemes. Fou want to do an MR* to see if &the' is dama!ed.

a. Brocas area c. primar+ motor corte$ b. ernickes area d. auditor+ perception area

%nswer: b#a!e&s' in (e$t: 294298(opic: (he ature of 6an!ua!e,uestion (+pe: applied- difficult

19. % patient has difficult+ distin!uishin! the difference in meanin! between sentences likeJBarr+ Bonds hit the pitchK and J(he pitch hit Barr+ Bonds.K Fou want to do an MR* to see if&the' dama!ed.

a. Brocas area c. primar+ motor corte$ b. ernickes area d. auditor+ perception area

%nswer: a#a!e&s' in (e$t: 294298(opic: (he ature of 6an!ua!e,uestion (+pe: applied- difficult





1;. % is the minimal unit of sound that distin!uishes words in a !ivenlan!ua!e.

a. morpheme c. function morpheme b. !rammapheme d. phoneme

%nswer: d#a!e&s' in (e$t: 299(opic: (he ature of 6an!ua!e,uestion (+pe: factual- eas+

)<. Bein! able to combine and recombine phonemes to make different morphemes is referred toas &the' .

a. combination rule c. dualit+ of patternin! b. pluralistic construction d. lin!uistic comple$it+

%nswer: c

#a!e&s' in (e$t: 29;(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- moderate

)1. (here !enerall+ is no relationship between the sound of a word and its meanin!. (hischaracteristic of lan!ua!e is referred to as .

a. unpredictabilit+ c. randomness b. arbitrariness d. onomatopoeia

%nswer: b#a!e&s' in (e$t: 2;<(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- moderate

)). Referrin! to a classroom chair that has a desk attached to it as a JcheskK is an e$ample of .

a. randomness c. morphin! b. constructiveness d. !enerative capacit+

%nswer: d#a!e&s' in (e$t: 2;<(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- moderate





)0. The point guard was a natural leader on the court since he was exceptional at handling

pressure and his father was a high school coach and the two spent hours and hours viewing film

and discussing strategy. (his sentence is an e$ample of .a. recursion c. !enerative capacit+ b. idea elaboration d. cascadin! concepts

%nswer: a#a!e&s' in (e$t: 2;<(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- moderate

)2. %fter learnin! si!n lan!ua!e- ims lan!ua!e abilit+- as measured b+ utterance len!th- .

a. was similar to that of deaf children b. pro!ressed faster than deaf childrenc. remained at the level of an 19monthold child

d. was similar to that of hearin! children

%nswer: c#a!e&s' in (e$t: 2;)(opic: (he ature of 6an!ua!e,uestion (+pe: factual- moderate

)4. (he entire set of mental representations of words is called the .a. le$icon c. lan!ua!e b. dictionar+ d. vocabular+

%nswer: a#a!e&s' in (e$t: 2;0(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- eas+

)5. (he three components of the trian!le model are - - and .a. meanin!- spellin!- !rammar c. phonemes- morphemes- s+nta$ b. ortho!raph+- phonolo!+- meanin! d. sound- spellin!- rules

%nswer: b#a!e&s' in (e$t: 2;2(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate





)8. J(here is a li!ht wind toda+K and J* need to wind the clockK illustrate the principle of .

a. ambi!uit+ c. phonemic comple$it+ b. semantic uncertaint+ d. the need for conte$t

%nswer: a#a!e&s' in (e$t: 2;22;4(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

)9. Research on resolvin! ambi!uit+ inte!rates and information.a. bottomup- topdown c. phonemic- s+ntactic b. auditor+- lin!uistic d. acoustic- semantic

%nswer: a#a!e&s' in (e$t: 2;5

(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

);. % twodimensional visual displa+ of speech with time on one a$is and fre3uenc+ on the otheris known as a .

a. fre3uenc+ plot c. wavelen!thtime !raph b. spectro!ram d. twodimensional speech !raph

%nswer: b#a!e&s' in (e$t: 2;5(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- eas+

0<. 7arker lines on a spectro!ram mean .a. points of coarticulation c. ambi!uit+ b. clear articulation d. louder sounds

%nswer: d#a!e&s' in (e$t: 2;52;8(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- difficult

01. (he production of speech sounds is .a. communication c. verbali=ation b. articulation d. e$pression

%nswer: b#a!e&s' in (e$t: 2;8(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- eas+





0). >verlappin! phonemes in speech are called .a. articulation c. double diction b. dual enunciation d. coarticulation

%nswer: d

#a!e&s' in (e$t: 2;8(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- moderate

00. hile +oure watchin! a late ni!ht talk show- a !uest sa+s somethin! he is not allowed to sa+on the air. "ven thou!h part of the word in 3uestion is Jbleeped outK- +ou still hear the word.(his is called the effect.

a. coarticulation c. phonemic restoration b. sound completion d. missin! sound

%nswer: c

#a!e&s' in (e$t: 2;9(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

02. hen participants were shown a video of a woman sa+in! JbaK with the sound J!aK dubbedin instead- the+ reported hearin! the sound Jda.K (his confusion is known as .

a. the McGurk effect c. the Duleshov effect b. phonemic confusion d. the Hitchcock effect

%nswer: a#a!e&s' in (e$t: 4<<(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- difficult

04. % !roup of words that ma+ match a speech si!nal is a .a. le$icon c. cohort b. vocabular+ d. nei!hborhood densit+

%nswer: c#a!e&s' in (e$t: 4<<(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- eas+





05. 7ama!e to the temporal lobe can result in cate!or+specific impairments. Apecificall+- people tend to have difficult+ reco!ni=in! or .

a. people- obects c. livin! thin!s- manmade thin!s b. )7 thin!s- 07 thin!s d. stationar+- movin! tar!ets

%nswer: d#a!e&s' in (e$t: 4<)(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- moderate

08. Bottomup processin! of word meanin! occurs an ambi!uous word.(opdown processin! seems to occur .

a. shortl+ after- at the same time c. immediatel+ followin!- at the same time b. before- later d. immediatel+ followin!- )<< milliseconds later

%nswer: d

#a!e&s' in (e$t: 4<4(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

09. Jhat has four wheels and fliesK (he answer is a !arba!e truck. (his oke is based on akind of ambi!uit+ known as .

a. unclear subect c. adectivenoun reversal b. a !arden path sentence d. obect ambi!uit+

%nswer: b#a!e&s' in (e$t: 4<8(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- difficult

0;. % basic propert+ of sentence comprehension is that we interpret words as we encounter them-otherwise known as .

a. se3uential processin! c. immediac+ b. serial orderin! d. order effects

%nswer: c#a!e&s' in (e$t: 4<8(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- eas+





2<. J(he hamster was found dead in its ca!e while cleanin!K is an e$ample of .a. obect ambi!uit+ c. structural ambi!uit+ b. fi!urative lan!ua!e d. disambi!uation

%nswer: c

#a!e&s' in (e$t: 4<8(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- difficult

21. (he point at which the intended meanin! of a sentence is clear is called the .a. points of understandin! c. moment of insi!ht b. disambi!uation re!ion d. lin!uistic clarit+ marker

%nswer: b#a!e&s' in (e$t: 4<9(opic: #rocesses of 6an!ua!e Comprehension


2). Atructural ambi!uities create problems for the interpretation of a sentence.a. s+stematic c. permanent b. temporar+ d. profound

%nswer: b#a!e&s' in (e$t: 4<9(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- eas+

20. are e$amples of fi!urative lan!ua!e.a. Metaphors and similes c. Ai!nlan!ua!e and !estures b. umerical concepts d. Aensor+ descriptors

%nswer: a#a!e&s' in (e$t: 4<;(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

22. hen people ask a 3uestion- their voices t+picall+ raise in pitch at the last word. (he chan!ein pitch is known as &the' .

a. intonation c. fre3uenc+ modulation b. perceptual punctuation d. Lictor Bor!e effect

%nswer: a#a!e&s' in (e$t: 41<(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- moderate





24. Aometimes the onl+ wa+ to tell if a statement is meant to be factual- sarcastic- or ironic is b+ .

a. the t+pe of ambi!uit+ used c. nonverbal cues b. intonation d. reactions of others

%nswer: b#a!e&s' in (e$t: 41<(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- moderate

25. Readin! re3uires the mappin! of spellin! to and .a. meanin!- !rammar c. vocabular+- s+nta$ b. words- sentences d. phonolo!+- meanin!


(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- moderate

28. (he temporoparietal brain s+stem for readin! is important for spellin! to phonolo!+ and phonolo!+ to meanin! relationships.

a. learnin! c. recallin! b. monitorin! d. identif+in!

%nswer: b#a!e&s' in (e$t: 410(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- difficult

29. (he brain s+stem in readin! is important for relatin! visual informationto meanin! once readin! skill increases.

a. occipitoparietal c. !eniculostriate b. temporofrontal d. occipitotemporal

%nswer: d#a!e&s' in (e$t: 410(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- moderate





2;. Akilled readers fi$ate on word&s'.a. ever+ c. almost ever+ b. definitional d. informative

%nswer: c

#a!e&s' in (e$t: 412(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- moderate

4<. "+e movements of speed readers are similar to the e+e movements of readers .a. who are hi!hl+ skilled c. readin! normall+ b. who are skimmin! d. who are novices

%nswer: b#a!e&s' in (e$t: 414(opic: #rocesses of 6an!ua!e Comprehension


41. Readin! comprehension for speed readers is about the same as the colle!e students who .

a. have d+sle$ia c. skim te$t b. are readin! their second lan!ua!e d. read normall+

%nswer: c#a!e&s' in (e$t: 414(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- eas+

4). are important for understandin! the sta!es of lan!ua!e production.a. "$chan!e errors c. ?reudian slips b. (>( states d. Aemantic codes

%nswer: a#a!e&s' in (e$t: 415418(opic: #rocesses of 6an!ua!e #roduction,uestion (+pe: conceptual- moderate

40. ?ormulatin! a messa!e that needs to be conve+ed occurs in the sta!e oflan!ua!e production.

a. !oal development c. content b. meanin! d. messa!e

%nswer: d#a!e&s' in (e$t: 418(opic: #rocesses of 6an!ua!e #roduction,uestion (+pe: conceptual- eas+





49. 7escribe the deficits characteristic of ernickes aphasia.

%nswer: #eople with ernickes aphasia have difficult+ producin! and comprehendin! contentmorphemes.#a!e&s' in (e$t: 298

(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- moderate

4;. 6ist the levels of lan!ua!e representation.

%nswer: (he levels of lan!ua!e representation include the phoneme- morpheme- word- s+ntactic-and discourse levels.#a!e&s' in (e$t: 292(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- moderate

5<. hat does the ambi!uit+ of lan!ua!e refer to and how is it resolved

%nswer: %mbi!uit+ is a propert+ of lan!ua!e in which more than one interpretation of a sound-word- phrase- or sentence is possible. (his problem is resolved b+ usin! a combination of bottomup and topdown processin!.#a!e&s' in (e$t: 2;22;5(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

51. %ssume that +ou are workin! for a television network. % field reporter for a news pro!raminterviewed an individual who used some lan!ua!e too colorful for the air. Considerin! the phonemic restoration effect- how would +ou remove a 3uestionable word so that it was notreco!ni=able b+ the audience

%nswer: (he phonemic restoration effect demonstrates our abilit+ to suppl+ a missin! or poorl+ pronounced phoneme. (herefore- eliminatin! onl+ the first or last sound of a word would stillleave the word readil+ reco!ni=able. (o make sure the word is not known to the viewers- +oushould Jbleep outK or eliminate the entire word &startin! the bleep sli!htl+ before the word andcontinuin! ust after the word would produce the best results due to coarticulation'.#a!e&s' in (e$t: 2;9(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- difficult





5). "$plain how bottomup and topdown processin! can combine to suppl+ missin! pieces ofinformation durin! lan!ua!e processin!.

%nswer: Bottomup processin! provides the perceptual information necessar+ for combinin! phonemes into morphemes and morphemes into words. hen certain sounds are missin!- top

down processin! can substitute sounds for the missin! pieces of information with conte$tappropriate information until an appropriate match is found.#a!e&s' in (e$t: 2;94<<(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

50. Four roommate claims to alwa+s be behind in his work because he cannot read fast enou!h.He is considerin! takin! a speed readin! course. Dnowin! that +ou are in a co!nition class- heasks if +ou think the course is a !ood idea. hat would +ou tell him Ahould he pa+ to take thespeed readin! course

%nswer: Esin! speed readin! techni3ues for a colle!e te$tbook is probabl+ not a !ood idea.(e$tbooks contain new ideas and concepts that need effortful processin!. (hat is one reason wh+speed readers do not comprehend what the+ read as well as people who read normall+.(herefore- if he speed reads- +our roommate mi!ht !et done readin! more 3uickl+ but he willremember less- which would impact his performance on tests and papers. He could- however-increase the speed with which he reads for leisure b+ skimmin! the material.#a!e&s' in (e$t: 414(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: applied- moderate

52. hat do the tipoftheton!ue states reveal about phonolo!ical encodin!

%nswer: (>( reveals that choosin! a word and retrievin! its pronunciation are two distinctsta!es of processin!.#a!e&s' in (e$t: 4)<(opic: #rocesses of 6an!ua!e #roduction,uestion (+pe: conceptual- difficult





Essay

54. 7ifferentiate between Brocas aphasia and ernickes aphasia. hat does each of theseconditions tell us about lan!ua!e processin!

%nswer: #eople with Brocas aphasia have difficult+ understandin! the relationship between

words in a sentence because the+ have problems processin! content morphemes but theirunderstandin! of words and the world remains relativel+ unimpaired. %s a result- sentences likeJ(he runnin! back hurt the linebacker on the pla+K and J(he runnin! back was hurt b+ thelinebacker on the pla+K will be interpreted as havin! the same meanin!. (he inabilit+ tounderstand the differences between the sentences emphasi=es that the recombination of wordscan result in different meanin!s. #eople with ernickes aphasia- on the other hand- havedifficult+ producin! and comprehendin! content morphemes. (heir speech includes nouns andverbs but it often nonsensical. (o!ether- these forms of aphasia show that lan!ua!e is processedon different levels. %dditionall+- the levels are interconnected so that deficits on one level canlead to difficulties on another level. ?or instance- the disruption of content morphemes inBrocas aphasia can contribute to difficulties in interpretin! sentence s+nta$.

#a!e&s' in (e$t: 29529;(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- difficult

55. %nimals can communicate but their communication is different from a lan!ua!e. 7escribethree wa+s in which animal communication and lan!ua!e differ.

%nswer: >ne characteristic of lan!ua!e is the dualit+ of patternin!. Meanin!less sounds&phonemes' are combined to form meanin!ful units or morphemes. ?urther- the phonemes can be combined in a variet+ of wa+s to create a variet+ of meanin!ful units. %nimal communicationconsists of one sound for a particular si!nal the sounds are not combined in different wa+s tocreate new si!nals. %rbitrariness refers to the unpredictabilit+ between the sounds of a word andthe meanin! of the word. Human lan!ua!e is also !enerative in that morphemes- words- andsentences can be recombined to conve+ a limitless number of ideas. Related to !enerativecapacit+ is recursion. Recursion refers to the embeddin! of pieces of a sentence in other piecesof a sentence or whole sentence. (he vocal tract of humans and animals create certain sounds.#a!e&s' in (e$t: 29;2;)(opic: (he ature of 6an!ua!e,uestion (+pe: conceptual- difficult





58. 7ia!ram and label the trian!le model of the le$icon. Esin! the dia!ram- describe how phonics and the wholeword method of readin! instruction lead to word comprehension.

%nswer: Atudents should produce a fi!ure like that found in ?i!ure 1)8 on pa!e 2;2. (hewhole word method of readin! instruction assumes that we should reco!ni=e a word based on its

spellin! similar to how we reco!ni=e an obect based on its components. (his t+pe of processin!is found in the spellin!meanin! route of the trian!le model. However- the meanin! of a wordcan also be found b+ lookin! at the spellin! of a word- soundin! the word out- and then arrivin!at the meanin!.#a!e&s' in (e$t: 2;2- 41141)(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate

59. %ssume +ou are a member of the school board. %t an open meetin!- several parentscomment that developmental research indicates that lan!ua!es are learned more easil+ when people are +oun!er instead of older. (herefore- the+ complain that lan!ua!es are tau!ht too late

in school &hi!h school' and need to be tau!ht earlier in elementar+ school. Fou decide to balancethe ar!ument b+ commentin! on the ne!ative conse3uences of learnin! a second lan!ua!e. hatconse3uences will +ou describe to these concerned parents

%nswer: Locabularies tend to be smaller for bilin!ual children than for monolin!ual children.Aimilarl+- bilin!ualism slows s+ntactic development in both lan!ua!es. Bilin!uals also tend tomake more speech production errors such as (>( states. % benefit of bilin!ualism that the parents did not mention- that would not support the opposin! view- is that bilin!ualism helps produce more efficient e$ecutive processin!.#a!e&s' in (e$t: 4)44)9(opic: 6an!ua!e- (hou!ht- and Bilin!ualism,uestion (+pe: applied- moderate





ame:

Chapter 1) I ,uick ,ui=

1. refers to the knowled!e someone has about the structure of lan!ua!e.

a. A+nta$ c. Grammar b. 7iscourse d. 6e$icon

). is a coherent !roup of written or spoken sentences.a. A+nta$ c. Grammar b. 7iscourse d. 6e$icon

0. specifies the relationships between the t+pes of words in a sentence.a. A+nta$ c. Grammar b. 7iscourse d. 6e$icon

2. 7ama!e to the auditor+ perception area would result in difficulties with .a. lan!ua!e representation c. comprehension b. speech perception d. hearin!

4. 7isruption in lan!ua!e or speech is referred to as .a. a!nosia c. aphasia b. ata$ia d. amnesia

5. % is the smallest unit of meanin! in a lan!ua!e.a. morpheme c. phoneme b. functional word d. discourse

8. % is the minimal unit of sound that distin!uishes words in a !ivenlan!ua!e.

a. morpheme c. function morpheme b. !rammapheme d. phoneme

9. (he entire set of mental representations of words is called the .a. le$icon c. lan!ua!e b. dictionar+ d. vocabular+

;. >verlappin! phonemes in speech are called .a. articulation c. double diction b. dual enunciation d. coarticulation

1<. Bottomup processin! of word meanin! occurs an ambi!uous word. (opdown processin! seems to occur .

a. shortl+ after- at the same time c. immediatel+ followin!- at the same time b. before- later d. immediatel+ followin!- )<< milliseconds later





%nswer De+Chapter 1) I ,uick ,ui=

1. %nswer: c#a!e&s' in (e$t: 290

(opic: (he ature and 6an!ua!e,uestion (+pe: factual- eas+

). %nswer: b#a!e&s' in (e$t: 290(opic: (he ature and 6an!ua!e,uestion (+pe: factual- eas+

0. %nswer: a#a!e&s' in (e$t: 292(opic: (he ature and 6an!ua!e


2. %nswer: b#a!e&s' in (e$t: 294(opic: (he ature and 6an!ua!e,uestion (+pe: factual- moderate

4. %nswer: c#a!e&s' in (e$t: 294(opic: (he ature and 6an!ua!e,uestion (+pe: factual- moderate

5. %nswer: a#a!e&s' in (e$t: 295(opic: (he ature and 6an!ua!e,uestion (+pe: factual- eas+

8. %nswer: d#a!e&s' in (e$t: 299(opic: (he ature and 6an!ua!e,uestion (+pe: factual- eas+

9. %nswer: a#a!e&s' in (e$t: 2;0(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- eas+





;. %nswer: d#a!e&s' in (e$t: 2;8(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: factual- moderate

1<. %nswer: d#a!e&s' in (e$t: 4<4(opic: #rocesses of 6an!ua!e Comprehension,uestion (+pe: conceptual- moderate





Appendix:

Total Assessment Guides

test bank for cognitive psychology mind and brain edward e. ith stephen m. kosslyn 1 edition

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