Test Bank for Cognition, 1st Edition by Marvin Chun; Steven Most

Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 1 What Is Cognitive Psychology?

Multiple Choice 1. Which of the following provides the best example of automaticity, similar to that shown by Chesley Sullenberger’s emergency plane landing? a. Smelling a flower b. Scratching an itch c. Driving a car d. Avoiding an obstacle while driving e. Deciding what to eat for lunch Answer: d Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 3. Applying 2. Cognitive psychology uses _______ to study how the mind encodes, stores, and uses information. a. trial and error b. subjective feelings about experiences c. polling responses from different interest groups d. objective measures of behaviors e. self-experimentation Answer: d Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 1. Remembering 3. Which example is analogous to understanding information processing independent of understanding what the information means? a. Drawing a picture of a toaster and oven to represent machines that cook b. Understanding how an oven generates heat to cook different meals c. Cooking food with a toaster to understand how a blender works d. Paying for a meal to figure out how the food was cooked e. Eating a meal cooked in an oven versus on a barbeque Answer: b

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Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 3. Applying 4. Which of the following is a definition of a mental representation? a. The chemical composition of a smell b. Encoded and stored information about the environment c. The size of a brain region d. Processing steps e. Throwing a ball Answer: b Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 1. Remembering 5. Information be transformed into different representations by a. using computations that allow for storage in a different form. b. reacquiring information in the same way as originally acquired. c. assigning an order to steps of a process. d. giving meaning when none is apparent. e. knowing the value of the information.

Answer: a Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 2. Understanding 6. Analyses at the computational level seek to understand a. the functions and purpose of a process. b. the rules that enable a process to function. c. how rules are accomplished physically. d. how information is acquired. e. representations of information.

Answer: a Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 1. Remembering 7. Analyses at the algorithmic level seek to understand a. the functions and purpose of a process. b. how information is acquired. c. how rules are accomplished physically. d. the rules that enable a process to function. e. representations of information.

Answer: d Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

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Bloom’s Level: 1. Remembering 8. Which of the following is an example of an implementational level of analysis for reading? a. How changes in attention to words affects reading development b. Why reading is important c. How the size of letters affects reading ability d. How different symbols affect understanding during reading e. Determining which brain regions are involved with reading advancement Answer: e Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 2. Understanding 9. Identifying individual words represents the first part of a(n) a. computational level of analysis. b. algorithmic level of analysis. c. implemental level of analysis. d. understanding of which brain regions are involved in speech. e. mental representation meaning.

Answer: a Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 3. Applying 10. Why wouldn’t understanding of the neural substrate of a sensation give us a full understanding of a specific sensation? a. Neural substrates do not play a role in understanding sensations. b. In order to understand a sensation, we need to know the physical characteristics of the stimulus. c. Neural substrates are different for different stimuli detected for any sense. d. We need to understand how all sensations are detected. e. We wouldn’t understand the rules by which the sensation is transformed into a conscious perception.

Answer: e Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the specific topics that cognitive scientists investigate.

Bloom’s Level: 4. Analyzing 11. Who is credited with promoting the idea that cognition should be understand with multiple levels of analysis? a. Socrates b. Wundt c. Helmholtz d. Weber e. Marr

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Answer: e Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the specific topics that cognitive scientists investigate.

Bloom’s Level: 1. Remembering 12. Which part of the brain has been shown to be active when people view written words? a. Cerebellum b. Brainstem c. Right hemisphere d. Left hemisphere e. Whole brain Answer: d Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the specific topics that cognitive scientists investigate.

Bloom’s Level: 1. Remembering 13. Which of the following correctly describes how Plato and Socrates thought about knowledge? a. Some knowledge is innate and can be drawn out with the correct questioning. b. Most knowledge is innate, and not much is acquired. c. Mathematical knowledge is innate, while other kinds of knowledge are not. d. Rigorous experimentation is necessary to demonstrate knowledge. e. Knowledge is used flexibly and is molded to the needs at hand.

Answer: a Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 2. Understanding 14. Which methodology was adopted by early psychologists but is thought to be too subjective by today’s standards? a. Behaviorism b. Gestalt c. Introspection d. Functionalism e. Psychophysics Answer: c Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 1. Remembering 15. Who promoted the idea of automatic unconscious inference as a means of how the mind works? a. Helmholtz

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b. Watson c. Skinner d. James e. Wundt Answer: a Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 1. Remembering 16. Who pioneered the use of forgetting curves to demonstrate the role of rehearsal in memory? a. Wundt b. Ebbinghaus c. Chomsky d. Weber e. Donders Answer: b Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 1. Remembering 17. _______ laid the groundwork for using reaction times in cognitive psychology by stimulating nerves at different distances from muscles, measuring the speed of nerve impulses, and then observing how long it takes the muscles to contract. a. Donders b. Ebbinghaus c. Helmholtz d. Weber e. Turing Answer: c Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 1. Remembering 18. An animal goes to a corner of its home range and is attacked by a predator.

Afterward, the animal no longer goes that corner. This is an example of a. a just-noticeable difference. b. structuralism. c. discrimination. d. operant conditioning. e. classical conditioning.

Answer: d Textbook Reference: 1.2 Precursors to Cognitive Psychology

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Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 3. Applying 19. In an experiment, the reaction time for a person to respond to an auditory stimulus is shorter than the reaction time to respond to a visual stimulus, even if both are given from the same location and at the same time. What can you conclude about this observation? a. Sound travels faster than light. b. Visual stimuli are always processed more slowly than auditory stimuli. c. People respond faster with any auditory stimulus than with any visual stimulus. d. There are no differences in how fast different stimuli are processed. e. The auditory stimulus was processed faster than the visual stimulus.

Answer: e Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 4. Analyzing 20. Which of the following provides the best example of Functionalism? a. Learning to play a game b. Knowing a phone number c. Determining how long a reflex takes d. Knowing which brain region is involved in producing a behavior e. Understanding how a behavior helps an organism survive Answer: e Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 3. Applying 21. Behaviorists like John Watson were opposed to psychology in the early decades of the twentieth century because they believed that a. the methods of psychology were too subjective and needed more objective experimentation. b. while the subjective methodology of psychology was valid, psychology needed to include more objective measures. c. subjective experiences were necessary to explain results of objective experiments. d. only invasive studies of brain function could explain results of objective experiments. e. at that time most of psychology was guided by functionalism, a movement completely in opposition to the guiding principles of behaviorists.

Answer: a Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 2. Understanding

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22. Repeated paired associations between external stimuli is the basis for a. operant conditioning. b. classical conditioning. c. Gestalt movement. d. introspection. e. Weber’s Law. Answer: b Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 2. Understanding 23. Which example provides the best example of Fechner’s Law? a. A shock causes an animal to jump b. The presence of food causes an animal to stop foraging c. The greatest joy is obtained by the strongest smell d. Predators use more than one sense to detect prey. e. There is no difference between an animal’s detection of food and its detection of shelter Answer: c Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 3. Applying 24. Which of the following was a major limitation of Behaviorism? a. It used purely subjective experimentation. b. It sought to understand cognition from personal experience. c. Learning was purely based on reinforcement learning. d. It relied on the use of cognitive maps for understanding representations. e. Observations that could not be explained without taking into account internal processes.

Answer: e Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 1. Remembering 25. By using the subtraction method, Donders thought he could measure a. the time of transmission across a single synapse. b. latency to plan a response. c. memory formation. d. processing times for different tasks. e. how quickly a reflex occurs.

Answer: d Textbook Reference: 1.2 Precursors to Cognitive Psychology

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Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 2. Understanding 26. Friedrich’s PhD dissertation, titled “On the Duration of Apperception for Simple and Complex Visual Stimuli,” measured reaction times. These types of experiments formed the basis for experimental psychology. Which of the following suggested that this approach could not fully explain cognition? a. Reaction times to different stimuli b. Language acquisition c. Classical conditioning d. Calculating a forgetting curve e. Operant conditioning Answer: b Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 5. Evaluating 27. Which of the following explains best why there was a Cognitive Revolution in the mid-twentieth century? a. There were major changes in the approaches to cognition. b. Psychologists were no longer interested in behavior. c. Advances in Behaviorism pushed psychologists to use that approach more frequently. d. Skinner proved that language development could be explained by reinforcement learning. e. The publication of Cognitive Psychology by Neisser in 1967.

Answer: a Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 2. Understanding 28. _______ discredited Skinner’s explanation of language development by arguing that language can develop very quickly and with limited reinforcement. a. Tolman b. Chomsky c. Shannon d. Turing e. Broadbent Answer: b Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering

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29. When visual stimuli are detected, we pay attention to some stimuli and interpret them based on their properties, such as color, brightness, and motion, while other stimuli are not processed as much. This is an example of a. computational modeling. b. a cognitive map. c. the filter model of attention. d. a Turing machine calculation. e. operant conditioning.

Answer: c Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 3. Applying 30. _______ first postulated that relatively simple algorithms can be used solve almost any calculation. a. Chomsky b. Shannon c. Ebbinghaus d. Turing e. Miller Answer: d Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering 31. _______ used an information-processing approach to study the storage capacity of memory. a. Tolman b. Newell c. Bruner d. Broadbent e. Miller Answer: e Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering 32. The development of the General Problem Solver by Simon, Newell, and Shaw a. showed that machines could possess a sophistication comparable to a brain. b. allowed for solving a limited number of defined computations. c. occurred without knowledge of previous computers. d. marked a significant milestone in the study of artificial intelligence. e. was a novelty with little significance.

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Answer: d Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 2. Understanding 33. Which of the following provides the best example of an early building block for research on artificial intelligence? a. Building machines that played chess b. Use of simple algorithms to solve problems c. Motivations and emotions guiding conscious perception d. Representations of an environment forming with behavioral experience e. Rewards resulting in increased probability of a behavior Answer: b Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 2. Understanding 34. Which of the following about the linguist Chomsky is true? a. He used information theory to suggest recoding could allow the reconstruction of information. b. He used differences in reaction times to measure time courses of cognitive processes. c. He used spatial learning with mazes to demonstrate the presence of cognitive maps. d. He used computational modeling to predict aspects of human cognition. e. He used language acquisition to sway studies of cognitive psychology toward mental processing instead of Behaviorism.

Answer: e Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering 35. A rodent learns to go to a particular location in a maze when rewarded. With repetition, the rodent can take novel routes to get to the same place even with no reward.

This supports the concept of a cognitive map because a. food motivates the behavior. b. repetition leads to novel behavior. c. the rodent had to have a representation of the environment to navigate correctly. d. any navigation to a novel location requires a cognitive map. e. sensory information always leads to formation of cognitive maps.

Answer: c Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 2. Understanding

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36. What was significant about the Symposium of Information at the Massachusetts Institute of Technology in 1956? a. Several prominent psychologists believe this event propelled cognition research. b. Prominent psychologists argued over which approach was most useful for cognition. c. A consensus was made about the best way to study cognition. d. Some approaches were determined to be more rigorous than others for studying cognition. e. Disputes set back cognitive research for many years.

Answer: a Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering 37. The term “cognitive psychology” originated from a. a presentation given by Tolman in the 1940s. b. a seminal publication by Chomsky in the late 1950s. c. the title of a book by Neisser in the late 1960s. d. a discussion at Symposium of Information in 1956. e. a contest of psychology graduate students in the 1970s.

Answer: c Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering 38. Where were important studies of cognitive psychology primarily taking place during the Cognitive Revolution? a. In the United States only b. In Europe only c. In both the United States and Europe d. At Harvard University only e. All over the world.

Answer: c Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering 39. Whose work on recoding information to transmit that information suggested that information processing gave insight into cognitive psychology? a. Simon b. Shannon c. Tolman d. James

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e. Bruner Answer: b Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 1. Remembering 40. Computer science, artificial intelligence, linguistics, and neuroscience all a. suggest that cognition can be reduced to mechanisms. b. can contribute to understanding cognition. c. are fields that arose from Behaviorism. d. arose in the 1930s. e. were used by Alan Turing.

Answer: b Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 2. Understanding 41. For which type of cognitive research did Kahneman receive the Nobel Prize in Economic Sciences? a. Numerical representations in the bran b. Learning and memory c. Social interactions d. Computational models of risk behavior e. Judgement and decision making Answer: e Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 1. Remembering 42. The field of cognitive science came into existence because a. cognition researchers only use physiological experiments to understand cognition. b. cognitive psychology is no longer viewed as different from other areas of psychology. c. insights from many different disciplines help us to understand cognition. d. cognitive psychologists could not agree on what defined their discipline. e. social science is not involved in studying cognition.

Answer: c Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 2. Understanding 43. Traditionally, emotion was excluded from studies of cognitive psychology because a. not everyone demonstrates emotion.

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b. emotional responses cannot be measured. c. objective descriptions of emotional experiences are difficult to agree upon. d. we process emotional information separately from any other kind of information. e. there is disagreement on what constitutes an emotion.

Answer: c Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 1. Remembering 44. A neuroscience experiment suggests that some regions of the brain process emotional information and perceptual information simultaneously. This refutes the idea that a. emotional reactions occur independently of perceptual information. b. stimuli must be perceived and interpreted prior to having an emotional reaction. c. there must be regions of the brain that process emotional and perceptual information separately. d. neuroscience can help understand the relationship between emotional and perceptual processing. e. all cognition is due to parallel processing.

Answer: b Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 4. Analyzing 45. Which of the following supports the somatic marker hypothesis? a. Touch is required to elicit emotions. b. No learning is needed to respond to emotional behavior of others. c. Emotional responses occur without changes in physiology. d. Forgetting information does not affect emotion. e. Making a sad face makes a person feel sad.

Answer: e Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 4. Analyzing 46. The constructivist theory of emotion suggests that a. cognition forms emotion. b. emotion is independent of cognition. c. we form new emotions from previous emotional experiences. d. constructing something enhances emotional experiences. e. cognition can only occur when more than one emotional response occurs.

Answer: a Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas

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Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 1. Remembering 47. Later in his career, the primary argument Bruner made about the limitations of the information-processing approach to cognition was that a. information processing only contributes to our understanding of real-world problems involving calculations. b. cognition studies using the information-processing approach cannot be used to study how the brain uses algorithms to solve problems. c. in real-world situations, information processing is not relevant. d. in the real world, cognition is dependent on different contexts, which was not being considered appropriately by the information-processing approach. e. the information-processing approach is faulty due to its assumption that the brain acts serially.

Answer: d Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 2. Understanding 48. In general, which of the following research topics would be represented more in today’s cognition textbooks than in the original cognitive psychology textbook by Neisser in 1967? a. Sensory discrimination b. Operant conditioning c. Classical conditioning d. Higher-order processes e. Visual processing Answer: d Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 2. Understanding 49. A researcher wants to test the role of emotion on response times to visual stimuli. Just before they are tested she shows subjects a short video clip of a child crying. Why is this methodology problematic in addressing the role of emotion in a cognitive process? a. The same emotional state may not be produced in each subject using the same video clip. b. The video clip should be shown the day before testing. c. Video clips do not produce emotional experiences. d. Emotion does not play a role in cognition. e. Response times are not be affected by emotional states.

Answer: a Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas

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Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 5. Evaluating 50. After being mugged by a man with a beard, a woman tends to feel scared and tense when she is approached by bearded men and tries to avoid them if she sees them. This example best supports the a. subtraction method of reaction times. b. constructivist theory of emotion. c. somatic marker hypothesis. d. presence of cognitive maps. e. idea of operant conditioning.

Answer: c Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 4. Analyzing 51. Why did the Cognitive Revolution include many fields outside of psychology, such as computer science, philosophy, and anthropology? a. All of these fields had been contributing to our understanding of cognition since the 1930s. b. In addition to psychology, most cognitive psychologists were trained in all of these fields. c. Learning and memory studies are components of all of these fields. d. These fields contributed insights into how the mind works on different levels of processing information. e. Neuroscience is the important component of many fields outside psychology, forming the overarching approach to cognitive studies.

Answer: d Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 2. Understanding 52. How do social and clinical psychology differ from cognitive psychology in terms of their focus? a. Social and clinical psychology focus on mechanisms of how information is stored, represented, and used by groups of people, whereas cognitive psychology focuses on interpersonal reactions. b. Social psychology focuses on group mentality, whereas clinical psychology focuses on neuroscience approaches to health issues. c. Social and clinical psychology focus on how information helps us understand interpersonal interactions and mental health, whereas cognitive psychology focuses on how information is absorbed, transformed, and used.

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d. Clinical psychology deals with individual variation in cognition, whereas social psychology looks at collective reasoning. e. Social and clinical psychology only use subjective measures in their studies, whereas cognitive psychology only uses objective measures.

Answer: c Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 1. Remembering Short Answer 53. In a broad sense, describe what processes of information processing are studied by cognitive psychologists.

Answer: Cognitive psychologists focus on how the mind encodes, transforms, stores, interprets, and acts on information. Often, this is independent of what the information means.

Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 2. Understanding 54. What is a mental representation of the physical world, and how is the meaning of a representation affected by mental processes?

Answer: A mental representation is encoded and stored information about the environment. Representations can be altered, but the meaning of the representation can be maintained despite that representation being transformed, stored, and reconstructed in different ways.

Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the specific topics that cognitive scientists investigate.

Bloom’s Level: 3. Applying 55. What would be a computational approach to teaching reading to a child?

Answer: The computational approaches investigates what is computed and why. In the case of reading, symbols and their arrangement are computed by the brain to represent specific concepts (words and sentences).

Textbook Reference: 1.1 The Study of Cognition Learning Objective: 1.1 Describe the types of topics cognitive psychologists investigate.

Bloom’s Level: 3. Applying 56. Define Weber’s Law. Answer: Weber’s Law states that the just-noticeable difference in a physical trait of a stimulus, such as light or sound intensity, causes a change in the perception of that stimulus and that there is specific relationship between the physical aspect of those justnoticeable differences in stimuli and the mind’s ability to perceive them.

Textbook Reference: 1.1 The Study of Cognition

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Learning Objective: 1.1 Describe the specific topics that cognitive scientists investigate.

Bloom’s Level: 2. Understanding 57. Why is the birth of experimental psychology attributed to the work of Wundt and his students?

Answer: The research done in Wundt’s lab was the first to use an objective stimulus (sound of a ball hitting a platform) and to measure a specific behavior (pressing a key) to determine reaction times to visual stimuli, generating the first experimental psychology PhD. Textbook Reference: 1.2 Precursors to Cognitive Psychology Learning Objective: 1.2 Describe the precursors to the field of cognitive psychology as a science.

Bloom’s Level: 2. Understanding 58. How did Noam Chomsky expose the limitations of Behaviorism?

Answer: Skinner proposed that a child’s language development resulted from reinforcement learning. Chomsky argued that children learned language too easily for that explanation. Chomsky noted that there were examples where children had limited opportunities for reinforcement, such as immigrant children learning new languages more easily than their parents, suggesting that language learning was dependent on mental processes other than reinforcement learning.

Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 2. Understanding 59. Describe how Tolman’s work on learning and memory led to the concept of cognitive maps.

Answer: Tolman’s original work showed that rewards led for faster learning by rats in a maze than rats that received no reward. However, in a group that did not receive rewards for the first 10 days of training and then received rewards, rats learned even faster than rats given rewards from the onset of training. This result suggested that this second group had formed a representation of the maze during the first 10 days of training, even without rewards. Subsequent studies with cross-shaped mazes showed that rats can learn to how to get to a reward site using novel routes after being rewarded for finding a specific location, again suggesting that the rats had formed a cognitive map of the environment in which they navigated.

Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 2. Understanding 60. What is the significance of the theory behind a Turing machine for artificial intelligence.

Answer: The Turing machine was a hypothetical machine that could use simple algorithms to solve complex problems. This idea was realized by the creation of the

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machine “Logic Theorist” by Simon and Newell. The machine used simple vacuumtubed computers to solve different theorems and led the way for the advancement of artificial intelligence.

Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 5. Evaluating 61. How did Shannon’s work show that information processing was a fruitful avenue of study, using objective measures from Behaviorism?

Answer: Shannon showed that the recoding of information allowed for easier transmission, and that the recoded information could be reconstructed by a receiver using certain rules and algorithms. This work allowed for the study of how information is coded, stored, transmitted, and reconstructed, regardless of the behavior (i.e., observable use of information).

Textbook Reference: 1.3 The Cognitive Revolution Learning Objective: 1.3 Discuss the emergence of the Cognitive Revolution and the developments that followed.

Bloom’s Level: 2. Understanding 62. Why is the term “cognitive science” a better description of current cognitive studies than the term “cognitive psychology”?

Answer: While the term “cognitive psychology” suggests how the mind takes in, stores, and used information, the term “cognitive science” incorporates the diverse fields involved in cognitive processes, including (but not limited to) linguistics, anthropology, philosophy, computer science, neuroscience, and, of course, psychology.

Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 3. Applying 63. Provide an example of a cognitive neuroscience approach to language learning.

Answer: Answers will vary but students should mention any study that looks at measuring neural-related activity in real time while a subject is learning how to read. For example: • Using functional magnetic resonance imaging (fMRI) to determine which brain structures are most active during speech at different stages of language learning • Measuring accuracy of forming words through sound analysis of developing speech • Recording brain activity during the production of specific words • Using fMRI to determine if the same brain structures are used for learning sign language as spoken language.

Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 4. Analyzing

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64. What are some limitations of an information-processing approach to understanding cognition?

Answer: By using carefully controlled stimuli in a laboratory, researchers run the risk of not examining real-world cognitive situations. Context is important to cognitive responses, as is the emotional state of an individual. In the real world, daily activities, complex interactions with others, and past experiences all influence cognition.

Textbook Reference: 1.4 Cognitive Psychology in Relation to Other Areas Learning Objective: 1.4 Explain how cognitive psychology connects with other areas of research, both within and outside psychology.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 2 Cognitive Neuroscience

Multiple Choice 1. Prosopagnosia is characterized by an a. inability recognize faces other than those of family members. b. inability to recognizing living things. c. inability recognize faces other than those of famous people. d. inability to recognize all faces. e. unusually good ability to recognize faces.

Answer: d Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 1. Remembering 2. A person who believes that the mind can continue after the brain is dead would be considered to be a(n) a. materialist. b. dualist. c. neuroethicist. d. epileptic. e. philosopher.

Answer: a Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 3. Applying 3. Cognitive neuroscience differs from cognitive psychology in that cognitive neuroscience a. only measures electrical signals of the brain to understand cognition. b. focuses on brain mechanisms to understand cognition. c. looks at how we perceive, think, and learn. d. examines how we communicate and control behavior. e. is a much older discipline than cognitive psychology.

Answer: b Textbook Reference: 2.1 The Neural Basis of Cognition

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Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 1. Remembering 4. Why do computers not function as well as a human brain? a. A computer cannot calculate complex math problems as fast as a human. b. A car driven by a computer is currently more likely to have an accident than one driven by a person. c. Reaction times to some stimuli are better for computers than people. d. A computer generates new combinations of colors to produce novel art, whereas people only use combinations of colors used before. e. Computers can beat people at some games but not others.

Answer: b Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 3. Applying 5. Who is credited for the concept of dualism? a. René Descartes b. Oliver Sacks c. Jane Goodall d. Donald Hebb e. Charles Whitman Answer: a Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 1. Remembering 6. A man walks into his house and doesn’t recognize his wife or son. When he is shown photographs of his parents he does not recognize them. This man most likely has a. a problem with his medication. b. a blind spot in his visual field. c. a tumor pressing on his amygdala. d. prosopagnosia. e. a bad memory.

Answer: d Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 3. Applying 7. The idea that the brain creates the mind is called a. dualism. b. prosopagnosia. c. modular processing. d. neuroethics. e. materialism.

Answer: e

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Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 1. Remembering 8. Which idea does prosopagnosia support? a. Processing faces is tied to other specific categories, such as recognizing other body parts. b. Prosopagnosia usually occurs in famous people. c. Random genetic mutations cause cognitive dysfunctions. d. Face recognition occurs independently of vision. e. There are specific mechanisms in the brain for processing specific types of information.

Answer: e Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 1. Remembering 9. Why might some violent behaviors be tolerated better than others in relation to neural function? a. Violent acts against one group of people are less tolerated than those toward other groups of people due to differences in hearing versus seeing each group of people. b. Violence directed against many people shows a basic hatred of humanity that is not tolerated. c. Even if caused by neural disorders, seemingly purposeful acts of violence are considered culpable, whereas seemingly accidental acts of violence are more tolerated. d. Violence is only tolerated in self-defense and not as a result of neural disorders. e. Brain disorders can alter behavior, but they do not cause violence.

Answer: c Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 5. Evaluating 10. If someone displays criminal behavior but after being prescribed medication shows more acceptable behavior, a neuroethicist would most likely advocate a. incarceration of the person for a few months to make sure the medication continues to work. b. that authorities discover who influenced the person to commit criminal behavior. c. making an example of this person and incarcerating them for a long period of time. d. continued observation of the person with probation for the previous criminal behavior. e. placing blame on the person’s parents.

Answer: d Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 3. Applying 11. The concept of functional specialization suggests that

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a. different parts of the brain serve different cognitive functions. b. the brain regions that serve a particular function are all located in the same area of the brain. c. specialized cognitive skills are all controlled by the same area of the brain. d. there is one specific region of the brain that houses the mind. e. specific brain areas function completely separate from other brain areas.

Answer: a Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 12. Information travels as _______ within neurons and as _______ between neurons. a. neurotransmitters; action potentials b. axons; dendrites c. action potentials; soma d. neurotransmitters; ion channels e. action potentials; neurotransmitters Answer: e Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 2. Understanding 13. Which of the following correctly describes the flow of information between neurons? a. Presynaptic neuron, synapse, postsynaptic neuron b. Postsynaptic neuron, synaptic cleft, presynaptic neuron c. Axon, dendrite, synaptic cleft d. Dendrite, axon, soma e. Dendrite, synaptic cleft, presynaptic neuron Answer: a Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 14. Synapses are considered plastic because a. they can change the direction in which information flows. b. they are constantly being degraded. c. their strength can change with experience. d. they build up until a limit of inputs is reached. e. once synapses are made, they don’t change.

Answer: c Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

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Bloom’s Level: 1. Remembering 15. The role of glial cells is to a. make the neurotransmitters that neurons package in vesicles. b. synapse with neurons to cause them to divide. c. replace neurons in functional circuits in adults. d. support neurons structurally and functionally. e. provide brain activity in the developing brain while neurons are being born.

Answer: d Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 16. Which of the following best supports the idea of functional specialization in the brain? a. The frontal lobe plans movement, makes decisions about social interactions, and holds short-term memories. b. The occipital lobe is dedicated to visual perception. c. The temporal lobes process auditory and olfactory information. d. Structures within different lobes are interconnected to mediate cognitive processing. e. All lobes of the brain have gyri and sulci.

Answer: b Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 4. Analyzing 17. Which brain structure connects the hemispheres of the brain? a. Sulcus b. Gyrus c. Corpus callosum d. Occipital lobe e. Cerebellum Answer: c Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 18. At one time epileptics received split-brain surgery to a. allow neuroscientists to study hemispheric specialization. b. force seizures to spread within a hemisphere instead of between them. c. enhance the effect of their medication. d. stop the spread of uncontrolled neural activity. e. facilitate the transfer of information between hemispheres.

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Answer: d Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 2. Understanding 19. Why do some cognitive neuroscientists believe that some cognitive processes are mostly processed in one hemisphere? a. Information processed on one side of the brain only affects responses from the same side of the brain. b. There are not enough neurons in the brain to duplicate processing. c. Cognitive responses from one side of the brain help coordinate motor skills that are controlled from both sides. d. All information from a given sense travels to one side of the brain. e. It is more efficient to process information on one side of the brain.

Answer: e Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 2. Understanding 20. Which of the following did split-brain patients help demonstrate? a. Prosopagnosia b. Neuroethical dilemmas c. Language development d. Hemispheric dominance e. Functional specialization of each brain hemisphere Answer: e Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 2. Understanding 21. Neurotransmitters are released from a. axon terminals. b. dendrite terminals. c. the soma. d. the postsynaptic neuron. e. most types of glial cells.

Answer: a Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 22. Action potentials are said to be “all-or-none” because

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a. some neurons make action potentials, but some do not. b. neurons either make them to affect other neurons, or they do not. c. neurons are either active or inactive. d. all ions outside of the neuron move into it. e. they use up all of the neurotransmitter needed for a behavior.

Answer: b Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 23. Which of the following about the cerebral hemispheres is true? a. Both hemispheres function identically. b. Some people use one hemisphere more than the other. c. Language function is somewhat stronger in the left hemisphere than in the right hemisphere. d. Visuospatial tasks are achieved in special modules found in both hemispheres. e. Each hemisphere performs specialized functions completely independent of the other hemisphere.

Answer: c Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 24. The frontal lobes are a. mostly involved in visual processing. b. important for learning and memory. c. involved in thinking, planning, and decision-making. d. used for remembering faces. e. used for controlling action.

Answer: c Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 25. The temporal lobes a. are located dorsally to the parietal lobes. b. are involved in thinking, planning, and decision-making. c. control fine motor movement. d. have areas important for memory and language. e. regulate the timing of movements.

Answer: d Textbook Reference: 2.2 The Basics of Brain Structure and Function

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Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 1. Remembering 26. A neuroscientist is interested in seeing how quickly groups of neurons can respond to a complex sequence of stimuli. Which parameters would be most important for measuring responses given the technique she chooses to use? a. Temporal resolution b. Spatial resolution c. Invasiveness d. Behavioral genetics e. Magnetic induction of neural tissue Answer: a Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 5. Evaluating 27. If a neuroscientist is looking for spatial resolution at the cellular level, she needs a resolution of a. 0.1 mm. b. less than 0.01 mm. c. 1–5 mm. d. 1–5 cm. e. 90 mm –1 cm.

Answer: b Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 28. A researcher records neural activity from the parietal lobe of a patient during brain surgery and maps out responses to different body parts using microelectrodes inserted into the cortex. This methodology is likely a. electroencephalography (EEG). b. electromyography (EMG). c. invasive. d. functional magnetic resonance imaging (fMRI). e. transcranial magnetic stimulation (TMS).

Answer: c Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 3. Applying 29. Which of the following patients would most likely be studied by a neuropsychologist?

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a. An adolescent with low test scores b. A child with headache c. A woman with low estrogen d. A man after a stroke in a frontal lobe e. A teenager with a broken leg Answer: d Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 3. Applying 30. Which of the following brain regions is important for face processing? a. Broca’s area b. Cerebellum c. Wernicke’s area d. Precentral gyrus e. Fusiform gyrus Answer: e Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 31. A patient arrives at a doctor’s office. He cannot speak but can understand language just fine. He can make sounds and understand written language as well. Other than speech, he can make other movements with no problem. The doctor believes he has a lesion in a. Wernicke’s area. b. Fusiform gyrus. c. Precentral gyrus. d. Broca’s area. e. Cerebellum.

Answer: d Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 3. Applying 32. A patient comes into a doctor’s office. He can speak, although without a lot of meaning, but cannot understand speech. The doctor believes the patient has damage in the _______ lobe. a. right ventral temporal b. left superior temporal c. left inferior frontal d. right inferior frontal e. occipital

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Answer: b Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 3. Applying 33. Which of the following about chronic traumatic encephalopathy (CTE) is currently known to be true? a. Repetitive concussions only result in CTE if football players play football for over 20 years. b. CTE leads to more concussions in football players than in football players that do not develop CTE. c. CTE has been shown to cause dementia in football players with repeated concussions. d. CTE is found in almost all retired football players. e. Repetitive concussions lead to brain damage, correlated to depression, anxiety, and memory problems.

Answer: e Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 34. A football player has multiple concussions and displays emotional changes, including depression and anxiety. Brain imaging shows a smaller than normal hippocampus, similar to other football players with multiple concussions and similar emotional changes. What can we conclude from these findings? a. Multiple concussions cause smaller hippocampal sizes. b. Multiple concussions cause chronic traumatic encephalopathy (CTE). c. There is a correlation between small hippocampal size and football players with multiple concussions and emotional changes. d. Football players have smaller hippocampi than other people. e. Football players with smaller hippocampi get more concussions than those with larger hippocampi.

Answer: e Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 4. Analyzing 35. The most common cause of brain damage is a. from stroke. b. from car accidents. c. from concussions. d. from infections. e. chronic traumatic encephalopathy (CTE).

Answer: a

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Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 36. One limitation of using neuropsychology to study brain function is that a. there are too many patients with the same lesion to effectively see variation in brain damage among people. b. it is expensive: patients must be paid a lot of money participate in studies. c. brain damage typically affects more than one brain region, making it difficult to assign specific areas to specific functions. d. brain damage only impairs specific functions, making generalizations difficult. e. it’s difficult to match control subjects based on age.

Answer: c Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 37. Which of the following neuroscience methods is the least invasive? a. Single-cell electrode recording b. Electroencephalography (EEG) c. Electrocorticography (ECoG) d. Multicellular electrode recording e. Intracranial recording Answer: b Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 38. An event-related potential (ERP) is a. related to the activity of hundreds of neurons spontaneously firing. b. a region of interest identified during functional magnetic resonance imaging (fMRI). c. a recording from transcranial magnetic stimulation (TMS). d. a type of electroencephalography (EEG) in response to a stimulus or task. e. a single-cell response due to a specific stimulus.

Answer: d Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 39. What is a major limitation of electrocorticography (ECoG) compared to single-cell electrophysiology? a. ECoG has less temporal resolution than single-cell electrophysiology.

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b. The location of ECoG electrodes is dictated by clinical need rather than research interests. c. ECoG has less spatial resolution than single-cell electrophysiology. d. ECoG requires larger heads than single-cell electrophysiology requires. e. ECoG is invasive whereas single-cell electrophysiology is not.

Answer: b Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 40. The goal of electrophysiological studies is to a. measure changes in action potential amplitude with experimental manipulation. b. change the rate of neuronal firing in response to experimental manipulation. c. discover the amount of time it takes (latency) for neurons to become active when stimuli are given. d. determine when neurons are inactive and active. e. block action potentials to prevent overactivity, such as in epilepsy.

Answer: b Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 41. An advantage of electroencephalography (EEG) is a. high temporal precision. b. high spatial resolution. c. low spatial resolution. d. identifying single neurons performing specific functions. e. providing precise localization of lesions.

Answer: a Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 42. An advantage of functional magnetic resonance imaging (fMRI) over electroencephalography (EEG) is that a. fMRI provides functional information about single neurons and groups of neurons, whereas EEG provides only information about groups of neurons. b. fMRI records direct neuronal activity, whereas EEG records indirect activity. c. fMRI has better spatial resolution than EEG. d. fMRI has better temporal resolution than EEG. e. fMRI is safer under all conditions than EEG. Answer: c Textbook Reference: 2.3 Neuroscience Methods

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Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 43. Functional magnetic resonance imaging (fMRI) differs from MRI in that a. fMRI provides structural information only, whereas MRI provides both structural and functional information. b. fMRI uses magnetic properties for imaging, whereas MRI uses blood-oxygen-leveldependent (BOLD) signals. c. fMRI uses BOLD signals to measure neuronal activity; MRI does not. d. fMRI is only useful for the frontal and parietal lobes, whereas MRI covers the whole brain. e. MRI is a more recently-developed technique than fMRI and is not as well tested.

Answer: c Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 44. An advantage of brain stimulation studies is that they a. can show that a brain area is necessary for a function rather than just correlated to a function. b. all use magnetic pulses to disrupt brain function. c. never result in unwanted discomfort. d. can stimulate brain areas at all depths. e. provide very high spatial resolution for stimulating only a few neurons at a time.

Answer: a Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 45. Which technique is implicated in facilitating specific types of learning? a. Transcranial magnetic stimulation (TMS) b. Event-related potential (ERP) c. Electrocorticography (ECoG) d. Functional magnetic resonance imaging (fMRI) e. Transcranial direct current stimulation (tDCS) Answer: e Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 1. Remembering 46. A person’s phenotype is dependent on a. genotype and environmental influences.

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b. DNA only. c. chromosomes only. d. the environment only. e. genes only.

Answer: a Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 47. Which of the following is true of genes? a. They are made of DNA and proteins. b. A group of genes is physically connected to make a protein. c. They are made from protein instructions. d. They provide instructions to make proteins. e. They alone determine phenotype.

Answer: d Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 48. The function of a gene in animals can best be determined by a. raising offspring in different environments. b. removing chromosomes from fertilized eggs. c. adding many copies of gene to a chromosome. d. looking at the number of copies of a gene that occur naturally. e. removing the gene using knock-out technology.

Answer: e Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 49. When comparing neuroscience techniques, both invasive and noninvasive techniques a. can provide good temporal resolution. b. have similar spatial resolution. c. can be used to study the responses of single neurons. d. are equally safe for subjects. e. require relatively the same investment in equipment.

Answer: a Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding

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50. Consider the following metaphor: “Don’t lose the forest for the trees.” If we apply this to cognitive neuroscience, which of the following would be most relevant to understanding cognition? a. Looking at neuronal activity of single neurons alone will ultimately show how cognition is produced. b. The global organization of the brain only is needed to explain cognition. c. Understanding cognitive processes requires more than just simply looking at cellular processes. d. Single neurons are like trees that are all connected physically to produce cognition. e. Neurons are grouped like forests that function independently of one other to produce cognition.

Answer: c Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 3. Applying Short Answer 51. Describe the differences between dualism and materialism.

Answer: Dualism is a concept that states that there is a nonphysical mind that is separate from the physical brain, whereas materialism is a concept that states that the mind is a product of brain activity.

Textbook Reference: 2.1 The Neural Basis of Cognition Learning Objective: 2.1 Discuss the tight link between brain and behavior.

Bloom’s Level: 1. Remembering 52. Briefly describe how information is carried within neurons and how it is transmitted to other neurons.

Answer: Within neurons, information is carried as electrical signals called action potentials. The information is then converted to a chemical signal for transmission between neurons. When an action potential reaches the presynaptic axon terminal, neurotransmitter is released into a synapse where it binds to receptors on the postsynaptic dendrites to cause another action potential or to cause inhibition.

Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 2. Understanding 53. Describe how split-brain patients demonstrate the importance of communication between hemispheres via the corpus callosum.

Answer: When the left hemisphere is presented with objects, split-brain patients can name and describe the objects, but these patients cannot do this if objects are presented to the right hemisphere. In a spatial task, when asked to arrange blocks split-brain patients can perform the task with the left hand (controlled by the right hemisphere) when the

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blocks are presented to the right hemisphere but cannot complete the task with the right hand (controlled by the left hemisphere) if the blocks are presented to the left hemisphere. If these patients are asked to perform the spatial tasks with both hands at the same time, they cannot complete the task, appearing as if the left hemisphere has confused the action of the right. People with an intact corpus callosum have coordination between hemispheres and have no problem with using both hands to complete this task.

Textbook Reference: 2.2 The Basics of Brain Structure and Function Learning Objective: 2.2 Describe basic principles of brain structure and functional specialization.

Bloom’s Level: 3. Applying 54. A physician asks a patient to identify faces of famous people and of her family members. The patient is unable to identify the any of the people but can describe their physical traits. The physician diagnoses the patient with prosopagnosia guides imaging for brain damage. Which technique did this physician use to make the diagnosis and in which brain region would we expect to see brain damage?

Answer: The physician used a neuropsychological approach to show face blindness, which involves damage to the fusiform gyrus.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 3. Applying 55. Describe how electrophysiology was used determine the presence of “face” cells.

Answer: Single-cell recordings of cells in the fusiform gyrus showed cells that increased their firing rate when presented with faces but did not respond as strongly when presented with scrambled images of faces.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 56. Briefly explain why a functional magnetic resonance (fMRI) study would be more useful than single-cell recording in a study using humans.

Answer: Single-cell recording is an invasive technique that requires surgery to expose and penetrate the brain. fMRI is a noninvasive technique in which localized brain oxygen levels are measured to measure neural activity.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 57. Describe how the fMRI subtraction method is used to find specific regions of interest for brain functions.

Answer: When different tasks are given using one modality (e.g., vision), activity common to the tasks is removed (subtracted) to identify areas that are unique to each

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task. For visual tasks, wide areas for early visual processing, such as the primary visual cortex, are subtracted since these areas are activated for any visual response.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 58. A researcher is trying to decide which neuroscience method to use to determine if a brain region is responsible for processing a specific task. Explain why the researcher would choose transcranial magnetic stimulation (TMS) instead of functional magnetic resonance imaging (fMRI).

Answer: TMS can briefly disrupt neuronal activity in a brain region with great temporal precision while a task is being performed, helping to determine causality of the region, whereas fMRI only correlates regional activity with a task.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 5. Evaluating 59. A researcher is interested in how a protein affects memory use when specific stimuli are used to store the memory. Describe which technique would be best for this purpose and why it would. What would be a limitation of this technique?

Answer: Using the gene knock-out technique would allow for examination of memory use without the protein present. Comparing results between knock-outs and controls would help to determine the role of the protein. One limitation of this technique is it would not be possible to know if differences in results were due to the lack of the protein, or compensatory effects of brain development without the protein.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 4. Analyzing 60. Explain the relationship of DNA to genes, chromosomes, proteins, genotype, and phenotype in humans.

Answer: Genes are made up of segments of DNA on chromosomes. Each person inherits 23 chromosomes from each parent, and the total number of genes inherited makes up a person’s genotype. Genes provide the instructions for making proteins, and that expression is influenced by the environment to produce observable traits of an individual, or phenotype.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 61. Describe why it is difficult to assign a specific genotype to different phenotypes and the importance of epigenetics for understanding phenotypes.

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Answer: Most phenotypes are determined by multiple genes, and the environment influences how genes work without changing the genes themselves. Epigenetics is the study of the environmental factors that affect genetic expression.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 2. Understanding 62. If a physician wanted to determine the precise location of a brain lesion, explain which factors would most influence her decision about which technique to use, and provide an example of a technique that fits those criteria.

Answer: The best technique would be one with high spatial resolution and low invasiveness in order to obtain the most precise localization of damage without putting the patient at risk. Magnetic resonance imaging (MRI) is one of the best noninvasive ways to determine the location of brain damage.

Textbook Reference: 2.3 Neuroscience Methods Learning Objective: 2.3 Explain and compare the different neuroscience methods, noting their advantages and limitations.

Bloom’s Level: 3. Applying

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 3 Perception and Mental Imagery

Multiple Choice 1. Why is perception considered a construction? a. Perception requires that new connections be built almost instantaneously from old memories. b. Blind spots in our retina allow us to build images that include missing information. c. Completion of visual images only occurs if we are working on other cognitive tasks. d. Our minds fill in missing information from raw stimulus detection to create coherent, stable mental representations. e. Perception occurs when other sensory information is built into a representation of one modality.

Answer: d Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 1. Remembering 2. Why are there natural gaps in our visual fields? a. Each of our eyes has a blind spot where the optic nerve passes through to convey visual signals to the brain. b. The brain cannot process information detected at the far edges of the retina. c. Gaps in our visual field occur due to lighting conditions. d. Visual stimuli do not always reach all parts of our retinae. e. Everyone detects stimuli differently, so gaps in visual fields may occur due to how information is put back together.

Answer: a Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 3. How did disagreement of colors of a photographed dress among viewers support the idea that perception is a construction?

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a. The threads of the dress were of mixed colors, allowing different stimuli to confuse perception. b. Our expectation of lighting conditions and presence of other cues alter our perception of visual experience. c. Depending on where the photograph is viewed, such as in bright light or in shadows, the retina detects different colors. d. We each have predisposed preferences for certain colors, which influences our perception. e. The mind constructs colors based on the ability of the eye to detect three wavelengths of light.

Answer: b Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 4. In modal completion, the mind uses available cues to perceive illusionary images from missing information when a. there is an obstructed view of an illusionary image. b. there is no objective boundary between an illusionary image and the background, and when the illusionary image is not obstructed. c. there are regions of an illusionary image that are both obstructed and unobstructed. d. there is an expectation that an illusionary image will appear. e. available cues are unstable, such as during movement.

Answer: b Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 5. Within the retina, _______ are responsible for detecting different wavelengths of light, while _______ are used in dim light and do not distinguish among wavelengths of light. a. cones; rods b. rods; cones c. rods; retinal ganglion cells d. retinal ganglion cells; cones e. retinal ganglion cells; cones Answer: a Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 1. Remembering 6. Which of the following about the visual pathway is true? a. Light is detected by retinal ganglion cells. b. Photoreceptors have long axons that form the optic nerve.

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c. Each side of the visual cortex has a map of the both visual fields. d. Visual information from each visual field is sent to the visual cortex on the same side as that visual field. e. Axons from the nasal halves of optic nerves cross in order to obtain all information from each visual field represented on the opposite visual cortex.

Answer: e Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 1. Remembering 7. Which of the following is required for visual perception to occur? a. Top-down information must arrive at the primary visual cortex before bottom-up information arrives. b. A visual memory of all stimuli is needed to understand what we see c. The importance of visual information must be established by the brain. d. Visual stimuli must be detected by the retina. e. Visual stimuli only needs to reach the primary visual cortex.

Answer: d Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 1. Remembering 8. Which of the following is an example of top-down information for visual perception? a. Looking at bird from above b. Having an inverted image of a bird projected onto your retinae c. Using your fovea to determine the shape of a bird d. Detecting the colors of a bird’s feathers e. Having a memory of previously-seen bird in order to identify it Answer: e Textbook Reference: 3.1 Perception as a Construct of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 3. Applying 9. Transduction occurs in a. photoreceptors; all photoreceptors discriminate between different wavelengths of light. b. retinal ganglion cells; their axons form the optic nerve. c. photoreceptors; they detect light and convert the physical stimulus into neural signals. d. retinal ganglion cells; light first passes through them in the retina. e. primary visual cortex; it determines orientation of light and spatial frequencies of dark and light spaces.

Answer: c Textbook Reference: 3.1 Perception as a Construction of the Mind

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Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 10. The primary role of the primary visual cortex is to a. provide top-down information for visual perception. b. determine the importance of visual information. c. detect different wavelengths of light. d. determine orientations and spatial frequencies of light and dark patches in the visual world. e. make decisions about the speed of moving objects.

Answer: d Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 1. Remembering 11. Which of the following would most influence our visual perception of a painting? a. The angle at which shadows are drawn b. The number of colors used c. The size of the frame d. The number of shapes in the painting e. The height at which the painting is hanging Answer: a Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 12. Making predictions about visual information based on context is known as a. bottom-up information processing. b. cognitive impenetrability. c. feedforward processing. d. amodal completion. e. predictive coding.

Answer: e Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 13. Which of the following is the best example of a perception that is cognitively penetrable? a. A hiker in the rain believes the distance to a landmark is further than the distance estimated by another hiker measuring the same distance in sunny weather. b. Two people think an apple is the same color under different light levels.

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c. A person in a train and a person in a car feel they are moving at the same speed while traveling alongside each other. d. Illusions of movement for a static image are perceived similarly by people with different beliefs about illusions. e. Two people come to the same conclusion after watching a mystery.

Answer: a Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 3. Applying 14. Which concept is derived from unconscious inference postulated by Helmholtz? a. Bottom-up processing b. Feedforward processing c. Predictive coding d. Object segmentation e. Figure-ground organization Answer: c Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 4. Analyzing 15. Why might the issue of cognitive impenetrability be a semantic issue? a. There are no good examples of a purely penetrable perception. b. There is a debate about what is impenetrable versus penetrable. c. All impenetrable perceptions are also penetrable perceptions. d. Experiences always influence perception. e. There is some disagreement about the meaning of the concepts of cognition and perception.

Answer: e Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 16. A boy looks at a horizontal row of letters and a vertical column of numbers that intersects with the row of letters. When he sees a letter first, the shared character looks like a letter. When he sees a number first, the shared character looks like a number. This is an example of a. feedforward processing. b. context shaping perception. c. bottom-up processing. d. visual processing of the blind spot. e. a cognitively impenetrable perception.

Answer: b

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Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 3. Applying 17. Which of the following best demonstrates the existence of the blind spot on the retina? a. While sitting watching a movie, a spot on the screen appears to one side of your vision. b. You lose sight of a bird while it’s flying away. c. While looking with only one eye at a card with two images, one of the images disappears as you move closer to the image but reappears as you continue to move closer. d. You run over an object that you didn’t see while driving on a straight road. e. You look in your rearview mirror and can’t see an adjacent car that is hidden behind another car.

Answer: c Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 3. Applying 18. Which of the following is an example of a feedforward system? a. Memories affect the categorization of a new smell. b. Highly processed sensory information is collected by the cortex that plans movement to influence how we respond to a threat. c. Cells in a network are interconnected so that information is transmitted back to where the information first arrived. d. Sound, collected by the ears, travels from the eardrums through middle ear bones and into the inner ear before being detected by auditory receptors and transduced as neural signals into the brain. e. Cells in the retina provide neighboring cells with information so that the neighboring cells can regulate information passing through a layer of cells.

Answer: d Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 3. Applying 19. The fovea is the location where we have our sharpest vision. If sharp vision is dependent on detecting different wavelengths of light, it follows that the fovea must have a lot of a. rods. b. cones. c. retinal ganglion cells. d. rods and cones. e. facial recognition neurons.

Answer: b

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Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 2. Understanding 20. The concept of sensitive periods of development suggests that there are timeframes of when learning can occur, with more difficult periods of adaptability later in life. Do the children in Project Prakash, who regain their sight after years of being blind, support this concept? a. Yes, because sight does not have sensitive period of development. b. Yes, because those children with slight vision have normal vision as soon as they have normal sight. c. Yes, because the children’s visual abilities do not get better after they first gain sight. d. No, because the children can easily extrapolate from the development of other senses once they have sight. e. No, because the children are able to learn and develop visual abilities once they have sight.

Answer: e Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 21. Camouflage interferes with an animal’s ability to a. perform object segmentation. b. use amodal completion. c. transduce visual stimuli. d. process feedforward information. e. detect visual stimuli.

Answer: a Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 22. Imagine a black region of an image completely surrounded by white regions. Which cognitive rule would be responsible for you perceiving the black region as a figure on a white background? a. Rule of symmetry b. Rule of enclosure c. Rule of convexity d. Rule of concavity e. Weber’s Law Answer: b Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen

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Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 23. Which of the following does the Rubin vase illusion demonstrate? a. Contradiction in visual sensation b. Difficulty with feedforward processing c. Ambiguity in figure-ground organization d. Occluded vision e. Amodal completion Answer: c Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 24. A major limitation of artificial intelligence for visual processing is a. wavelength discrimination. b. detailed contour analysis. c. low light detection. d. high-speed motion detection. e. object segmentation.

Answer: e Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 25. The rule of symmetry states that a. a region of one color needs a symmetrical region of another color to provide object segmentation. b. regions equally surrounded by a region of another color will be perceived as figures. c. any region that bulges into a different-colored region will be perceived as a figure. d. if a region is more symmetrical than others, the symmetrical region will be perceived as a figure. e. regions with equal contours appear in front of regions with unequal contours.

Answer: d Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 26. The rule of meaningfulness suggests a. regions assigned as figures based on experience facilitate figure-ground organization. b. regions can only be assigned meaning if they are novel shapes.

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c. the ability of the mind to separate regions visually is based on the having words to describe the shapes of the two regions. d. blocked views of regions are more meaningful than unobstructed views. e. Only colored regions of images can be assigned meaning.

Answer: a Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 27. Which scenario demonstrates that boundary extension is due to amodal completion instead of memory? a. Creating shapes with no boundary on one side b. The speed in which people complete images missing visual components c. Naming a shape never seen before d. Disagreement on the size of shape formed with missing visual components e. Using missing visual components to create lines extending past perceived corners Answer: b Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 28. Which of the following is an example of amodal completion? a. Perceiving the difference in size of two people facing each other b. Knowing the size of an apple sitting on the top of a pile c. Perceiving the shape of a dolphin as it surfaces and descends without it fully jumping out of the water d. Knowing the sex of person by reading a name e. Perceiving an odor from rotten food in a refrigerator Answer: c Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 29. Why might occlusion lead us to inaccurate perceptions? a. Occluded areas are always perceived as empty space. b. Inaccurate perceptions are always due to missing visual information. c. Visual perceptions rely on more than 95% of an object being seen. d. Incomplete information can lead to faulty conclusions. e. Occlusion causes the eyes to blink, leading to inaccurate visual detection.

Answer: d Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

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Bloom’s Level: 5. Evaluating 30. The inverse projection problem is a. due to retinal inversion of light. b. the turning of two-dimensional images upside-down to give a different perception of a three-dimensional reconstruction. c. using upside-down images to generate three-dimensional images. d. using three-dimensional objects to generate two-dimensional images. e. difficulty in determining three-dimensional objects from a given two-dimensional representation.

Answer: e Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 31. Which of the following is an example of linear perspective giving depth to a painting? a. Shapes of the same size lining up across a canvas b. Long objects stretching across a canvas c. Lines intersecting to form a helix on a canvas d. Parallel lines coming together at one point on a canvas e. Spirals of different sizes in each corner of a canvas Answer: d Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Analyzing 32. Objects perceived visually a. maintain their sizes at different distances due to changes in the size of the lens. b. maintain their sizes at different distances due to assumptions that objects don’t change size with distance. c. maintain the size of their images projected onto the retina at different distances. d. are usually confused for other objects when viewed at different angles. e. require similar lighting in order to be perceived the same way at different times.

Answer: b Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 33. Depth can be perceived a. only in very bright light. b. with one eye for visual illusions but not for real-world vision. c. with only retinal processing. d. only with shading.

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e. using either one or both eyes.

Answer: e Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 34. Our ability to perceive the same color under different lighting conditions is called a. lighting constancy. b. object constancy. c. color constancy. d. color discrimination. e. size constancy.

Answer: c Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 35. Both color and lighting constancy rely on a. the mind applying known physical traits of light, such as wavelength and brightness. b. differences in the brightness of light only. c. differences in the mixture of colors only. d. the mind calculating the difference in the lighting of figures and their background. e. activation of the same pattern of photoreceptors.

Answer: a Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 36. Which of the following explains why people are much better at object recognition than machines are? a. Feedforward processing is very efficient in people. b. People detect light better light than machines do. c. The brain’s ability to integrate basic visual information surpasses a machine’s ability to do so. d. Machines have limited learning abilities. e. Human belief systems aid in object recognition.

Answer: c Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 5. Evaluating 37. If a person can copy images well but cannot name them, they may have

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a. apperceptive agnosia. b. associative agnosia. c. prosopagnosia. d. a lesion in their visual pathway. e. a lesion in their posterior parietal cortex.

Answer: b Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 38. Why are the view-based versus structural-based models of object recognition no longer viewed as distinct phenomena? a. All three-dimensional representations rely on the same set of geons. b. Both models suggest faster reaction times to objects presented in novel orientations than to those presented in learned orientations. c. Research has discredited both models. d. Shape appears to be based on both two-dimensional images and three-dimensional volumes. e. Both models suggest slower reaction times to objects presented in novel orientations than to those presented in learned orientations.

Answer: d Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 39. Which part of the brain appears to be important for being a visual expert, such as a birder or car enthusiast? a. Medial temporal lobe b. Primary visual cortex c. Posterior parietal cortex d. Superior temporal cortex e. Fusiform face area Answer: e Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 40. Object recognition relies on both low- and high-level vision, such as when a. watching a sunset. b. recognizing a familiar face when presented with different views of that person. c. painting an abstract picture. d. discriminating colors. e. detecting shapes in an image.

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Answer: b Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 41. Recruitment of brain areas for facial recognition allows visual experts to a. use holistic perception. b. break down whole images into their composite parts. c. relate objects to known faces. d. put disorganized components of an image back together. e. have faster reaction times to any visual task.

Answer: a Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 42. If you are an expert at identifying plants visually, then you would most likely be able to a. put together images of different bicycles from broken up images of those bicycles. b. visually group parts from different cars. c. holistically process images of musical notes. d. identify birds visually. e. draw different trees well.

Answer: c Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 43. Using different combinations of geons to form representations of objects best supports the _______ model. a. multiple-trace memory b. holistic perception c. recognition by components d. view-based e. boundary extension Answer: c Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 44. In a neural net for identifying images, the last stage of processing involves a. detecting the different components of an image.

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b. the categorization of an image. c. the categorization of different colors of an image. d. the categorization of different contours of an image. e. identifying the source of an image.

Answer: b Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 45. Which of the following explains why the “what” pathway for visual processing involves the temporal lobe? a. The temporal lobe integrates visual and spatial information. b. Visual information must reach the temporal lobe before traveling to the parietal lobe to be identified. c. The temporal lobe allows us to see. d. Basic visual information, such as brightness and wavelength, are integrated in the temporal lobe. e. The temporal lobe helps process memory information.

Answer: e Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 4. Analyzing 46. Which of the following is the experimental evidence that perceptual information is required for an action pathway? a. A person with a lesion in the “what” pathway cannot match the orientation of a slot with their hand at a distance, but can insert a card into the same slot. b. A person with a lesion in the “where” pathway cannot match the orientation of a slot with their hand at a distance, but can insert a card into the same slot. c. A person with a lesion in the “what” pathway can match the orientation of a slot with their hand at a distance, but cannot insert a card into the same slot. d. A person with a lesion in the “where” pathway can match the orientation of a slot with their hand at a distance, and insert a card into the same slot. e. A person with a lesion in the “what” pathway can match the orientation of a slot with their hand at a distance, and insert a card into the same slot.

Answer: a Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 1. Remembering 47. Due to a freak hiking accident, a person who is both birder and tree expert develops a lesion in the fusiform face area. The person would be able to a. identify birds visually.

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b. identify trees visually. c. identify both birds and trees visually. d. identify family members. e. recognize faces.

Answer: d Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 4. Analyzing 48. For which of the following would mental imagery be most important? a. Putting a plug in a socket b. Looking at the sky c. Seeing a rabbit run by d. Practicing piano in your mind e. Watching a baseball game Answer: d Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 2. Understanding 49. A person with aphantasia cannot a. form mental images. b. use images to solve problems. c. describe mental images. d. see images of ghosts. e. recognize elephants.

Answer: a Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 1. Remembering 50. Which of the following words would be hardest to remember if mental imagery is important for memory? a. Hammer b. Dog c. Hope d. Cucumber e. Garage Answer: c Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 3. Applying 51. Which of the following people would find mental rotation the most beneficial for their job?

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a. A bricklayer b. A bank teller c. A dentist d. A basketball payer e. An architect Answer: e Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 3. Applying 52. Which of the following supports Kosslyn’s depictive view of mental imagery? a. Mental imagery only occurs if people have their eyes open. b. People simulate perception in their mental imagery. c. Damage to specific areas of the occipital cortex results in deficits in corresponding areas of a mental image. d. Activity in the occipital cortex is not involved with mental imagery. e. The fuel light on a car dashboard isn’t needed for the car to run.

Answer: c Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 2. Understanding 53. Visual space is represented in the occipital cortex as a. a map of wavelengths. b. a map of intensities. c. overlapping locations across the surface. d. a topographic map. e. a layered assembly of brightness and color.

Answer: d Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 1. Remembering 54. A woman sits on her back deck and paints a picture of her backyard, but only paints the left side of the yard. When sitting at the back of her yard facing the house, she only paints the side of the yard on her left, ignoring the side that she painted previously. Brain imaging shows she has a brain lesion. What can you conclude about this person? a. She has prosopagnosia. b. She has left spatial neglect. c. She can’t use her left eye. d. She is left-handed. e. She can’t use her right eye.

Answer: b Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 3. Applying

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55. How can visual imagery weaken traumatic memories? a. Pleasant imagery can be used to distract people from visually rehearsing traumatic events. b. Imagery of the traumatic event can help reduce anxiety related to the event. c. Increasing the intensity of visual stimulation can interfere with traumatic memories. d. Substituting traumatic images that are different from the type of trauma experienced can reduce stress from the experienced trauma. e. Traumatic memories will weaken when exposed to images of the same trauma.

Answer: a Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 2. Understanding Short Answer 56. Briefly describe the difference between bottom-up and top-down information.

Answer: Bottom-up information refers to the sensory input for a modality, while topdown information is knowledge and expectations that influence perception.

Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 1. Remembering 57. Describe a cognitively impenetrable visual illusion.

Answer: A cognitively impenetrable illusion gives the same illusionary effect no matter how it’s viewed, such as in the rotating snakes illusion.

Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 3. Applying 58. The fovea is the region of the eye that provides our sharpest vision. Explain how this relates to photoreceptors and the type of light detected in the fovea.

Answer: The fovea has a large concentration of cones. This group of cones, and different wavelengths of light (color) detected by these cones, provide sharp vision.

Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 4. Analyzing 59. Describe the feedforward system for vision.

Answer: Light is detected and transduced by photoreceptors in the retina. Neural signals are sent to the retinal ganglion cells whose axons form the optic nerve. Visual information from the optic nerve travels back to the primary visual cortex, where

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rudimentary visual processing occurs before it is sent to higher visual centers for further processing.

Textbook Reference: 3.1 Perception as a Construction of the Mind Learning Objective: 3.1 Explain why visual perception is a construction and why it is so challenging.

Bloom’s Level: 1. Remembering 60. Why is contour extraction not enough to solve the problem of object segmentation?

Answer: Extracting contours only provides the boundaries between parts of an image.

Without depth (and other visual cues such as shadowing) and context, separating objects in an image is difficult.

Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 4. Analyzing 61. How does amodal completion allow us to visualize the world with limited information?

Answer: Amodal completion allows us to form completion visual perceptions when visual information is lacking. Using boundary extension, context, and memory, it allows us to perceive an object when there may actually be little visual stimuli of the object.

Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 62. Why can we perceive depth in a two-dimensional painting?

Answer: Artists use different techniques to create the illusion of depth, including techniques such as linear perspective and texture gradients.

Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 63. How do size and object constancy work in the real world?

Answer: Size and object constancy allow us to view objects of different sizes and to recognize them at different angles, respectively, and estimate distance. The size of an object does not change in our minds, despite its size on our retinae. The identity of an object typically doesn’t change when viewed in different orientations.

Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 3. Applying 64. If a person cannot name objects they see, why would it be difficult to know if they had apperceptive agnosia or associative agnosia without further testing?

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Answer: People with apperceptive agnosia have impaired early vision. In order to name something seen or do anything requiring the use of visual perception, early vision is required.

Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work. challenging.

Bloom’s Level: 4. Analyzing 65. How does the use of geons to construct objects support a structural description view of visual recognition?

Answer: Different combinations of geons, a group of basic shapes, can be used to construct many different recognizable objects. The geons represent the building blocks of a structural description used in visual recognition to match to objects.

Textbook Reference: 3.2 Challenges of Perception: It’s Not Easy Being Seen Learning Objective: 3.2 Describe how perception is a combination of sensory stimulation and the mind’s detective work.

Bloom’s Level: 2. Understanding 66. Describe an experimental result of a transcranial magnetic stimulation (TMS) used in the posterior parietal cortex that supports the depictive theory of mental imagery.

Answer: Since the posterior parietal cortex mediates object discrimination as part of the “where” pathway, disrupting this function with TMS would cause an inability to discriminate objects if the depictive theory of mental imagery is correct.

Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 6. Creating 67. Why would playing a video game during memory consolidation help in reducing post-traumatic stress disorder?

Answer: Imagery shares the same visual processing areas as perception. Thus, the video game will interfere with the formation of the traumatic memory since the visual machinery needed for the traumatic memory is being used to play the video game.

Textbook Reference: 3.3 Mental Imagery Learning Objective: 3.3 Describe the relation between perception and mental imagery.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 4 External Attention

Multiple Choice 1. How does today’s understanding of attention compare to that of William James over a century ago? a. As opposed to James, we now know that attention is not one unified phenomenon. b. James believed that all attention comes from one brain region. c. Today’s understanding of attention is no different from that of James. d. Today, we believe that all stimuli are processed equally to provide attention, while James believed that selective processes are used. e. James believed that several cognitive mechanisms provided attention, while today we believe that there is a single cognitive mechanism that oversees attention.

Answer: a Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 1. Remembering 2. Our ability to process information is a. limitless, allowing us to pay attention to anything we detect. b. limited, forcing us to select and prioritize which information we will use for attention. c. variable, depending on the type of stimuli we receive, with tactile stimuli always receiving the most attention. d. a continuum of efficiency, depending on the emotional content of information. e. dependent on the limits of our imagination.

Answer: b Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 1. Remembering 3. What is thought to be the relationship between working memory and external attention? a. The ability to hold more in working memory is inversely related to how well someone can guide external attention.

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b. Working memory capacity is only positively correlated with guiding external memory if blue stimuli are used. c. People with high working memory capacity have a better ability to guide external attention than people with low working memory capacity. d. If a person can remember the difference in the color of visual stimuli, then external attention is guided better than in people who can’t remember color differences. e. There is no relationship between working memory and external attention.

Answer: c Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 2. Understanding 4. Which is an example of external attention? a. Determining the position of your limbs to execute a dive b. Moving your legs faster to get your destination c. Thinking about a loved one’s face to feel better d. Visualizing a scenic view e. Using sound to determine a car that is closest to you Answer: e Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 3. Applying 5. Which of the following demonstrates how internal attention can interfere with external attention? a. Thinking about a video game while you are listening to a lecture b. Looking at a person while determining how you feel about that person c. Driving a car while listening to music d. Increasing the volume of a radio when there is other noise in the room e. Imagining a relationship with someone you haven’t met Answer: a Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 3. Applying 6. Which of the following about overt and/or covert attention is true? a. Covert attention always guides overt attention. b. Overt attention to a visual stimulus will have more direct attention than covert attention to a different type of stimulus. c. Covert attention is used more frequently than overt attention for all stimuli. d. Overt attention to a particular stimulus does not mean that a person is paying direct attention to that stimulus. e. Covert attention is used more frequently than overt attention for all stimuli.

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Answer: d Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 2. Understanding 7. Which of the following is an example of covert attention? a. Watching a dog run toward you b. Listening to two people arguing c. Looking at and listening to a flock of ducks d. Looking at a person but listening to a conversation next to you e. Feeling the shirt of someone who asked you to touch it Answer: d Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 3. Applying 8. Which of the following brain regions is most directly associated with eye movements and shifts in attention? a. Hippocampus b. Postcentral gyrus c. Insula d. Inferior colliculus e. Superior colliculus Answer: e Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 1. Remembering 9. How does eye tracking relate to attention? a. Covert attention guides our eye movements. b. Saccades are eye movements made after we give attention to a location. c. Saccades link a particular location to cue attention to that location. d. Attention uses saccades to process moving but not stationary images. e. All saccades are made to facial features when recorded over time.

Answer: c Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 2. Understanding 10. Which of the following is the best example of multiple-object attention with covert attention? a. A person finds a hidden entrance to a room.

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b. A locksmith looks at the speed of the second hand while holding a watch. c. A child sees three flies land on his arm. d. A person stirs three potatoes in a pot of water. e. A runner navigates around obstacles while watching the person in front of her.

Answer: e Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 3. Applying 11. Why is selection important for attention? a. Selection compares various types of information to use simultaneously for attention. b. Attention guides which stimuli we select to use to solve problems. c. Without selection, we would not perceive anything in the environment. d. Selection allows us to restrict incoming information for attention. e. Attention is the sum total of our selection of an equal mixture of sensory modalities.

Answer: d Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 12. A man arrives in strange city and walks down the main street. He is bombarded with bright lights from neon signs, loud sounds from cars and people shouting, and strong odors from open food stalls. He also brushes by many people passing by the crowded street. Suddenly, a call advertising fresh seafood catches his attention. The call is an example of _______ attention. a. covert b. temporal c. feature-based d. spatial e. reflexive Answer: e Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 4. Analyzing 13. In order to find a bird in a forest, a birder pays attention to red, the color of the bird’s head. This is an example of _______ attention. a. feature-based b. temporal c. reflexive d. spatial e. object-based Answer: a

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Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 3. Applying 14. How does the metaphor of a spotlight correspond to attention? a. The spread of neural activity increases as attention is focused on one location. b. Attention is turned on and off by a mental switch. c. Attention enhances processing of an area where attention is directed but dampens processing of adjacent areas. d. Focusing on one location will cause attention to fade quickly. e. The amount of energy needed for a spotlight is equivalent to that needed for attention.

Answer: c Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 15. A person is asked to look at a screen and point to where they will see a projected star after being given a valid exogenous cue. Which of the following brain regions is involved in this activity? a. Ventral frontal cortex b. Frontal eye field c. Intraparietal sulcus d. Superior parietal lobule e. Dorsomedial paracentral lobule Answer: a Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 4. Analyzing 16. Which of the following would the Posner cuing task be used to test? a. Overt attention only b. Shifts of attention either voluntarily or involuntarily depending on the types of cues used c. Feature-based attention d. Object-based attention e. Covert attention only Answer: b Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 1. Remembering

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17. Why might transient reflexive attentional shifts be useful when looking for missing keys? a. To give your brain time to process information from many locations b. To allow your eyes to focus better c. To prevent your attention from going to locations already checked d. To allow you to remember where you left your keys e. Transient reflexive attentional shifts would not help you find keys because you would need constant attention to locate objects.

Answer: c Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 18. Which evidence suggests that exogenously cued attention uses different processing than endogenously cued attention? a. Endogenously cued attention requires invalid but not valid cues. b. Exogenously cued attention requires valid but not invalid cues c. In both types of attention the same brain areas are active but at different times. d. In both types of attention different brain areas are active for each type of attention. e. Subjects are only consciously aware of endogenous cues.

Answer: d Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 19. What is the primary difference between spatial and feature-based attention? a. Spatial attention occurs when the target has either not appeared or has appeared. b. Feature-based attention can occur when the target hasn’t appeared yet. c. In the absence of a target, neural regions sensitive to the target feature are active during spatial but not feature-based attention. d. Spatial attention filters out certain features of the target. e. Spatial attention is a type of feature-based attention.

Answer: b Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 20. The attentional blink task shows that a. the limit of reporting the second of sequential images is about a half-second. b. it takes about a half-second to be able to see an image accurately. c. the time it takes to report multiple images is directly related to how fast they are presented, no matter how fast they are presented.

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d. it takes a half-second between blinks for moving objects but less time for stationary objects. e. people blink more if they are paying attention to a persistent image.

Answer: a Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 21. How does spatial neglect support the idea of object-based attention? a. Object-based attention is dependent on which visual field is being tested, so patients with spatial neglect will only neglect objects in the field on the same side of their lesion. b. Patients with spatial neglect only ignore objects on the right side of their view. c. Patients with spatial neglect only pay attention to parts of an object but not entire objects. d. Object-based attention is impossible for patients with spatial-neglect. e. Patients with spatial neglect will always ignore the same side of an object regardless of which visual field the object is in.

Answer: e Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 22. A person looks into a field hoping to find a particular flower. Information from her frontal and parietal cortices help focus her attention on the specific characteristics of the desired flower while ignoring those of other flowers. This is an example of a. bottom-up selection. b. top-down selection. c. the receptive field of a single neuron. d. spatial neglect. e. temporal attention.

Answer: b Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 3. Applying 23. According to the biased competition model, a. stimuli that are far apart in a visual field bias attention toward one of those stimuli. b. conflicting stimuli in close proximity change the preference for those stimuli. c. selective attention to one stimulus among many stimuli within the same part of visual field enhances the neural representation for that stimulus. d. some colors get more attention than others when searching for an object. e. a desired object is always found among cluttered landscapes.

Answer: c

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Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 24. A person rides their bicycle on a path through a forest and quickly avoids tree roots and branches on the ground, as well as bushes and trees close to the path. Occasionally, the rider needs to quickly avoid other cyclists coming down the path in the opposite direction. In terms of information processing, the cyclist is most likely using a. serial processing. b. a conjunction of features. c. endogenous cues. d. covert attention only. e. parallel processing.

Answer: e Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 4. Analyzing 25. Preattentive processing suggests we use a. serial processing to take in stimuli quickly and process them all at once. b. parallel processing to slowly take in stimuli and analyze each separately. c. early selection for attention. d. late selection for attention. e. both early and late selection for attention.

Answer: d Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 2. Understanding 26. Which of the following correctly describes the difference between serial and parallel processing. a. In parallel processing, the time it takes to find a target doesn’t change with the number of items displayed but does for serial processing. b. Reaction time is longer for parallel versus serial processing after three items are displayed. c. Serial processing is always faster than parallel processing. d. Parallel processing relies on many observations while serial processing only uses a single observation. e. Differences between serial and parallel processing are only observed when less than three items are displayed.

Answer: a Textbook Reference: 4.3 Processing Before Selection versus After Selection

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Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 1. Remembering 27. What do illusionary conjunctions demonstrate? a. After careful attention, the combination of shapes with specific colors is confused after looking at the original display for minutes. b. Binding features of an object necessitates attention. c. Combining features of an object does not necessitate processing before selection. d. Flashing words like “and” and “or” while viewing an object influences which features we associate with objects. e. People see words like “and” or “but” in the middle of sentences when they are not there.

Answer: b Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 2. Understanding 28. The “cocktail party problem” refers to a. the difficulty of talking to two people at once. b. attending to too many people asking you the same question at once. c. the inability of a person to understand what’s being said in a loud room when attending to a single person. d. the ability to identify the gender of all people talking in a loud room. e. too many talking when others are speaking.

Answer: c Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 2. Understanding 29. According to Broadbent’s filter model of attention, a. late selection of stimuli is critical for attention. b. meaningful stimuli are chosen for attention. c. attention uses a system that prefers covert stimuli. d. we select information for attention based on physical properties of a stimulus prior to processing meaning. e. stimuli selected for attention are chosen based on the strength of the stimulus.

Answer: d Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 1. Remembering 30. Treisman’s attenuator model of attention suggests that

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a. early processing occurs for unattended stimuli while later processing is necessary for attended stimuli. b. only late processing occurs for stimuli. c. there is a limit to the amount of attention that can be paid to a single stimulus. d. attention becomes weaker as more stimuli are presented. e. processing of unattended stimuli is dampened as processing of attended stimuli becomes stronger.

Answer: e Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 1. Remembering 31. Which of the following is an example of a high perceptual load? a. Remembering the order of cards flipped during a poker game b. Doing a math problem while many children are screaming around you c. Trying to tie your shoe while a cat is playing with the shoelace d. Picking out notes from a single flute during a full orchestra rehearsal e. Learning the words to a new song Answer: d Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 3. Applying 32. Under which of the following conditions would a person have the most difficult time filtering out irrelevant information due to a heavy working memory load? a. Looking for a lost ring within a box full of buttons b. Adding the first two numbers that appeared on a screen after every five numbers shown in a list of 50 numbers. c. Trying to stay on a narrow path with a blindfold on. d. Singing the words to a song being played on the piano by a friend e. Remembering how to use a power tool that you were taught to use years earlier.

Answer: b Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 3. Applying 33. In a demonstration of modulation, subjects reported a tilt to one side of adjacent Gabor patches when a. the distance between patches increased. b. subjects were distracted by a noise coming from one side. c. the space in between the patches was cued. d. both Gabor patches had a subject’s attention. e. attention was guide to one of the Gabor patches.

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Answer: e Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 1. Remembering 34. Which of the following is an example of modulation? a. Changing the way you put away your clothes after losing a pair of socks b. Having a memory of how to play a song c. Knowing the color of the tie you want while searching for it among different colored ties d. Looking for a lizard that can change colors e. Attending to changing stimuli Answer: c Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 3. Applying 35. If we consider the difficulty of a continuous performance task, why might baggage screeners be bad at detecting dangerous objects? a. It is difficult to attend to objects that are not commonly seen. b. People are better at hiding dangerous objects than harmless objects. c. Dangerous objects usually have unusual features to which we don’t attend. d. We avoid attending to things that can harm us. e. Baggage screeners are not properly trained to identify dangerous objects.

Answer: a Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 2. Understanding 36. Which feature of the attentional network task uses temporal readiness to select information? a. Conflicting cues b. A spatial cue c. An alerting cue d. The size of a cue e. The complexity of a cue Answer: c Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 1. Remembering 37. A person is good at _______ if they can use spatial cues and bad at _______ if they cannot use congruent cues. a. orienting; alerting b. orienting; executive attention c. alerting; executive attention

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d. executive attention; orienting e. alerting; orienting Answer: b Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 3. Applying 38. Which of the following is an example of a continuous performance task? a. Picking out the difference between two objects b. Watching a tennis match. c. Doing a gymnastics routine d. Checking identification for entry into a bar e. Chewing food during a meal.

Answer: d Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 3. Applying 39. A driver steps on the gas pedal when a traffic light turns green while watching a countdown of seconds in a pedestrian sign. The response is faster than it would be for someone who has no idea when the light will change. The faster response is due to a. modulation. b. vigilance. c. high perceptual load. d. executive attention. e. orienting.

Answer: b Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 4. Analyzing 40. Which of the following is true of inattentional blindness? a. The retina does not respond to a stimulus when attention is given to another stimulus. b. A person is not aware of a stimulus directly in their field of view due to attention to another stimulus. c. Attention is needed to see. d. Visual information from an attended stimulus blocks the detection of another stimulus. e. Inattentional blindness results from attending to a stimulus for too long.

Answer: b Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 2. Understanding 41. Feature-based attention can a. lead to inattentional blindness. b. prevent inattentional blindness.

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c. increase attention for all objects that come into view. d. decrease attention to objects to which we previously attended. e. minimizes the importance of features of objects for which we are searching.

Answer: a Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 2. Understanding 42. Attention to a transient signal can be disrupted by a. removing all other transient signals. b. providing the transient signal more frequently. c. widespread transient signals appearing at the same time as the signal of interest. d. increasing contrast of the signal in the background. e. making the transient signal constant.

Answer: c Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 2. Understanding 43. How is change blindness different from inattentional blindness? a. Inattentional blindness occurs when both stimuli are detected but interfere with processing of the other, while change blindness occurs when two stimuli cancel out the detection of the other. b. Inattentional blindness is due to an attentional defect, while change blindness is due to not realizing that attention has shifted. c. Change blindness involves a failure to two views of a stimulus in memory, while inattentional blindness is a failure to notice a stimulus at all. d. Change blindness only occurs with familiar people, while inattentional blindness occurs with strangers. e. They only differ in how long it takes for people to realize they missed something.

Answer: c Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 1. Remembering 44. Which feature would most likely help an experimental subject detect that the person conducting the experiment and asking questions has been swapped out for another person while a distraction occurs? a. The new person is wearing the same clothing as the swapped person. b. The swapped person is in the same age group as the subject, but the new person is much older. c. The new person is the same height as the swapped person. d. The subject is wearing glasses. e. The new person has the same hair color as the swapped person.

Answer: b Textbook Reference: 4.5 Attention and Awareness

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Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 1. Remembering 45. How does the attentional blink demonstrate the relationship between attention and awareness? a. An attentional blink is independent of the time between two stimuli. b. In order to be aware of a stimulus, much time (minutes) is needed between the two stimuli. c. Retrieval of a short-term memory of a stimulus is enhanced by rapid presentation of a stimulus just prior to the original stimulus. d. When we blink while attending to a stimulus, we will shift our attention to another stimulus. e. Subjects have difficulty identifying the second of two stimuli if the second target appears too soon after the first.

Answer: e Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 2. Understanding 46. Which of the following illustrates how blindsight demonstrates implicit awareness? a. A person with blindsight is not aware of visual stimuli but can use visual information to avoid obstacles. b. A person with blindsight can tell the color of an object and can use that information to identify the object. c. A person with blindsight is aware of visual stimuli in bright light but not dim light. d. Implicit awareness is dependent on conscious awareness of a visual stimulus which people with blindsight have. e. A person with blindsight is aware of visual stimuli but can only use that information to name objects.

Answer: a Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 2. Understanding 47. The gist of a scene allows us to view the world by a. paying attention to details of a scene. b. identifying prominent features and binding them to less prominent features. c. allowing us to focus on features that are important to us. d. giving us an overall idea of what we are experiencing. e. subtracting far from near features.

Answer: d Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 2. Understanding 48. Which of the following would have the highest saliency on a visual salient map?

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a. A bright red object among bright orange objects b. A bird among similar-sized birds c. A red circle among many yellow circles d. A teammate on your basketball team who is the same size as all other teammates e. An object among many other identical objects Answer: c Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 3. Applying 49. Attentional capture can be overridden by a. tuning attention to a particular feature. b. using gist. c. using identical objects in a circle. d. knowing the location of an object in space before looking for it. e. knowing the onset of an appearing object before looking for it.

Answer: a Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 1. Remembering 50. Which of the following is true of experienced-based learning? a. Conscious awareness of learning is necessary. b. Contextual cueing does not assist with learning. c. Learning occurs best when there is no emotional content involved. d. Emotional experiences do not affect learning. e. Repeated experience with a task results in similar to reaction times to a single experience.

Answer: e Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 1. Remembering 51. Which of the following is an example of emotion-driven attentional bias? a. A happy person is more likely to smile than a sad person. b. A bank teller is able to see a gun under a man’s coat. c. A dentist is able to see all of a patient’s teeth in one viewing. d. A scared basketball player can shoot more accurately with an orange ball than a red ball. e. A person moves faster through an area where they were mugged than through an area where they were not.

Answer: e Textbook Reference: 4.6 Are We in Control of Our Attention?

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Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 3. Applying 52. What does the dot probe task demonstrate for emotion-driven attentional bias? a. People are more attentive to nonthreatening images than to threatening images. b. Threatening stimuli only make people attentive if they have experienced that threatening stimulus previously. c. Attention is drawn to a location where a perceived threat appeared previously. d. Dots can be used to bring attention to a threatening stimulus. e. Threatening images cause people to look away from a location.

Answer: c Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 2. Understanding 53. Which brain structure is active in response to emotional faces? a. Olfactory cortex b. Intraparietal sulcus c. Frontal eye field d. Amygdala e. Posterior parietal cortex Answer: d Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 1. Remembering 54. Which of the following can occur with emotional-induced blindness? a. Slow recognition of a threat b. Inability to identify a change in the environment c. Increased accuracy in identifying changes d. Faster reaction times without seeing a visual task e. Loss of vision Answer: b Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 1. Remembering 55. How do positive emotions affect attention according to the broaden-and-build theory? a. They help people form a global bias. b. They induce a local bias. c. They help people focus on small details of an object. d. People feel happy about non-emotional stimuli.

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e. More and more attention is given to happy faces.

Answer: a Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 1. Remembering Short Answer 56. Briefly explain the relationship between eye tracking and overt and covert attention.

Answer: Eye tracking follows the movement of eyes to locations where people are paying attention. This shows overt attention. However, paying attention to stimuli where you are not directly looking is also covert attention. Usually, eye tracking will measure where vision is directed. However, eye tracking may be used with measures of brain activity, such as EEG, to show that attention is being paid to stimuli attended to without direct attention.

Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 2. Understanding 57. Why is multiple-object tracking important in real life?

Answer: There are many circumstances in which we need to be able to attend to many stimuli at once in order to safely complete a task, such as walking across a busy intersection or keeping track of several children on a crowded playground.

Textbook Reference: 4.1 What Is Attention?

Learning Objective: 4.1 Describe how attention can be directed both outwardly and inwardly.

Bloom’s Level: 2. Understanding 58. What is the neurophysiological evidence for the biased competition model of attention?

Answer: Visual cortical neurons that are highly responsive to one stimulus become less responsive when competing stimuli occupy the receptive fields of those neurons at the same time.

Textbook Reference: 4.2 Selection: A Core Function of Attention Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 59. What does the attentional blink effect tell us about temporal attention?

Answer: The attentional blink effect shows that the second of two targets in rapid succession is harder to detect than the first. This effect has shown that the limit of temporal attention with visual stimuli is about half a second.

Textbook Reference: 4.2 Selection: A Core Function of Attention

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Learning Objective: 4.2 Describe different ways we can direct attention to select information.

Bloom’s Level: 2. Understanding 60. What have dichotic listening experiments taught us about attention?

Answer: People have difficulty reporting on an unattended auditory message while listening to an attended message.

Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 1. Remembering 61. What is the evidence that the locus of attention selection is flexible?

Answer: Studies have shown that the attentional load of a task can dictate how much attention is given to that task. If a task is demanding (has high loads), then more attention is required. If a task is easy (has low loads), less attention is needed.

Textbook Reference: 4.3 Processing Before Selection versus After Selection Learning Objective: 4.3 Distinguish what processing might be like before versus after selection.

Bloom’s Level: 1. Remembering 62. Provide an example of modulation.

Answer: Answers will vary but should demonstrate that attention changes the way we perceive a stimulus. For example, calling attention to a location with a cue change enhances our perception of that a stimulus in that location.

Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 3. Applying 63. How does the attentional network task (ANT) examine the three attentional networks?

Answer: To test how well people orient their attention in space, response time after a spatially informative cue is subtracted from response time when no spatially informative cue appears. Alerting is tested by subtracting response times to the presence of a stimulus with and without a spatially noninformative cue. Executive attention is tested by subtracting response times to find a stimulus with congruent versus noncongruent information.

Textbook Reference: 4.4 Modulation and Vigilance Learning Objective: 4.4 Explain the role of attention in modulation and vigilance.

Bloom’s Level: 2. Understanding 64. Explain why inattentional blindness shows top-down processing.

Answer: Inattentional blindness shows that people don’t attend to stimuli that are visually detected but ignored. Thus, attention to some features or qualities of an object or objects suppresses awareness of another object. This means that visual sensation occurs (bottomup processing), but expected information held in memory affects visual awareness.

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Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 5. Evaluating 65. What does blindsight tell us about attention and awareness?

Answer: People with blindsight are able to use detected visual information even though they are not aware of detecting that information. Thus, they can attend to this visual information without being aware of it.

Textbook Reference: 4.5 Attention and Awareness Learning Objective: 4.5 Explain the link between attention and awareness.

Bloom’s Level: 2. Understanding 66. How can an advertiser take advantage of contextual cueing to sell a product?

Answer: By placing products in occasional frames of ads that repeatedly show novel nontarget items, consumers will take notice of the intended product without realizing that they were being taught to recognize that product.

Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 3. Applying 67. How does emotional stimuli affect temporal attention for an attentional blink?

Answer: Emotional stimuli increase the response time to the second stimulus in an attentional blink. These stimuli appear to disrupt the awareness of non-emotional stimuli.

Textbook Reference: 4.6 Are We in Control of Our Attention?

Learning Objective: 4.6 Discuss factors that guide our attention that may be beyond our control.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 5 Cognitive Control and Working Memory

Multiple Choice 1. Cognitive control allows a person to a. calculate tax payments while someone is talking to them. b. passively experience moving scenes. c. receive a coded message. d. complete a complex math problem. e. breathe while walking.

Answer: a Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying 2. Both internal and external attention a. seem limitless to adults but not teenagers. b. limit cognitive control by available mental resources. c. require information from all senses to acquire cognitive control. d. are only dependent on stimuli directly related to the mental task at hand. e. are facilitated by tasks with increased cognitive effort.

Answer: b Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 3. Which activity has the highest cognitive load? a. Throwing a ball while yelling at the receiver b. Deciding what to eat at a restaurant c. Writing answers to essay questions while holding a conversation d. Doing a math problem while sitting in an uncomfortable chair e. Running while listening to music Answer: c Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying

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4. Which activity shows the highest cognitive overlap? a. Hearing a car horn while driving b. Noticing the location of cars on a busy road while driving c. Interpreting a traffic signal while driving d. Listening to music while driving e. Looking at a map while driving Answer: e Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying 5. Which of the following demonstrates how internal attention can interfere with external attention? a. Thinking about a video game while you are listening to a lecture b. Looking at a person while determining how you feel about that person c. Driving a car while listening to music d. Increasing the volume of a radio when there is other noise in the room e. Imagining a relationship with someone you haven’t met Answer: a Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying 6. Why is texting while driving more dangerous than having a vocal conversation with someone while driving? a. Texting while driving has more auditory cognitive overlap than having a vocal conversation while driving. b. Cognitive interference occurs while texting and driving but not when conversing and driving. c. Cognitive interference only occurs when different sensory stimuli are used at the same time. d. There is greater cognitive overlap and interference while texting and driving than while driving and having vocal conversations. e. While vocal conversations have a greater cognitive overlap with driving than texting does with driving, the cognitive interference is greater for texting than for vocal conversations.

Answer: d Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying 7. What do dual-task experiments show us? a. Which tasks should be done first b. How often we need to change tasks c. How quickly we can identify cognitive interference

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d. How cognitive load and cognitive overlap lead to cognitive interference e. The effects of cognitive overlap but not cognitive load on cognitive interference Answer: d Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 1. Remembering 8. Which of the following statements about listening to music and learning is true? a. Classical music facilitates learning, while hard rock music does not. b. Learning your way around a new city would be facilitated by listening to music. c. Listening to music would benefit language learning but not learning your way around a new city. d. Listening to music always helps with learning. e. Listening to music can help with learning in some cases but not others.

Answer: e Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 1. Remembering 9. In terms of driving safety, how does talking on a cell phone compare to listening to music? a. Listening to music is more dangerous because, as an automatic process, it has a higher cognitive load than talking on a cell phone, which is a controlled process. b. Since both are controlled processes, they are both equally dangerous. c. Talking on a cell phone is more dangerous than listening to music because talking is a controlled process but listening to music is an automatic process. d. Auditory processes are all controlled processes, making listening to music more dangerous than talking on a cell phone. e. There is no difference in safety because performing more than one cognitive process is always dangerous while driving.

Answer: c Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 1. Remembering 10. A lesion in which brain region would lead to perseveration errors, such as an inability to receive rewards for identifying letters presented in alternating patterns? a. Prefrontal cortex b. Postcentral gyrus c. Frontal eye field d. Amygdala e. Posterior parietal cortex Answer: a Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 4. Analyzing

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11. Why are controlled processes more difficult than automatic processes? a. Controlled processes require more motor coordination. b. Automatic processes do not require sensory input. c. Cognitive load depends on the probably of cognitive interference which is greater for automatic than controlled processes. d. Controlled processes have higher cognitive loads than automatic processes. e. Controlled processes use much more stimulation for initiation than automatic processes do.

Answer: d Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 12. Which of the following is the best example of inhibition playing a role during cognitive control? a. Stretching your muscles after exercise b. Reading while in the bathtub c. Noticing words with negative connotations d. Running from a threat e. Driving the speed limit Answer: e Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 5. Evaluating 13. A man runs a stop sign while eating a sandwich. He is pulled over by a police officer who was driving behind him. When the police officer asks him to step out of his vehicle, the man refuses, trying to talk to the officer instead. The police officer responds by taking out his gun and pointing it at the man in the car. Which of the following regarding cognitive control in this situation is true? a. Both parties demonstrated a lack of inhibition in their behavior. b. The officer showed sustained attention and inhibition, whereas the man lost sustained attention when he did not step out of his car. c. The man driving the car was vigilant, but he did show inhibition when asked to step out of the car. d. Inhibition caused the driver to run the stop sign. e. Perfect cognitive control was demonstrated by both driver and police officer.

Answer: a Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 4. Analyzing 14. How might the Stroop task help identify people who may be unfit for jobs where racial bias has life or death consequences?

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a. The Stroop task cannot identify biased people because the task itself is considered racially biased. b. The Stroop task identifies people who are slow to react to situations involving people with dark skin. c. The Stroop task can be used to show if unconscious bias impairs cognitive control. d. The Stroop task shows reaction times are shorter in people with light skin versus people with dark sin, e. Skin color of subjects in the Stroop task determines whether a person has an unconscious bias.

Answer: c Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 4. Analyzing 15. The Simon task shows a. that a particular task requires greater cognitive control than another task. b. some colors generate quicker reaction times than others. c. left-handed people have faster reaction times than right-handed people. d. a mismatch of color with the name of the color interferes with the ability to read a word. e. some regions of the visual field are better attended to than others.

Answer: a Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 1. Remembering 16. In the flanker task, _______ interference occurs when the flanker distractors are _______, and _______ interference occurs when the flanker distractors are _______. a. perceptual; far apart; response; not conflicting b. perceptual; close together; response; conflicting c. perceptual; conflicting; response; far away d. response; close together; perceptual; conflicting e. response; not conflicting; perceptual; far away Answer: b Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 1. Remembering 17. Which task is optimal for separately testing perceptual and response interference? a. Stop-signal task b. Stroop task c. Flanker task d. Simon task e. Conflict monitoring Answer: c Textbook Reference: 5.1 Cognitive Control

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Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 1. Remembering 18. Learning from mistakes involves the _______ cortex for _______, and the _______ for _______ cortex. a. dorsolateral prefrontal; predicting errors; anterior cingulate; conflict evaluation b. anterior cingulate; conflict resolution; dorsolateral prefrontal; conflict detection c. dorsolateral prefrontal; detecting errors; anterior cingulate; inhibiting interference d. anterior cingulate; detecting errors; dorsolateral prefrontal; inhibiting interference e. anterior cingulate; predicting errors; dorsolateral prefrontal; detecting errors Answer: d Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 19. While shooting a free throw in basketball, the _______ cortex will register a miss, and the _______ cortex will help adjust the throw on the next shot. a. dorsolateral prefrontal; anterior cingulate b. anterior cingulate; dorsolateral prefrontal c. anterior cingulate; occipital d. dorsolateral prefrontal, occipital e. occipital; anterior cingulate Answer: b Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying 20. A prediction error occurs when a. there is an outcome that is not expected. b. we predict outcomes that are opposite of those expected. c. our predictions are always correct. d. the anterior cingulate cortex inhibits the dorsolateral prefrontal cortex. e. the dorsolateral prefrontal cortex inhibits the anterior cingulate cortex.

Answer: a Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 21. Which of the following would you expect if someone has low error-related negativity? a. Obsessive-compulsive disorder b. Good conflict resolution c. A very active anterior cingulate cortex d. No EEG activity e. A drug addiction relapse Answer: e

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Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying 22. Which of the following has the greatest task-switch cost? a. Answering questions about a book chapter after reading the chapter for an hour b. Reading and answering questions from a book chapter for an hour while at the same time texting a loved one every 5 minutes c. Texting a loved one after reading and answering questions from a book chapter for an hour d. Listening to classical music while you read a book e. Talking to your roommate while you are listening to music Answer: b Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 5. Evaluating 23. Which of the following about the residual switch cost is true? a. The residual switch cost decreases and disappears the longer you prepare for a task. b. The preparation effect shows that the residual switch cost only applies to difficult tasks. c. The residual task-switch cost is higher than the task-switch cost. d. The task-switch cost is equal to the residual task-switch cost. e. Preparation time does not eliminate residual switch cost.

Answer: e Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 24. Which of the following about multitasking is true? a. Multitasking is not strenuous for your brain in the case of certain tasks done simultaneously. b. Some individual tasks are much easier to complete while listening to classical music. c. The brain works harder during multitasking than when focusing on one task. d. Only people with damage to the prefrontal cortex have trouble multitasking. e. You accomplish more when you expect interruptions while you are working.

Answer: c Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 25. What is the relationship between working and short-term memory? a. Working memory is necessary for long-term memory, but short-term memory is not. b. Short-term memory transforms information stored by working memory. c. Working memory stores sensory information and short-term memory uses it.

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d. Short-term memory stores memory temporarily, and working memory uses the information in short-term memory. e. Both short-term and working memory use the visuospatial sketchpad, but only working memory uses the phonological loop.

Answer: d Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 2. Understanding 26. Which of the following is predicted by a good working memory? a. Success in school b. Ability to write quickly but not accurately c. Ability to hit a target when shooting a bow and arrow d. Seeing visual illusions e. Predicting winning lottery numbers Answer: a Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 27. Which of the following structures is necessary for the phonological loop? a. Somatosensory cortex b. Auditory cortex c. Visual cortex d. Amygdala e. Posterior parietal cortex Answer: b Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 2. Understanding 28. A person with damage to the prefrontal cortex would have trouble a. remembering a sequence of letters after a few seconds. b. using their visuospatial sketchpad but not their phonological loop. c. doing verbal and spatial memory tasks simultaneously. d. remembering the colors of four objects. e. understanding spoken words.

Answer: c Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 3. Applying

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29. According to Baddeley’s model of working memory, a. the central executive depends on both the visuospatial sketchpad and the phonological loop, but the episodic buffer only uses the visuospatial sketchpad. b. the episodic buffer relies on the visuospatial sketchpad and the phonological loop to disrupt interference, whereas the central executive only relies on the episodic buffer. c. the buffers are crystallized systems that represent long-term knowledge. d. both the central executive and episodic buffer use the visuospatial sketchpad and the phonological loop. e. both the visuospatial sketchpad and phonological loop have large capacities, whereas the episodic buffer has a limited capacity for integrated information.

Answer: d Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 2. Understanding 30. A person would have the best verbal recall for a list of a. four multi-syllable words that sound the same and that have never been seen before. b. four multi-syllable words that sound the same and have been seen for one minute. c. five multi-syllable words that are recognizable and sound the same. d. five one-syllable words that are recognizable and do not sound the same. e. eight related words with a varying number of syllables.

Answer: d Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Describe the structure of working memory and how each component relates.

Bloom’s Level: 5. Evaluating 31. Impairment of working memory for verbal recall of foreign words is an example of the a. acoustic similarity effect. b. word length effect. c. cocktail party effect. d. irrelevant speech effect. e. digit-span limitation.

Answer: d Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 32. Which evidence supports the existence of separate components for phonological and visual short-term memory? a. fMRI studies show the same structures are active with different latencies after the start of each type of task. b. Visuospatial tasks do not interfere with phonological tasks.

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c. People with brain damage typically have deficits with both types of short-term memory tasks. d. Tracking a light on a video screen is more difficult when repeating words in your head. e. Both storage systems provide information to the episodic buffer.

Answer: b Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 33. Task-switching, conflict responses, and problem solving are all accomplished by the a. primary sensory cortices. b. episodic buffer. c. visuospatial sketchpad. d. phonological loop. e. central executive.

Answer: e Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 34. Which of the following is evidence for separate processing of phonological storage and subvocal articulatory rehearsal? a. Subvocal articulatory rehearsal is impaired when phonological storage is disrupted. b. Phonological storage requires all language production areas, whereas the articulatory rehearsal loop only requires areas used for language comprehension. c. Phonological storage activates a different brain area than the articulatory rehearsal loop does. d. The prefrontal cortex is activated by both phonological storage and subvocal articulatory rehearsal. e. Increasing the letters in a phonological storage task interferes with subvocal articulatory rehearsal.

Answer: c Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 2. Understanding 35. Which of the following regarding visual short-term memory is true? a. Most people can remember up to four individual visual features or multifeatured objects equally well. b. Individual features are remembered better than multifeatured objects. c. Multifeatured objects are remembered better than individual features. d. More than four multifeatured objects can be remembered if they are all the same color.

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e. Individual features can be remembered better than multifeatured objects if they are all in the same orientation.

Answer: a Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 36. How does object complexity affect visual spatial memory? a. Three dimensional shapes show shorter search rates than two dimensional shapes. b. Increasing the number of colors improves visual spatial memory. c. Visual short-term memory is negatively correlated with object complexity. d. Object complexity does not affect visual short-term memory e. As object complexity increases, the capacity of visual short-term memory also does.

Answer: c Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 2. Understanding 37. Which of the following experimental results would support the slot model of the visuospatial sketchpad? a. Decreasing the number of features increases the capacity of the visuospatial sketchpad. b. Increasing the number of features does not affect the capacity of the visuospatial sketchpad. c. Increasing the number of complex objects increases the capacity of the visuospatial sketchpad. d. Increasing object complexity increases the capacity of the visuospatial sketchpad. e. The number of objects has no effect on the visuospatial sketchpad.

Answer: b Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 4. Analyzing 38. Which conclusion is best supported by fMRI studies showing that different brain areas are activated when subjects are asked to recall objects no longer in view? a. Perceptual memories of objects are not needed for visual short-term memory of those objects. b. Working memory of objects is necessary in order to form short-term memories of those objects. c. Perceptual memories of objects are only activated for working memory of those objects. d. Working memory representations of objects involve perceptual representations of those objects. e. There are separate working memory systems for each perception of an object.

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Answer: d Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 5. Evaluating 39. Which brain area is important for spatial working memory but not necessarily for other working memory systems? a. Prefrontal cortex b. Dorsolateral parietal cortex c. Ventrolateral parietal cortex d. Dorsolateral temporal cortex e. Ventrolateral temporal cortex Answer: b Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 40. How does long-term memory affect short-term memory? a. Long-term memory is always necessary for short-term memory. b. Experience facilitates chunking for short-term memory. c. Long-term memory activates separate brain areas needed for short-term memory. d. In order to form short-term memories, information must flow from the episodic buffer to the central executive where long-term memories are stored. e. Long-term memory does not affect short-term memory.

Answer: b Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Discuss the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 41. At what age do cognitive control and working memory typically decline? a. After 70 years of age for both sexes b. Between 50 and 70 years of age for both sexes c. After 50 years of age for men and after 70 years of age for women d. After 50 years of age for women and after 70 years of age for men e. Cognitive control and working memory do not decline with age Answer: a Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 1. Remembering 42. How does rumination affect cognitive control?

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a. Cognitive control is both enhanced and impaired by rumination, depending on whether one has positive or negative thoughts, respectively. b. Rumination can enhance cognitive control by focusing an individual’s attention on a single emotional state. c. Rumination can impair cognitive control by interfering with emotion regulation. d. By focusing on negative emotions, a ruminating person is able to shift cognitive control more easily than a person who does not ruminate. e. Rumination does not affect cognitive control.

Answer: c Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 2. Understanding 43. Which of the following results from conflict trials suggests that people with high anxiety have more trouble with working memory than people without anxiety? a. People with high anxiety are more attentive to threatening stimuli than nonthreatening stimuli. b. When presented with a non-threatening stimulus people with high anxiety are better at the flanker task than those with who do not have anxiety. c. When presented with a threatening stimulus, people with high anxiety are better at the flanker task than those who do not have anxiety d. The prefrontal cortex is overactive in people with high anxiety during all trials compared to those who do not have anxiety. e. During high-conflict trials, people with high anxiety have less activity in their prefrontal cortices then people who do not have anxiety.

Answer: e Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 4. Analyzing 44. Based on the Yerkes-Dodson curve after a certain level of stress, increased anxiety a. increases performance for both simple and complex tasks. b. increases performance for simple tasks but not complex task. c. decreases performance for both simple and complex tasks. d. decreases performance for simple but not complex tasks. e. has little effect on either simple or complex tasks.

Answer: b Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 1. Remembering 45. How is someone with high working memory capacity affected by increased pressure to perform well compared to someone with poor working memory capacity?

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a. Differences between performance are eliminated when increased pressure is due to financial gain. b. Videotaping performance affects people with low working memory capacity more than people with high working memory capacity. c. People with high working memory capacity are less negatively affected than those with low working memory capacity. d. People with high working memory capacity are more negatively affected than those with low working memory capacity. e. Social and reward pressures affect all people equally.

Answer: d Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 2. Understanding 46. Which of the following describes ego depletion? a. A person’s mental energy is depleted, resulting in impairment of cognitive control b. A person has no self-worth, interfering with mathematical ability c. A person is physically exhausted after giving another person complicated instructions on how to solve a problem d. A person loses patience for another person’s inability to follow directions e. A person is better at dealing with cognitive interference when they have completed an emotional task Answer: a Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 2. Understanding 47. Who would you choose to make important decision? a. A lawyer at 2:00 AM b. A marathon runner right after a race c. A professor in the evening who has only eaten breakfast d. A judge that has just eaten e. A friend that is fasting Answer: d Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 3. Applying 48. How does scarcity affect cognitive control? a. People who never have had money show better performance with scarcity than those with a lot of resources.

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b. People who were formerly wealthy show poorer performance with scarcity than those who never had resources. c. Without sufficient resources, people perform poorly on cognitive control tasks. d. Lack of money does not affect cognitive control as much as lack of time. e. A lack of educated colleagues results in poor cognitive control.

Answer: c Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 1. Remembering 49. Why might action video games improve general cognitive skills more than more passive types of video games? a. Action video games cause fear which improves cognitive skills more than passive video games do. b. Action video games are designed for high emotional content which facilitates working memory. c. Conflicting consequences of emotional content and dual tasking in action video games result in better cognitive processing than the single tasks of passive video games. d. Passive video games requires both the visuospatial sketchpad and phonological loop, whereas action video games only require the visuospatial sketchpad. e. Action video games improves dual tasking, as well as low-level visual skills, both of which are important for working memory.

Answer: e Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 4. Analyzing 50. Which of the following is the best strategy if you wanted to enhance cognition? a. Exercise regularly b. Take a stimulant drug with every meal c. Drink two glasses of wine with dinner d. Go to sleep at different times each night e. Smoke marijuana Answer: a Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 1. Remembering 51. Why might walking outside help more with restoring cognitive fatigue than walking inside? a. People tend to walk less inside than outside, reducing the benefit of the physical exercise. b. Olfactory signals from nature focus attention better than olfactory signals from inside.

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c. Counting trees improves attention. d. There is more oxygen outside than inside. e. Attention is better restored outside than inside, due to attending to more stimuli outside.

Answer: e Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 4. Analyzing Short Answer 52. How do cognitive load and cognitive overlap apply to car accidents while texting?

Answer: The cognitive load for driving is high because a driver must pay attention to many things, like traffic, pedestrians, and traffic signals. Visual attention is needed for both driving and texting, creating significant cognitive overlap. These take away from driving as carefully as possible, resulting in a greater chance of having an accident than if a person were not texting.

Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 3. Applying 53. Describe the interaction between the anterior cingulate cortex (ACC) and the dorsolateral prefrontal cortex (DLPC) for conflict monitoring and resolution.

Answer: The ACC is important for error detection and, thus, conflict monitoring. The ACC then sends this information to the DLPC to adjust responses by inhibiting interference for conflict resolution.

Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 1. Remembering 54. Describe mental chronometry and how it demonstrates the psychological refractory period.

Answer: Mental chronometry measures response times to different stimuli presented at different intervals. Reaction times increase with shorter intervals between stimuli than with longer intervals, showing that there is a limit to how fast the mind can respond to stimuli presented simultaneously.

Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 55. How does error-related negativity (ERN) provide more accurate information about error detection than fMRI?

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Answer: Error-related negativity is an EEG response to errors, milliseconds after the error is given. fMRI relies on metabolic responses that take seconds. Thus, we get better temporal resolution for brain responses with an ERN than with fMRI. Textbook Reference: 5.1 Cognitive Control Learning Objective: 5.1 Explain cognitive control and its role in multitasking.

Bloom’s Level: 2. Understanding 56. Which visual short-term memory model is best supported by brain imaging studies, and why?

Answer: Both the slot and resource model for short-term memory are supported since two different brain regions respond differently to object complexity during visual short-term memory tasks. In the superior intraparietal sulcus (IPS), activity decreases as more than four features are used for a visual spatial memory task (supporting the resource model), whereas activity remains high in the inferior IPS as more than four features are added to object complexity (supporting the slot model).

Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Describe the structure of working memory and how each component relates.

Bloom’s Level: 3. Applying 57. What is the neurological evidence for separate short-term memory systems?

Answer: The phonological loop and visuospatial sketchpad are affected differently by different brain lesions. In addition, fMRI studies show that different brain regions are activated by phonological versus visuospatial tasks.

Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Describe the structure of working memory and how each component relates.

Bloom’s Level: 1. Remembering 58. How would lesions of the prefrontal cortex affect working memory?

Answer: Prefrontal cortical lesions would negatively affect working memory since the prefrontal cortex is thought to be the central executive, which manipulates information especially when multiple short-term memory systems are used to solve a task.

Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Describe the structure of working memory and how each component relates.

Bloom’s Level: 3. Applying 59. How are the slot model and resource model of visual short-term memory similar?

Answer: They both assume that there is a four-object limit to visual short-term memory.

Textbook Reference: 5.2 Working Memory Learning Objective: 5.2 Describe the structure of working memory and how each component relates.

Bloom’s Level: 2. Understanding

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60. Why might ruminative behaviors be more common in females than males, starting at adolescence?

Answer: Internal hormonal factors combined with societal pressures and negative experiences may increase stress and promote negative emotions about self-worth in women more than men, leading to depression.

Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 5. Evaluating 61. How are phobias related to emotional regulation and cognitive control?

Answer: People with phobias have an irrational fear of something. This uncontrolled fear is a lack of cognitive control related to managing their fearful emotions. Cognitive control involves the ability to inhibit maladaptive negative thoughts that have no basis in reality. This ability is missing with a phobia.

Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 3. Applying 62. What is the relationship between hunger and cognitive control?

Answer: Making decisions requires glucose for brain activity. Evidence for this is that impairments in self-control are eliminated when subjects are given “glucose-drinks,” and in Israel, judges that are given food breaks make more favorable rulings. Both of these findings suggest that hunger influences decision making.

Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention Bloom’s Level: 2. Understanding 63. Which aspects of cognitive control are enhanced by action video games?

Answer: Action video games improve both internal and external attention, presumably through practice with dual-tasking. In addition, action video games improve low-level visual processing, the basis for all visual cognitive control.

Textbook Reference: 5.3 Influences on Cognitive Control and Working Memory Learning Objective: 5.3 Understand the factors that impair or enhance cognitive control, emotion, and attention.

Bloom’s Level: 2. Understanding

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 6 Everyday Memory

Multiple Choice 1. Which type of memory has the largest capacity? a. Iconic memory b. Intermediate encoded memory c. Long-term memory d. Short-term memory e. Working memory Answer: c Textbook Reference: 6.1 What Is Memory?

Learning Objective: 6.1 Define short-term and long-term memory.

Bloom’s Level: 1. Remembering 2. Both short-term memory and long-term memory a. must be retrieved before use. b. have a fairly unlimited capacity. c. require hierarchical organization. d. allow our experiences to affect our thoughts and behaviors. e. are also known as working memory.

Answer: d Textbook Reference: 6.1 What Is Memory?

Learning Objective: 6.1 Define short-term and long-term memory.

Bloom’s Level: 2. Understanding 3. In what way are memory champions different from average individuals? a. Memory champions have above average memory for information presented visually, but only average memory for spoken numbers and words. b. Memory champions excel at specific tasks but have below average autobiographical memory. c. Memory champions typically show average recall for autobiographical data but can remember long lists of words and numbers. d. Memory champions have greater recall than average individuals, regardless of task. e. Memory champions have more accurate flashbulb memories than average individuals.

Answer: c

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Textbook Reference: 6.2 The Memory Paradox Learning Objective: 6.2 Describe instances of great memory ability and instances of memory failure.

Bloom’s Level: 1. Remembering 4. What might explain how memory athletes are able to outperform other individuals? a. Memory athletes are better able to control their attention. b. Memory athletes rely on echoic memory more than iconic memory. c. Hippocampal volume is greater in memory athletes. d. Memory athletes use intermediate encoding rather than shallow encoding. e. Memory athletes have learned to use retrograde memory enhancement to improve their memory.

Answer: a Textbook Reference: 6.2 The Memory Paradox Learning Objective: 6.2 Describe instances of great memory ability and instances of memory failure.

Bloom’s Level: 1. Remembering 5. How might our tendency to look for meaning distort our memories? a. Our preference for meaning leads us to overlook other strategies that would be more effective. b. It leads us to fill in gaps based on our experience and expectations, sometimes incorrectly. c. A sense of meaningfulness results in overconfidence, and our metamemory suffers as a result. d. We assign meanings where there are none, resulting in retrieval cues that are incorrect. e. Our preference for meaning only enhances memory, by allowing us to store more information through meaningful retrieval cues.

Answer: b Textbook Reference: 6.2 The Memory Paradox Learning Objective: 6.2 Describe instances of great memory ability and instances of memory failure.

Bloom’s Level: 5. Evaluating 6. Mnemonists are a. strategies that can be used to improve memory for certain items. b. patients who have below average memory due to injury or illness. c. scientists who study how we remember information. d. memory athletes capable of memorizing impressive amounts of information. e. hypnotists who specialize in memory retrieval.

Answer: d Textbook Reference: 6.2 The Memory Paradox Learning Objective: 6.2 Describe instances of great memory ability and instances of memory failure.

Bloom’s Level: 1. Remembering

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7. To remember her grocery list, Nadia imagines walking through her apartment and seeing each item in different location throughout her apartment. Her bed is covered in bananas, the bathtub is filled with spaghetti sauce, and the couch in her living room is made of tofu. What technique is Nadia using? a. Iconic memory b. The method of loci c. Metacognition d. Intermediate encoding e. Rehearsal Answer: b Textbook Reference: 6.2 The Memory Paradox Learning Objective: 6.2 Describe instances of great memory ability and instances of memory failure.

Bloom’s Level: 3. Applying 8. Research by George Miller suggests that most people can only remember around seven items in a. long-term memory. b. short-term memory. c. metamemory. d. iconic memory. e. sensory memory.

Answer: b Textbook Reference: 6.2 The Memory Paradox Learning Objective: 6.2 Describe instances of great memory ability and instances of memory failure.

Bloom’s Level: 1. Remembering 9. Research by George Sperling, in which he briefly presented grids of letters or numbers to participants, showed that a. hearing a tone improves alertness and enhances memory. b. low tones improve memory, while high tones have no effect on memory. c. our sensory memory can hold around four items, but typically the memory fades too quickly for us to report all the items held in memory. d. our sensory memory can only hold three or four items. e. sensory memory lasts longer when we use rehearsal.

Answer: c Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 2. Understanding 10. Visual sensory memory is known as _______ memory. a. iconic b. echoic c. short-term

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d. shallow e. photonic Answer: a Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 1. Remembering 11. Repeating information over and over to keep it in short-term memory is known as a. chunking. b. encoding deeply. c. elaboration. d. rehearsal. e. retrieval.

Answer: d Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level:1. Remembering 12. Which strategy would result in the strongest memory for a list of words? a. Deciding whether each word was uppercase or lowercase b. Repeating the words over and over c. Generating words that rhyme with words on the list d. Estimating the number of syllables in each word e. Thinking about the meanings and functions of each list item Answer: e Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 3. Applying 13. When Anja first started playing piano, it was hard to remember which notes made up each musical chord. After years of practice, the notes for each chord became combined in her memory as a meaningful whole. Which process now enables Anja to effortlessly remember a series of chords and easily report the notes that make up each one? a. Chunking b. Encoding deeply c. The method of loci d. Rehearsal e. Retrieval Answer: a Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 3. Applying

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14. Hiroshi conducted a memory study in which participants read a list of nouns and a list of verbs and then were asked later to recall as many words as they could from both lists.

What can Hiroshi do to control for a possible recency effect? a. Make words at the beginning of each word list worth more points when calculating participant scores b. Make words at the end of each word list worth more points when calculating participant scores c. Show half of the participants the list of nouns first and the other half the list of verbs first d. Have the participants view the lists on different days e. Have participants count backwards from 10 before reporting which words they remember Answer: c Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 5. Evaluating 15. Which would be the best strategy for remembering the word pair “mouse-desk”? a. Imagining yourself seated at a desk, using a mouse b. Imagining a mouse sitting on a desk c. Thinking of words that rhyme with mouse and desk d. Contemplating the meanings of each word (mouse and desk) e. Constructing a sentence that combines the two words Answer: a Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 5. Evaluating 16. Concept maps are useful study tools, partly because they show the relationships between concepts. A concept map that arranges concepts from general categories to more specific details and examples is an example of a. chunking. b. hierarchical organization. c. intermediate encoding. d. distributed practice. e. retrograde memory enhancement.

Answer: b Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 2. Understanding

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17. In a study of memory, participants were given 10 minutes to study a list of words. To encourage _______, Zhou asked participants to generate synonyms for each word on the list. a. shallow encoding b. intermediate encoding c. deep encoding d. chunking e. visualization Answer: c Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 2. Understanding 18. Why does hierarchical organization aid memory? a. Hierarchical organization is associated with greater activity in the hippocampus. b. Hierarchical organization prevents blocking. c. Orderly memories prevent errors during memory reconstruction. d. Global categories serve as retrieval cues that help you remember related subtypes. e. Hierarchical organization enhances external source monitoring.

Answer: d Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 1. Remembering 19. Naveen has noticed that he remembers what he studies better if he relates it to his own life. Naveen is benefiting from a. retrograde memory enhancement. b. the self-reference effect. c. the self-encoding effect. d. visualization. e. chunking.

Answer: b Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 3. Applying 20. If you do not make time to regularly study for exams and instead try to learn all the material during a long, torturous study session the night before an exam, the study method you are using is a. context-dependent practice. b. interleaved study. c. the A-B, A-C learning paradigm. d. distributed practice.

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e. massed practice.

Answer: e Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 3. Applying 21. When Ebbinghaus taught himself lists of nonsense words, he found that a. he remembered more of the words after distributed practice. b. he remembered more of the words after massed practice. c. he retained most of the words for the first three days, but then forgetting rapidly increased. d. his memory was poor for any words longer than one syllable. e. chunking helped him to remember more of the nonsense words.

Answer: a Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 1. Remembering 22. In non-laboratory settings, memory failures a. rarely occur. b. are likely due to encoding rather than retrieval problems. c. are likely due to retrieval rather than encoding problems. d. are likely due to a combination of encoding and retrieval problems. e. can be prevented with elaboration.

Answer: c Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 2. Understanding 23. In a study by Roediger and Karpicke (2006), students read a passage and then were asked to restudy the passage or test themselves on the passage. When the students were tested five minutes later a. there were no significant difference between the study and test groups. b. the study group performed better than the test group. c. the test group performed better than the study group. d. the study group had higher confidence but worse performance than the test group. e. the study group had lower confidence but better performance than the test group.

Answer: b Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 1. Remembering

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24. In a study by Roediger and Karpicke (2006), students read a passage and then were asked to restudy the passage or test themselves on the passage. When tested the students were tested a week later a. there were no significant difference between the study and test groups. b. the study group performed better than the test group. c. the test group performed better than the study group. d. the study group had higher confidence but worse performance than the test group. e. the study group had lower confidence but better performance than the test group.

Answer: c Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 1. Remembering 25. Participants asked to complete word fragments using a list of target words they had studied showed improved recall for the target words. This is due to a. self-imaging. b. the sentence verification effect. c. the testing effect. d. the generation effect. e. the fan effect.

Answer: d Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 2. Understanding 26. Improved memory when the test environment matches the study environment is known as a. context-dependent memory. b. mood-dependent memory. c. state-dependent memory. d. retrieval-induced inhibition. e. consolidation.

Answer: a Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 1. Remembering 27. Mood-dependent memory is a specific type of _______ memory. a. context-dependent b. state-dependent c. short-term d. flashbulb e. false

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Answer: b Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 1. Remembering 28. Keeping the external environment similar at study and test improves _______ memory, while _______ memory depends on a participant’s internal condition being similar at study and test. a. state-dependent; mood-dependent b. mood-dependent; state-dependent c. context-dependent; state-dependent d. state-dependent; context-dependent e. state-dependent; autobiographical Answer: c Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 4. Analyzing 29. Which procedure would result in stronger context-dependent memory? a. Having participants read a funny story before studying, and then a sad story before they are tested b. Having participants read a funny story before studying, and another funny story before they are tested c. Having participants take a test indoors after studying outdoors d. Having participants take a test in the same room that they studied in e. Giving participants caffeine when they are tested, but not when they are studying Answer: d Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 3. Applying 30. Which procedure would result in stronger state-dependent memory? a. Having participants read a funny story before studying, and then a sad story before they are tested b. Having participants read a funny story before studying, and another funny story before they are tested c. Having participants take a test indoors after studying outdoors d. Having participants take a test in the same room that they studied in e. Giving participants caffeine when they are tested, but not when they are studying Answer: b Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

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Bloom’s Level: 3. Applying 31. Most people do not remember events that happened before age 3 or 4. This is called a. blocking. b. the forgetting curve. c. hyperthymestic syndrome. d. infantile amnesia. e. retrieval-induced forgetting.

Answer: d Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 1. Remembering 32. Which of the following may help explain why memories before the age of 4 are rare? a. The hippocampus is not fully developed before age 4. b. The amygdala is not fully developed before age 4. c. Retroactive interference disrupts our earliest memories. d. Memories are formed in our earlier years, but we do not yet have the language to express them. e. Earlier memories are forgotten to make room for more recent memories.

Answer: a Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 2. Understanding 33. The brains of people with highly superior autobiographical memory a. are no different from the brains of other individuals. b. contain a significantly larger prefrontal cortex. c. contain a significantly smaller hippocampus. d. contain more “gray matter,” suggesting a higher density of neurons. e. contain more “white matter,” which may reflect more efficient neural transmission.

Answer: e Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 1. Remembering 34. Memories of a traumatic moment such as a president’s assassination are typically a. more vivid but less accurate than other memories. b. more vivid and more accurate than other memories. c. associated with greater confidence and more vividness than less emotional memories. d. associated with greater confidence but less vividness than less emotional memories. e. associated with greater confidence, vividness, and accuracy, compared to less emotional memories.

Answer: c Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

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Bloom’s Level: 1. Remembering 35. Confidence is _______ and accuracy is _______ for flashbulb memories compared to other memories. a. higher; lower b. higher; higher c. higher; similar d. lower; lower e. lower; higher Answer: c Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 2. Understanding 36. Memories can be enhanced if emotional arousal is increased a. while studying. b. shortly before studying. c. shortly after studying. d. during a test. e. shortly before a test.

Answer: c Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 1. Remembering 37. What impact do beta-blockers, which block stress hormones, have on retrograde memory enhancement? a. Beta-blockers make retrograde memory enhancement possible. b. Beta-blockers impair retrograde memory enhancement. c. Beta-blockers enhance retrograde memory enhancement. d. Beta-blockers have no impact on retrograde memory enhancement. e. Beta-blockers have not been studied with regard to retrograde memory enhancement.

Answer: b Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 1. Remembering 38. The _______ estimates how quickly information fades from memory. a. A-B, A-C learning paradigm b. Deese/Roediger-McDermott effect c. fan effect d. forgetting curve e. savings measure Answer: d Textbook Reference: 6.5 Memory Failures

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Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level:1. Remembering 39. Ebbinghaus found that the rate of forgetting a. is initially slow but speeds up over time. b. is initially fast but slows down over time. c. remains steady across time. d. is directly proportional to the savings measure. e. is increased by the administration of beta-blockers.

Answer: b Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level:1. Remembering 40. Researchers use _______ to study how memory is affected by distractions. a. the A-B, A-C learning paradigm b. divided-attention tasks c. the Deese/Roediger-McDermott paradigm d. the partial report paradigm e. the von Restorff effect Answer: b Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level:1. Remembering 41. You see a familiar face at the grocery store. As the person approaches, you try to remember their name. You know it starts with a “B.” You think it also has a “y” and a “c” in it, and it’s 3 syllables long. This is an example of a. blocking. b. misattribution. c. retrieval-induced inhibition. d. retroactive interference. e. source confusion.

Answer: a Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 3. Applying 42. Blocking is due to a. problems at the encoding stage of memory. b. problems at the storage stage of memory. c. problems at the retrieval stage of memory.

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d. internal source monitoring errors. e. external source monitoring errors.

Answer: c Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 2. Understanding 43. When you remember target memories, sometimes other unselect memories are lost.

This is known as a. blocking. b. misattribution. c. retrieval-induced forgetting. d. retroactive interference. e. source confusion.

Answer: c Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level:1. Remembering 44. Willow was talking to her girlfriend Tara about a movie they had watched a few years ago. But Tara had never actually seen the movie, because Willow had watched the movie with her friend Xander. Willow was having difficulties with a. internal source monitoring. b. external source monitoring. c. proactive interference. d. retroactive interference. e. self-imaging.

Answer: b Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 3. Applying 45. When Jennifer Thompson misidentified Ronald Cotton as her attacker, a police officer agreed with her that it was Ronald Cotton, making Jennifer even more certain.

After the lineup, Ronald’s face replaced Jennifer’s memory of the true perpetrator, and she was convinced that Ronald had attacked her. This is known as a. blocking. b. chunking. c. intrusive memory. d. retrieval-induced forgetting. e. source confusion.

Answer: e Textbook Reference: 6.5 Memory Failures

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Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 3. Applying 46. Have you ever been mad at someone for something they did, only to realize later that you had only dreamed that they did something to upset you? If so, you have experienced difficulties with a. internal source monitoring. b. external source monitoring. c. proactive interference. d. retroactive interference. e. self-imaging.

Answer: a Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 3. Applying 47. When newly learned material disrupts memories of previously learned information, it is known as _______ interference. a. anterograde b. retrograde c. proactive d. retroactive e. prospective Answer: d Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 1. Remembering 48. Children are less vulnerable to memory suggestibility a. if their hippocampus is fully developed. b. after the age of 8 years old. c. when they are given beta-blockers. d. once they develop reliable source memory. e. when sequential lineups are used.

Answer: d Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 2. Understanding 49. Loftus and colleagues showed that a. a single word can be enough to distort someone’s memory. b. memories are vulnerable hours after an event, but not days later.

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c. memories are safe from distortion after they have been consolidated. d. beta-blockers can prevent false memories. e. nearly everyone will falsely remember being lost in the mall if a family member verifies the story.

Answer: a Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 2. Understanding 50. Leichtman & Ceci (1995) showed that misleading information before an event and misleading questions afterwards could distort children’s memories. When interviewed 10 weeks after the visit, children in the _______ group had relatively accurate memories, but children in the _______ group were especially likely to report that they had witnessed Sam Stone rip a book and soil a teddy bear, when in fact they had witnessed no such thing. a. control; stereotype b. control; suggestion c. control; stereotype-plus-suggestion d. suggestion; stereotype e. stereotype; suggestion Answer: c Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level:1. Remembering 51. When you use beliefs and expectations based on previous knowledge and experience to fill in gaps, you are relying on _______ to help construct those memories. a. chunking b. elaboration c. retrograde memory enhancement d. schemas e. the self-reference effect Answer: d Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 2. Understanding 52. Which memory “sin” suggests that forgetting may be adaptive in some cases? a. Absent-mindedness b. Blocking c. Persistence d. Source misattribution e. Transience

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Answer: c Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 2. Understanding 53. Which of the following may lead to false identifications due to witnesses making relative judgments? a. The A-B, A-C learning paradigm b. Cognitive interviews c. Sequential lineups d. Simultaneous lineups e. Source confusion Answer: d Textbook Reference: 6.6 Implications for Eyewitness Testimony Learning Objective: 6.6 Explain how memory distortions can affect eyewitness testimony.

Bloom’s Level: 1. Remembering 54. Lineups are called “double-blind” when a. the one-way glass prevents members of the lineup from seeing the eyewitness. b. neither the officer who assembled the lineup, nor the witness know which member of the lineup is the suspect. c. neither the officer supervising the lineup nor the witness know which member of the lineup is the suspect. d. the eyewitness views individuals in the lineup one at a time. e. the eyewitness views individuals in the lineup all at once, side by side.

Answer: c Textbook Reference: 6.6 Implications for Eyewitness Testimony Learning Objective: 6.6 Explain how memory distortions can affect eyewitness testimony.

Bloom’s Level: 2. Understanding 55. Which statement about sequential and simultaneous lineups is true? a. Studies have proven that simultaneous lineups are always best and lead to more correct identifications. b. Studies have proven that simultaneous lineups are always best and result in fewer false identifications. c. Studies have proven that sequential lineups are always best and lead to more correct identifications. d. Studies have proven that sequential lineups are always best and result in fewer false identifications. e. There is still some debate about which lineup procedure is best.

Answer: e Textbook Reference: 6.6 Implications for Eyewitness Testimony

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Learning Objective: 6.6 Explain how memory distortions can affect eyewitness testimony.

Bloom’s Level: 2. Understanding 56. Why are cognitive interviews more effective than standard police interviews? a. Standard interviews take more time to conduct, and memories fade during the process. b. Standard interviews involve asking frequent questions that interrupt witnesses and disrupt their concentration. c. Cognitive interviews occur sooner, while memories are still fresh. d. Cognitive interview questions are more direct and easier to interpret than the ambiguous standard questions. e. Cognitive interviews require recognition, while standard police interviews depend on recall.

Answer: b Textbook Reference: 6.6 Implications for Eyewitness Testimony Learning Objective: 6.6 Explain how memory distortions can affect eyewitness testimony.

Bloom’s Level: 2. Understanding Short Answer 57. Compare and contrast short-term and long-term memory.

Answer: Both types of memory store information, and both enable our previous experiences to shape our thoughts and behaviors. However, long-term memory has a far greater capacity and a much longer duration (sometimes decades longer) than short-term memory, which fades after seconds. Also, long-term memory can exist outside our immediate awareness, while short-term memories are held in mind.

Textbook Reference: 6.1 What Is Memory?

Learning Objective: 6.1 Define short-term and long-term memory.

Bloom’s Level: 2. Understanding 58. Describe something you did today that required using your short-term memory.

Answer: Answers will vary but students’ answers should involve some task or event that required them to remember a small amount (likely less than 10 items) of information for a short amount of time. The duration may be seconds (such as remembering a passcode until you type it in) or possibly minutes if the information was kept actively in mind through some method (such as rehearsal).

Textbook Reference: 6.1 What Is Memory?

Learning Objective: 6.1 Define short-term and long-term memory.

Bloom’s Level: 3. Applying 59. Describe at least two methods that you could use to become a memory champion.

Answer: Mnemonic strategies such as the method of loci and visualization are powerful techniques for encoding information. With the method of loci (sometimes referred to as a “memory palace”), one imagines a familiar place (such a house or familiar route), and

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specific parts of the familiar place are used as placeholders (and then as retrieval cues) for the information that needs to be remembered. Visualization involves imagining novel images which represent the encoded information.

Textbook Reference: 6.2 The Memory Paradox Learning Objective: 6.2 Describe instances of great memory ability and instances of memory failure.

Bloom’s Level: 2. Understanding 60. Compare and contrast context-dependent memory and state-dependent memory.

Answer: Both refer to improved memory when study and test conditions are similar.

However, context-dependent memory is due to consistency in the external environment at study and test, while state-dependent memory depends on one’s internal state (such as their mood) being similar at study and test.

Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 2. Understanding 61. Define state-dependent memory and provide a specific example of something you could do to benefit from state-dependent memory.

Answer: State-dependent memory refers to a phenomenon in which memory is better when a person’s internal state at test is similar to the internal state they experienced during study. Student examples will vary, but to benefit from state-dependent memory, one should try to induce similar states for study and test. For example, one could try to induce a happy mood by eating a favorite food, listening to a favorite song, or reading a pleasant story. Internal states are also influenced by drugs such as alcohol and cannabis, but those drugs may also impair performance.

Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 3. Applying 62. Describe how you could have used hierarchical organization when studying for this exam.

Answer: Answers will vary but should mention organizing notes during study, with specific concepts listed subordinate to global (broad) categories. Hierarchical organization involves creating a network of associations in which items are linked to increasingly global categories.

Textbook Reference: 6.3 Making Memory Work Learning Objective: 6.3 Distinguish between encoding and retrieval and discuss strategies and factors that can improve memory.

Bloom’s Level: 3. Applying 63. Describe the Deese/Roediger-McDermott effect and why is it thought to occur?

Answer: The Deese/Roediger-McDermott effect is the tendency to falsely remember items that did not appear on a study list but were meaningfully related to other items on

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the list. One reason the effect is thought to occur is because people tend to organize information in their minds by clustering pieces together according to shared meaning and connections with other knowledge.

Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 2. Understanding 64. Explain the impact that beta-blockers might have on PTSD symptoms and describe supporting evidence.

Answer: Beta-blockers may prevent trauma-exposed individuals from developing PTSD symptoms. Research showed that trauma-exposed patients who were given beta-blockers were significantly less likely to exhibit increased emotional arousal (an indicator of PTSD), relative to a placebo group. In fact, while half of the placebo group showed heightened physiological activity at follow-up, none of the experimental group did.

Textbook Reference: 6.4 Autobiographical Memory Learning Objective: 6.4 Describe how autobiographical memory is constructive.

Bloom’s Level: 2. Understanding 65. Define two of the seven “sins” of memory described by Daniel Schacter and provide an example for each.

Answer: Answers will vary but students should describe and provide an example for two of the items below: • Transience: the forgetting of information over time • Absent-mindedness: the failure to encode due to inattention • Blocking: the inability to access memories that are intact and encoded • Misattribution: the failure to remember the source of a memory • Suggestibility: the tendency to reshape one’s memory according to misleading external information • Bias: the tendency to reshape memory according to one’s knowledge, beliefs, or feelings • Persistence: the intrusion of memories that we wish we could forget Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

Bloom’s Level: 2. Understanding 66. Explain why forgetting may be an adaptive feature of the brain.

Answer: Forgetting less important information allows the brain to work more efficiently—by reducing competition from distracting memories, target memories may be retrieved more easily and reliably. Unwanted memories can also take an emotional toll, leading to persistent, intrusive memories of traumatic events. Also, individuals who have highly superior autobiographical (such as Jill Price) are unable to forget their most painful experiences.

Textbook Reference: 6.5 Memory Failures Learning Objective: 6.5 Understand how memory failures can affect the way we perceive past experiences.

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Bloom’s Level: 2. Understanding 67. What is a possible concern when simultaneous lineups are used?

Answer: When eyewitnesses view several people all at once, they might be more likely to make a “relative judgment,” picking the closest match to their memory. If this happens when the true perpetrator is not present in the lineup, then a false identification might occur (such as Jennifer Thompson mistakenly identifying Ronald Cotton).

Textbook Reference: 6.6 Implications for Eyewitness Testimony Learning Objective: 6.6 Explain how memory distortions can affect eyewitness testimony.

Bloom’s Level: 2. Understanding 68. What are some recommendations for police interview techniques and operating procedures that resulted from cognitive psychology research?

Answer: Law enforcement officers should be educated about perception and memory, to help them avoid suggestiveness. Lineups should be “double-blind” when possible, and sequential lineups may result in fewer erroneous identifications than simultaneous lineups (which might encourage “relative judgments”). Also, cognitive interviews, which are less rushed and involve more open-ended questions, yield more information and lead to fewer errors than standard police interviewing techniques.

Textbook Reference: 6.6 Implications for Eyewitness Testimony Learning Objective: 6.6 Explain how memory distortions can affect eyewitness testimony.

Bloom’s Level: 3. Applying

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 7 Memory Systems

Multiple Choice 1. Anterograde amnesia is the inability to remember a. anything post-surgery, but the ability to remember things prior to surgery. b. anything prior to surgery, but the ability to remember things post-surgery. c. skills, but not facts. d. facts, but not skills. e. anything at all.

Answer: a Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 1. Remembering 2. One of the most significant findings about memory systems that working with the patient HM revealed was a. the discovery of retrograde amnesia. b. the discovery of anterograde amnesia. c. a clear distinction between anterograde and retrograde amnesia. d. there are different types of memories. e. that once someone learns something, it is always present; it is just a matter of retrieving (unforgetting) it.

Answer: d Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 2. Understanding 3. Most likely you remember what you were doing and where you were on September 11, 2001. This is an example of a. semantic memory. b. episodic memory. c. priming. d. procedural memory.

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e. statistical learning.

Answer: b Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 4. Which type of memory is the most durable through time? a. Episodic memory b. Semantic memory c. Priming d. Statistical learning e. Procedural memory Answer: e Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 5. Some of our earliest memories are a. episodic. b. semantic. c. procedural. d. priming. e. contextual cuing.

Answer: a Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 2. Understanding 6. In Alzheimer’s disease, the accumulation of plaques and tangles results in nonfunctioning and, therefore, dying neurons. From a tissue perspective, compared to healthy same-aged brain, this results in a. more, but less functional, brain tissue. b. much less brain tissue. c. much less blood circulation in the brain. d. impaired communication. e. fewer spaces between neurons.

Answer: b Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 7. Neurons die if they cannot perform their initial and primary function of

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a. keeping the body alive. b. allowing all autonomic functions to remain active. c. allowing the animal to learn, think and remember. d. allowing the animal to metabolize nutrients. e. communicating with other cells.

Answer: e Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 8. If Alzheimer’s disease runs in your family, one thing that you could do to help decrease the probability that you will get it would be to a. undergo gene therapy to fix the mutation that runs in your family. b. go back to school to earn a diploma or degree. c. avoid stress. d. eat mostly healthy foods and exercise regularly. e. manage diabetes and cardiovascular disease, if applicable.

Answer: d Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 1. Remembering 9. Which of the following about Alzheimer’s disease is true? a. It tends to cause a decline only in the ability to learn new things, but older memories remain largely unaffected. b. It tends to impact mostly implicit memory. c. It tends to impact mostly explicit memory. d. It tends to cause a decline only in the ability to remember old things, but the ability to acquire and retain new abilities and memories remains largely unaffected. e. Time is the critical factor: The later in life you get it, the milder it tends to be.

Answer: a Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 2. Understanding 10. In the remember/know procedure, during the study phase, which of the following lists of five words would be best in distinguishing between familiarity and recognition? a. Orange, car, table, star, rock b. Horse, spoon, table, chair, sand c. Honda, Toyota, Ford, Hyundai, Nissan d. Apple, dog, cat, grape, sky e. Star, moon, bed, shoe, hair Answer: c

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Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 5. Evaluating 11. A devoted wife has no interest in sports, while her husband is an avid sports fan. To be supportive, she often attends games with him. During these times she brings a book along to while away the hours, occasionally stopping to look and listen to the game. After several seasons of this, she knows all the rules and even some of the names of the key players. This is an example of a. explicit memory. b. statistical learning. c. procedural learning. d. contextual cuing. e. priming.

Answer: e Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 12. Which of the following is the best example of associative priming when participants are presented with the word “cat”? a. Participants are asked to name something that rhymes with “cat.” b. Participants are asked to name something furry. c. Participants are asked to name another animal spelled with three letters. d. Participants are asked to name another animal that is also a pet. e. Participants are asked to name another mammal.

Answer: d Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 5. Evaluating 13. In repetition suppression, repeated presentation of the same stimuli results in less fMRI signal than stimuli presented only once does. This indicates that a. the brain is getting used to the stimuli, so less effort or work is required. b. the relevant perceptual area of the brain is getting used to the stimuli, so less effort or work is required. c. statistical learning is occurring. d. priming is occurring. e. the parts of the brain involved in conceptual priming are different from those involved in perceptual priming.

Answer: b Textbook Reference: 7.1 Memory Systems

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Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 4. Analyzing 14. A professor learns the names and faces of all the students in her course. This is an example of a. semantic memory. b. explicit memory. c. implicit memory. d. contextual learning. e. perceptual learning.

Answer: a Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 15. You just finished reading this chapter on memory. Unfortunately, you do not remember a thing. Which kind of memory or learning should you rely on first to begin understanding the concepts contained therein? a. Priming b. Procedural learning c. Semantic memory d. Episodic memory e. Contextual cuing Answer: c Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 16. Which type of memory necessarily requires motor commands? a. Semantic b. Procedural c. Priming d. Statistical learning e. Contextual cuing Answer: b Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 1. Remembering 17. Which type of learning requires some kind of “hint” beforehand? a. Procedural b. Semantic

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c. Priming d. Contextual cuing e. Perceptual cuing Answer: c Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 2. Understanding 18. If learning another language, to which of the following would statistical learning be most applicable (assuming English is your native language)? a. German b. Spanish c. French d. Russian e. Chinese Answer: e Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 19. Which of the following is an example that violates the principle of contextual cuing? a. Dirty dishes in a kitchen sink b. Towels in a bathroom c. A desk in a home office d. A flat-screen TV in the bathroom e. Books in the kitchen Answer: d Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 20. If you were to scan the brain with fMRI during a contextual cuing experiment, you would find a. increased metabolic activity in the visual perceptual area when shown novel displays. b. increased metabolic activity in the visual perceptual area when shown repeated displays. c. decreased metabolic activity in the visual perceptual area when shown novel displays. d. decreased metabolic activity in the visual perceptual area when shown repeated displays. e. higher metabolic activity throughout the visual perceptual area whether displays are novel or repeated.

Answer: d Textbook Reference: 7.1 Memory Systems

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Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 4. Analyzing 21. In the serial position experiment, about 20 words are presented. What would happen to the primacy and/or recency effects if the list were shortened to about half (i.e., about 10 words)? a. Primacy effect would increase. b. Primacy effect would decrease. c. Recency effect would increase. d. Recency effect would decrease. e. Neither primacy nor recency effects would be significantly affected.

Answer: a Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 4. Analyzing 22. In the serial position experiment, about 20 words are presented. What would happen to the shape of the curve if the list were shortened to about half (i.e., about 10 words)? a. Primacy effect would increase. b. Primacy effect would decrease. c. Recency effect would increase. d. Recency effect would decrease. e. Clear distinction between primacy and recency effects, difference between long-term memory and short-term memory, respectively, would become blurred.

Answer: e Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 4. Analyzing 23. Long-term memories are most likely stored a. in the hippocampus. b. in the medial temporal lobe. c. in the hippocampal system. d. throughout the brain, depending on the type of information (visual, auditory, sematic, etc.) was first encoded. e. in the neocortex, depending on the type of information (visual, auditory, semantic, etc.) was first encoded.

Answer: e Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding

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24. Recalling memories depends on the a. hippocampus and medial temporal lobe reinforcing each other through high-frequency action potentials. b. hippocampus sending action potentials to the medial temporal lobe, which, in turn, sends signals action potentials to the neocortex. c. hippocampal system associating (i.e., firing action potentials) to the relevant neocortical area (e.g., visual cortex if presented with visual information). d. neocortex feeding action potentials to the relevant part of the hippocampal system (e.g., seeing a face [visual cortex] sending action potentials to the face area). e. neocortex associating (i.e., firing action potentials) among each other, thereby reinforcing the encoding of old memories.

Answer: c Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 25. Forming new memories depends on the a. hippocampus and medial temporal lobe reinforcing each other through high-frequency action potentials. b. hippocampus sending action potentials to the medial temporal lobe, which, in turn, sends signals action potentials to the neocortex. c. hippocampal system associating (i.e., firing action potentials) to the relevant neocortical area (e.g., visual cortex if presented with visual information). d. neocortex feeding action potentials to the relevant part of the hippocampal system (e.g., seeing a face [visual cortex] sends action potentials to the face area). e. neocortex associating (i.e., firing action potentials) among each other, thereby reinforcing the encoding of new memories.

Answer: d Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 26. Communication between the neocortices and hippocampus is a. bidirectional. b. hippocampus-to-neocortices only. c. neocortices-to-hippocampus only. d. hippocampus-to-neocortices only if the information is meaningful. e. neocortices-to-hippocampus only if the information is meaningful.

Answer: a Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding

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27. It is easier for someone who knows Japanese to learn more Japanese words than it is for someone who knows little to no Japanese (novice). Mechanistically, this is because a. to the novice, Japanese words hold zero-to-little meaning. b. Japanese language is not interesting to the novice. c. the experienced speaker has the relevant stronger neural connections that have been established long ago when (s)he was learning the language. d. Japanese has greater relevance for the experienced speaker. e. the experienced speaker has stronger neural pathways for languages in general.

Answer: c Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 3. Applying 28. Which of the following explains “consolidation”? a. Strengthening memories b. Strengthening synapses c. Strengthening long-term potentiation d. Strengthening and enlarging the hippocampus e. Strengthening neocortices Answer: b Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 29. A major reason why consolidation is a slow process is because a. memory formation is susceptible to distractions. b. new memories are extremely fragile and vulnerable to trauma and/or drugs. c. the chemicals that cross the synapse are subject to degradation. d. synapses themselves are easily degraded and therefore must be constantly re-formed. e. the effects of experiences take time to accumulate.

Answer: e Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 4. Analyzing 30. Long-term potentiation is actually a laboratory term used to describe a. hippocampal activity. b. neocortical activity. c. memory consolidation. d. memory retrieval. e. plasticity.

Answer: e Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval

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Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 31. Which of the following is essential for consolidation to occur? a. Repeated rehearsal of new information b. New information must be relatively simple (uncomplicated). c. New information must be meaningful and relevant. d. Rapid-eye movement (REM) sleep e. Deep sleep Answer: d Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 1. Remembering 32. As most college students know, it is rarely a good idea to sleep-deprive yourself (pull an “all-nighter”) to study for an exam. Why? a. Too much studying results in over-consolidation of memories. b. Sleep deprivation means there is little to no consolidation of the information that you are trying to retain. c. Too many distractions occur during such “all-nighters.” d. Sleep deprivation hinders the body from fully performing all bodily functions. e. Sleep deprivation means that consolidation occurs too rapidly, instead of slowly like it should.

Answer: b Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 33. Long-term potentiation occurs primarily in the a. hippocampus. b. medial temporal lobe. c. lateral parietal cortex. d. frontal cortex. e. prefrontal cortex.

Answer: a Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 1. Remembering 34. In terms of true memories versus false memories, fMRI studies can determine a. which memories are true, and which are false. b. the relative activity levels of various brain areas only.

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c. the relative activity levels of various brain areas during attempted recall. d. how strong the participant is in his/her conviction that a memory is true. e. where different types of memories are located in the brain.

Answer: d Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 35. One major reason why the brain is purported to hold an unlimited amount of information is because of population coding. This means that a. the approximately 10 billion neurons (and 100 billion glial cells) each hold a specific memory for a particular thing, place, face, etc. b. different combinations of neurons participate in a conduit that fires synchronously. c. different combinations of neurons either fire or do not fire, participating in a conduit that ultimately results in memory (re)activation. d. the hippocampus and associated cortices are in alternating states of “on” versus “off” during memory retrieval. e. the various cortices are in alternating states of “on” versus “off” during memory retrieval.

Answer: c Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 4. Analyzing 36. You still recognize the face of your best friend, whether he or she is wearing glasses, has make-up on, grows a beard, or just got a tan. Why? a. A single neuron in the face area is firing. b. A single group of neurons in the face area is firing. c. A single group of neurons in the face area and associated visual perceptual cortical areas are all firing together. d. A single group of neurons in the face area and associated visual perceptual cortical areas are firing at different times and at different intensities, depending on the stimulus (altered friend’s face). e. A single group of neurons in the visual neocortex is firing at varying intensities and sending these to the face area.

Answer: d Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 3. Applying 37. Time spent being clinically depressed is a. proportional to the size of the hippocampus. b. proportional to the size of the neocortex.

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c. inversely proportional to the size of the hippocampus. d. inversely proportional to the size of the neocortex. e. unrelated to the size of the hippocampus.

Answer: c Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 38. If you have ever experienced a moderately long bout of clinical depression, you may remember that you often found it difficult to concentrate and remember things. This is because of too much a. post-traumatic stress disorder (PTSD). b. stimulation to the hippocampus. c. cortisol, which damages the hippocampal system. d. cortisol, which damages the neocortices. e. cortisol, which damages the hippocampus.

Answer: e Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 3. Applying 39. Depression may present with lack of behavioral activity, such as apathy, while stress may indicate heightened awareness or anxiety. Thus, although clinically, depression and stress are not the same thing, they are both correlated with decreased hippocampal size.

This indicates that a. depression and stress are genetically the same thing. b. depression and stress both result in the same hormones and neurotransmitters being released. c. depression and stress are just different phases of the same mood disorder. d. depression can become stress. e. stress can become depression.

Answer: c Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 40. Awareness of one’s environmental location causes which cells to fire? a. Visual cortical cells b. Hippocampal place cells c. Medial temporal lobe cortical cells d. Lateral parietal cortex cells e. Hippocampal neurons Answer: b

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Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 2. Understanding 41. Viewing one’s environmental location causes which cells to fire first? a. Visual cortical cells b. Hippocampal place cells c. Medial temporal lobe cortical cells d. Retinal photoreceptor cells e. Entorhinal cortical cells Answer: d Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 2. Understanding 42. As a person starts to move around in the environment, which cells increase their activity? a. Visual cortical cells b. Hippocampal place cells c. Entorhinal grid cells d. Medial temporal lobe cells e. Parahippocampal place area cells Answer: c Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 2. Understanding 43. If taxi cab drivers were placed in an fMRI and asked to trace the route from location A to location B in their mind, which area in the brain would show the highest activity? a. Parahippocampal place area b. Hippocampus c. Visual cortex d. Entorhinal cortex e. Parietal association cortex Answer: a Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 3. Applying 44. Assuming comparable age, lifestyle choices, health, education, etc., who would be the least affected Alzheimer’s disease? a. Taxi cab drivers b. Electricians c. Plumbers d. Fire fighters e. Construction workers

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Answer: a Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 3. Applying 45. You enter an unfamiliar park, filled with walking paths, trees, bushes, benches, and an occasional garbage can. You can judge the spatial arrangement among these objects because of your a. visual cortex. b. hippocampus. c. entorhinal cortex. d. parahippocampal area. e. medial temporal lobe.

Answer: b Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 3. Applying 46. You are lost in an unfamiliar part of town. Which type of framework would be better in helping you to find your way out? a. Allocentric b. Egocentric c. Mostly allocentric and a little bit of egocentric d. Mostly egocentric and a little bit of allocentric e. Both allocentric and egocentric, divided evenly Answer: d Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 3. Applying 47. Which structures can you lesion in a rat’s brain and still minimally impact his ability to successfully navigate a maze? a. Hippocampus place cells b. Entorhinal cortex grid cells c. Parahippocampal area cells d. Visual cortical cells e. Medial temporal lobe cells Answer: c Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 5. Evaluating 48. To truly isolate the effects of grid cells and place cells in the grid experiment for rats that had to navigate a grid box, the grid box should a. not include the chocolates as motivators. b. be devoid of any external visual cues.

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c. be of a certain size. d. be devoid of any auditory distractions. e. be devoid of any olfactory distractions, except that of the chocolates.

Answer: b Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 4. Analyzing 49. Children 6-to-8 years of age are not quite yet fully capable of handling abstract thought. Thus, the best way to train these children in spatial relationships is to a. show them an animation (film) of variously shaped blocks rotating in space. b. explain to them what various shapes look like from different angles. c. show them a movie in which the shapes are animated cartoon characters that move about, changing their orientation. d. have them read about the various shapes. e. have them play with blocks of various shapes.

Answer: e Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 3. Applying 50. Which field of study probably relies on spatial abilities the most? a. Architecture b. Microbiology c. Organic chemistry d. Physiology e. Geology Answer: a Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 3. Applying Short Answer 51. Name the various types of memories used when learning how to play the violin.

Answer: Semantic memory as a form of explicit memory: learning the names of the notes and how to read music. Procedural and motor control sequence learning is necessary to learn how to hold the violin and bow to play the notes; posture is also important for this.

Priming: Reading music is like reading words, especially if you understand the pattern or style of the music. One note or series of notes can be a prime, hint, or cue to the next note or notes. Statistical learning: music can be a meaningful pattern of sounds (notes); the more musically inclined one is, the better the musician. Contextual cuing: music compositions have patterns, which establish mood and context, and which becomes increasingly more apparent to the musician as she becomes more experienced and sophisticated in playing the violin.

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Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 3. Applying 52. Event-related potential signal changes in the parietal cortex are associated with recollection, while such changes in the midfrontal sites are associated with familiarity.

Anatomically, then, how is the hippocampus, which is important for recollection, involved?

Answer: The hippocampus and parietal sites probably send impulses to each other (recollection), while the midfrontal and medial temporal lobe probably sent impulses to each other (familiarity).

Textbook Reference: 7.1 Memory Systems Learning Objective: 7.1 Discuss the roles of different types of memory systems, including explicit and implicit memory, in human memory function.

Bloom’s Level: 4. Analyzing 53. In the serial position experiment, hypothesize what would happen to the primacy and recency effects if the words presented are all obviously related (e.g., all farm animals) versus non-related words (i.e., random words). Explain why.

Answer: If participants were presented with all related words, the primacy effect, signifying long-term memory, would be more pronounced (higher scores on the ordinate, percentage of word being recalled; recency effect (short-term memory) might also be higher than shown in textbook Figure 7.8. If participants were presented with all random words, you would probably get results comparable to that shown in Figure 7.8. It is possible that when presented with related words, each word acts as a prime or a hint to the other words in the set. Note that any relationship might work just as well; words could be conceptually related (e.g., farm animals), phonetically related (e.g., all homonyms) or orthographically related (e.g., all beginning with the letter “H”).

Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 5. Evaluating 54. Explain how the brain neocortex stores memories in terms of a distributed code.

Answer: Memories will be stored in the pertinent parts of the neocortex, depending on the stimulus-specific modality that was initially encoded. That is, auditory information will be encoded in the auditory and parietal neocortices; visual information will be encoded in the visual and parietal neocortices. Note that the parietal cortex is an associated cortex, which helps makes sense of the information, so that encoding is more meaningful. That is why we tend to remember things and experiences that are more meaningful than everything we see, hear, and experience. Retrieval of such memories will be activated in the form of a code—event-related potentials of varying magnitude and/or frequencies or action potentials of varying frequencies. The strength of these activities will determine the strength of the memory.

Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval

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Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 4. Analyzing 55. Propose an explanation of how/why memories change over time.

Answer: The brain is not a static structure; it is dynamic, constantly changing from dayto-day, even hour-to-hour at the cellular level. New experiences (or even lack of experiences) change the neurons’ abilities to communicate with other neurons: neural proteins and chemicals (neurotransmitters) determine the strength of connections between neurons. It is possible that these dynamic changes in connections affect the coding that neurons use to retrieve memories. If the coding is affected, the memories may be slightly altered, depending on the strength of such changes and where in the brain they occur.

Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 5. Evaluating 56. If the hippocampus system allows for rapid learning of new items, and the neocortex learns and changes slowly, how is it that long-term potentiation, which occurs primarily in the hippocampus, takes time to develop?

Answer: The hippocampus and neocortex send impulses back and forth solidifying the connections. In the neocortex, associations with the initial quickly-formed memories in the hippocampal system are consolidated and strengthened.

Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 57. Explain the role of glucocorticoids in stress and why too much is deleterious to learning and memory.

Answer: Cortisol is a defense response to stress placed on the body. Stress activates the sympathetic nervous system, making sure that the animal has plenty of fuel (e.g., glucose) for the impending/current threat to survival (“fight-or-flight”). However, too much cortisol severely damages hippocampal neurons, causing them to atrophy and ultimately die. This severely disrupts hippocampal function of learning and memory formation and consolidation, inability to concentrate, focus, and perform under stress.

Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 2. Understanding 58. Refer to the graph. Months of combat exposure is inversely correlated with hippocampal volume, with non-PTSD participants having a higher hippocampal volume than those with PTSD.

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How would you determine and then display whether these two groups are statistically different in terms of hippocampal volume?

Answer: Calculate a Mann-Whitney U (non-parametric version of a t-test) and then graph them on a bar graph with means +/- standard deviations. The parametric t-test would be inappropriate because the sample size looks to be too small to achieve the homogeneity of variance that such tests assume.

Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 3. Applying 59. There is a disconnect between real-life clinical depression and/or stress versus laboratory experiments demonstrating impaired memory and cognitive functions in both humans and other animals. What is this disconnect?

Answer: Real-life clinical depression and/or stress occurs over at least days, and most of the time, much longer, whereas lab experiments, especially those done on human participants, are short-term. Even when cortisol is administered to study participants, they performed worse in cognitive and memory and spatial tasks, compared to their placebo cohorts. One must ask whether cortisol is damaging the hippocampus in such a short span of time. Additional studies must be done to determine if it is really cortisol damaging the hippocampus over this extreme short-term period, or if it is something else as well.

Textbook Reference: 7.2 Memory Encoding, Storage, and Retrieval Learning Objective: 7.2 Describe how the brain distinguishes long-term versus short-term memory, and how it encodes, stores, and retrieves memories.

Bloom’s Level: 4. Analyzing 60. Make the argument that egocentric and allocentric frameworks are actually the same thing, but from different perspectives.

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Answer: In both frameworks, knowledge and awareness of where other objects are is essential, regardless of whether it is from the point of view of the observer (egocentric) or of the objects in spatial relation with each other (allocentric). In the latter, the point of view is still from that of the observer, but he or she is placing relatively more importance on location of the other objects and how they are arranged with respect to each other.

Textbook Reference: 7.3 Spatial Memory Learning Objective: 7.3 Discuss how spatial memory functions and its role in navigation.

Bloom’s Level: 4. Analyzing

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 8 Language and Communication

Multiple Choice 1. Why do communication signals alone not qualify them as language? a. We can communicate using nonverbal signals which lack other necessary features of language. b. Language can occur in the absence of communication. c. Communication is not necessary for exchanging information with another person. d. Communication only involves learned responses to obtain rewards which is not a part of language. e. Understanding signals is not necessary for language.

Answer: a Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 2. Understanding 2. Why is it thought that Kanzi the bonobo cannot communicate with humans using language? a. Kanzi was not originally taught directly. b. Kanzi does not seem to understand a hierarchical clustering of words. c. Kanzi cannot use language flexibly. d. Kanzi cannot understand novel sentences. e. The lexigrams used by Kanzi do not allow for language.

Answer: b Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 1. Remembering 3. Why is it thought that Koko the gorilla does not use language to communicate with humans? a. Koko cannot speak. b. Koko’s responses are not communicative. c. Koko’s use of sign language and word comprehension can be explained by learned responses used to earn rewards. d. Koko only understands about 500 words and uses about 1,000 signs.

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e. Gorillas do not have a theory of mind, so they cannot communicate.

Answer: c Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 1. Remembering 4. Words, whether heard or read, are typically associated with other words through our mental lexicon and possibly using the spreading activation model. Which of the following would be linked strongest to the word “cat?” a. Chair b. Box c. Leaf d. Tree e. Dog Answer: e Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 3. Applying 5. A 36-year-old man has damage to his left occipitotemporal cortex. If as a result he has acquired dyslexia, he would a. have trouble reading street signs. b. not be able to follow verbal instructions. c. have trouble understanding lyrics during a live performance. d. have trouble understanding lyrics during a recorded performance. e. not be able to recognize faces.

Answer: a Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 3. Applying 6. According to semantic priming, which word, presented second in the pairs below, is understood faster because it is preceded by the word given? a. Juice, blood b. Money, tree c. House, shed d. Husband, wife e. Building, short Answer: d Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 3. Applying 7. Affective priming links words by linking a. words with similar meanings. b. items with the same emotional quality.

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c. associations that were learned during stressful situations. d. only positive words. e. words that convey opposite emotions.

Answer: b Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 1. Remembering 8. If a child is using the mutual exclusivity constraint for identifying objects, which of the following is most likely? a. No two objects can be in the same category if presented using novel pictures of those objects. b. Novel objects will be placed into known categories based on color. c. Novel objects will be placed into known categories based on size. d. Objects will be grouped by functionality or by where they were first discovered. e. A novel word will be associated with a novel object when that object is placed next to words the child knows.

Answer: e Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 4. Analyzing 9. In which of the following statements is there a problem with syntax? a. Dolphins with fins play hard. b. With fins, dolphins play hard. c. Hard play dolphins with fins. d. Play hard dolphins with fins. e. Dolphins play with hard fins.

Answer: c Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 4. Analyzing 10. Which of the following is an example of language productivity if spoken to a person? a. “What up, dog?” b. “The dog got lost in the tree branches of that oak.” c. “I told you a million times to stop lying.” d. “My love is like a chasm between two mountains.” e. “Live and let live.”

Answer: a Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 3. Applying 11. Which property of language explains why someone can never compose the world’s longest sentence?

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a. Phonological but not orthographical processing b. Orthographical but not phonological processing c. Semantic priming d. Recursion e. Fast mapping Answer: d Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 1. Remembering 12. _______ would be difficult for a deaf person. a. Orthographical processing b. Semantic priming c. Affective priming d. Fast mapping e. Phonological processing Answer: e Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 2. Understanding 13. By _______, Chomsky demonstrated that semantics are not enough to describe language. a. disrupting the syntax of a phrase b. ignoring all grammar c. using nonsense words d. using recursion e. testing with the lexical decision task Answer: a Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 3. Applying 14. How did Behaviorists explain language? a. Language exists due to finite state grammar. b. Probabilistic sequences of words confine sentence structure in language. c. Language is a series of learned association chains. d. Children learn how to speak based on positive and negative reinforcement from parents. e. Language is connected to the mind.

Answer: c Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 1. Remembering

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15. Which of the following would a Markov model support? a. Finite state grammar b. Recursion c. Mutual-exclusivity constraint d. Productivity e. Critical periods Answer: a Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 1. Remembering 16. Which of the following pairs of words best supports a Markov model? a. Orange banana b. Birds fly c. Green sky d. Eating tires e. Wearing dirt Answer: b Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 5. Evaluating 17. According to Chomsky, behaviorist and finite state grammars cannot explain the _______ of language. a. grammar b. syntax c. productivity and creativity d. communicative aspects e. simplicity Answer: c Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 1. Remembering 18. Which of the following supports Chomsky’s idea of the poverty of stimulus for language learning? a. Children from wealthy families hear more language and speak more than poor children do. b. Children deprived of language exposure learn language correctly. c. Children learn language through extensive rehearsal. d. Children do not receive expansive feedback about language rules. e. Children hear only gibberish from parents.

Answer: d

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Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 2. Understanding 19. Which of the following about negative evidence in language learning is true? a. Negative evidence is used to help children learn language rules. b. Children do not typically receive negative evidence during language learning. c. Children learn language rules best when given negative examples. d. A lack of language exposure does not affect language learning. e. Negative evidence suggests that children rely on negative feedback to learn language rules.

Answer: b Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 2. Understanding 20. When a child overgeneralizes during language learning, they will typically a. apply grammatical rules incorrectly, but their speech can still make sense. b. use grammatical rules repetitively in many unnecessary circumstances. c. speak in the past tense. d. apply nonsensical terms to make their sentences longer. e. add sensical words that are not needed to a sentence.

Answer: a Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 2. Understanding 21. Williams syndrome supports the idea that the language acquisition device is modular because affected children a. can use affective priming but not semantic priming. b. only understand information about certain objects. c. cannot learn language. d. can perform some aspects of language but not others. e. have preserved language but impaired cognition for other skills.

Answer: e Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 3. Applying 22. Which of the following would support the idea that there is a critical period of language learning?

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a. A person exposed to two languages from birth through their teenage years can only speak one of those languages as an adult. b. An adult learning a second language always makes grammatical errors when speaking. c. A person born deaf can learn language. d. An adult that becomes deaf can learn sign language. e. Adults learn language as well as children.

Answer: b Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 3. Applying 23. Chomsky proposed that _______ lie at the core of human language. a. nouns b. grammar instinct c. generativity d. transformational grammar e. spoken representations Answer: d Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 1. Remembering 24. _______ allow(s) people to recognize that active and passive voice mean the same thing. a. Superficial structure b. The number of nouns c. Deep structure d. The number of verbs e. Learned associations Answer: c Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 2. Understanding 25. What is the verb phrase in the following sentence? “The dog is liked by the whole family.”? a. “The dog is liked” b. “The dog” c. “is liked” d. “the whole family” e. “is liked by the whole family.”

Answer: e Textbook Reference: 8.2 An Instinct for Language

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Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 3. Applying 26. What is the difference between a pidgin and a creole language? a. Pidgin languages do not adhere to grammatical rules, whereas creole languages do. b. Pidgin languages adhere to grammatical rules, whereas creole languages do not. c. Only children speak creole languages. d. Creole languages were in existence before pidgin languages. e. A creole language is created from three or more languages, whereas a pidgin language is created from two.

Answer: a Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 1. Remembering 27. Which of the following supports the idea that children have innate grammar? a. Spanish-speaking children learn English spontaneously. b. Deaf children in Nicaragua developed grammatical rules for a novel sign language. c. Nicaraguan children who did not learn to read were able to speak fine. d. Deaf children in any country create new languages when they go to schools for the deaf. e. Grammar is the same in every language.

Answer: b Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 2. Understanding 28. How do autistic children support the idea that the ability to understand someone’s intentions plays a role in language learning? a. All autistic children have small vocabularies. b. Autistic children understand words that convey intention better than words that do not. c. Autistic children who are more sensitive to the intentions of others have larger vocabularies than autistic children who are less sensitive. d. Autistic children who are not as sensitive to the intentions of others as some other autistic children have vocabularies similar to children without autism. e. Autistic children are extremely sensitive to the intentions of others and learn words rapidly.

Answer: c Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 1. Remembering

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29. How do cognitive-functional linguistics and Chomsky’s ideas about innate grammar differ? a. Critical periods play a role in cognitive-functional linguistics but not innate grammar. b. While the structure of language is important to both concepts, only cognitivefunctional linguistics deems it necessary. c. Cognitive-functional linguistics does not rely on the productivity of language, whereas innate grammar does. d. Cognitive-functional linguistics suggests that the communicative function of language guides language development more than innate grammar does. e. Innate grammar applies only to language learning in children, whereas cognitivefunctional linguistics applies to all language learning.

Answer: d Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 1. Remembering 30. Which of the following statements about phonemes is true? a. They are composed only of vowels. b. Changing phonemes does not necessarily change the meaning of a word. c. They are innate. d. They are the same for each language. e. They can be assigned to different categories.

Answer: e Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 1. Remembering 31. Which of the following about English versus Japanese language/speech is true? a. English uses only content morphemes, whereas Japanese uses both content and function morphemes. b. Japanese does not require phonemes to produce morphemes, English does. c. English speakers can understand all Japanese phonetic categories, but not vice-versa. d. The sounds for /l/ and /r/ are in two separate phonetic categories for English speakers but not for Japanese speakers. e. Japanese speakers do not have phonetic categories, English speakers do.

Answer: d Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 1. Remembering 32. Which of the following is an example of a function morpheme? a. “-l” b. “-est”

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c. “few” d. “sit” e. “-e” Answer: b Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 3. Applying 33. Which cognitive process is necessary for lexical access? a. Communication b. Universal grammar c. Generativity d. Speech e. Memory Answer: e Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 2. Understanding 34. The native language magnet effect is a. recognizing novel words as belonging to one’s native language. b. using words to think of other words. c. learning phonetic categories relevant to one’s native language. d. differentiating between morphemes. e. grouping morphemes based on how they were learned.

Answer: c Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 1. Remembering 35. Which of the following made-up words does not follow English phonology? a. Scile b. Eep c. Grisum d. Tellow e. Zqegst Answer: e Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 4. Analyzing 36. What is the rime of the word “frost?”

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a. “-ro-” b. “fro-” c. “fr-” d. “-ost” e. “-ros-” Answer: d Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 3. Applying 37. Which of the following about phonology is true? a. Rimes come before onsets. b. Phonology is different for different languages. c. All languages have similar onsets. d. All languages have similar rimes. e. English words must have an onset.

Answer: b Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 1. Remembering 38. Which of the following words has both a content and function morpheme? a. Quest b. Prison c. Bet d. Strongest e. Differ Answer: d Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 3. Applying 39. How many morphemes are in the word “unbreakable”? a. One b. Two c. Three d. Four e. Five Answer: c Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 3. Applying

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40. Joe is given an ice cream cone and asked to name the flavor. He has trouble finding the right word to describe it but says it reminds him of a sweet orange, even though he knows it is not orange. He remembers that the word he’s looking for rhymes with aquamarine. What is Joe experiencing? a. Affective priming b. Tip-of-the-tongue phenomenon c. Word frequency effect d. Orthographical processing e. Phonemic restoration effect Answer: b Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 4. Analyzing 41. If someone cannot understand the meanings of words and sentences and produces grammatically correct and fluent sentences that do not make sense, they likely have _______ aphasia. a. Wernicke’s b. Broca’s c. Global d. Anomic e. Conduction Answer: a Textbook Reference: 8.4 Language Production and Comprehension Learning Objective: 8.4 Discuss how people overcome the challenges of producing and comprehending speech, as well as factors that can aid or hinder effective communication.

Bloom’s Level: 1. Remembering 42. A lesion in the _______ would cause Broca’s aphasia. a. inferior temporal gyrus b. middle frontal gyrus c. inferior frontal gyrus d. superior parietal lobule e. juncture of the temporal and parietal lobes Answer: c Textbook Reference: 8.4 Language Production and Comprehension Learning Objective: 8.4 Discuss how people overcome the challenges of producing and comprehending speech, as well as factors that can aid or hinder effective communication.

Bloom’s Level: 1. Remembering 43. Which of the following is usually unaffected when people make anticipation errors? a. Selecting grammatical structure b. Positioning of phonemes c. Converting structure and the message into speech

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d. The prelinguistic process e. Positioning of morphemes Answer: d Textbook Reference: 8.4 Language Production and Comprehension Learning Objective: 8.4 Discuss how people overcome the challenges of producing and comprehending speech, as well as factors that can aid or hinder effective communication.

Bloom’s Level: 2. Understanding 44. In which of following sentences would there most likely be a change in meaning if the prosody were changed? a. “There is a tear in your jeans.” b. “You look great.” c. “What time is it?” d. “Say hello to that man.” e. “Can you swim?”

Answer: b Textbook Reference: 8.4 Language Production and Comprehension Learning Objective: 8.4 Discuss how people overcome the challenges of producing and comprehending speech, as well as factors that can aid or hinder effective communication.

Bloom’s Level: 4. Analyzing 45. Which pair of people would have the most common ground for sharing information? a. A bank teller and a custodian b. A plumber and accountant c. An electrician and kindergarten teacher d. A ship’s captain and factory worker e. A biomedical scientist and physician Answer: e Textbook Reference: 8.4 Language Production and Comprehension Learning Objective: 8.4 Discuss how people overcome the challenges of producing and comprehending speech, as well as factors that can aid or hinder effective communication.

Bloom’s Level: 3. Applying 46. The referential communication task shows that a. people adjust their communication based on amount of common ground they share with someone else. b. communication is no different between people from different parts of the country. c. common reference points exist for describing geography. d. communication is not affected by the curse of knowledge. e. garden path sentences are better understood by people without common ground.

Answer: a Textbook Reference: 8.5 Language and Thought Learning Objective: 8.5 Define the Sapir-Whorf hypothesis and critically discuss ways that language may or may not reflect or shape thought.

Bloom’s Level: 2. Understanding

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47. Language is thought to affect people’s thought processes. If a lawyer wanted to convince a judge or jury that his client was hit hard by a defendant’s car, which of the following statements would convey the impression of the fastest speed? a. “The car touched him.” b. “The car bumped him.” c. “The car grazed him.” d. “The car hit him.” e. “The car smashed into him.”

Answer: e Textbook Reference: 8.5 Language and Thought Learning Objective: 8.5 Define the Sapir-Whorf hypothesis and critically discuss ways that language may or may not reflect or shape thought.

Bloom’s Level: 3. Applying 48. Which of the following statements most supports the Sapir-Whorf hypothesis? a. An English speaker and Japanese speaker have different numbers of words to describe an emotion. b. Different languages describe experience similarly. c. Sexist language influences how society views men and women. d. Different languages have similar vocabularies for taste qualities. e. There are different names for different kinds of animals.

Answer: c Textbook Reference: 8.5 Language and Thought Learning Objective: 8.5 Define the Sapir-Whorf hypothesis and critically discuss ways that language may or may not reflect or shape thought.

Bloom’s Level: 3. Applying 49. Which of the following correctly describes the relationship between emotions and language? a. Language supports conceptual knowledge of emotion. b. Perception of emotion in facial expressions only occurs when there are words associated with those emotions. c. Verbal descriptions of emotion are perceived more powerfully than visual displays of emotion. d. Some languages do not have descriptions for emotion e. Emotional experience shapes language.

Answer: a Textbook Reference: 8.5 Language and Thought Learning Objective: 8.5 Define the Sapir-Whorf hypothesis and critically discuss ways that language may or may not reflect or shape thought.

Bloom’s Level: 1. Remembering 50. Which of the following suggests that language differences influence how people think about responsibility? a. Spanish speakers are less likely than English speakers to remember mistakes made by others.

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b. English speakers place more blame for accidents on others than Spanish speakers do. c. Spanish speakers have more ways of verbalizing responsibility for mistakes than English speakers do. d. English speakers do not take responsibility for mistakes of others, whereas Spanish speakers will. e. Spanish speakers tend to remember who caused an accident, whereas English speakers tend to remember who made a mistake.

Answer: a Textbook Reference: 8.5 Language and Thought Learning Objective: 8.5 Define the Sapir-Whorf hypothesis and critically discuss ways that language may or may not reflect or shape thought.

Bloom’s Level: 1. Remembering Short Answer 51. What is the evidence that non-human primates might have language?

Answer: Most studies of non-human primate language involve the use of human communication signals and test how the non-human primates communicate with humans.

Non-human primates may use other signals or a hierarchy of signals that humans don’t understand to produce all the aspects of language.

Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 5. Evaluating 52. According to shape bias, why would a child recognize a robin as a bird after learning that a robin is a bird?

Answer: Shape bias is thought to be a mechanism of fast mapping, whereby children learn the whole shapes of objects that can then be generalized to novel types of that object.

Textbook Reference: 8.1 What is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 2. Understanding 53. While breaking rules appears to free individuals to express themselves, why does following the rules of language actually allow for better self-expression?

Answer: The rules of language allow for creativity that can be understood by all of those who know the rules. Thus, new ideas and meanings of words can be devised using those words in creative ways.

Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 2. Understanding 54. Give an example of a pair of words that shows the second word is probabilistically dependent on the first.

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Answer: Any answer highly probable pairs of words; e.g., “birds fly,” “birds sing,” “eyes see,” or “eat food.”

Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 3. Applying 55. Children are capable of learning any human language if exposed to it at the right time.

How does this support idea that a universal grammar exists for human children?

Answer: Since all languages have their own set of rules, the idea of a universal grammar suggests that children are capable of learning any set of rules that constitute a language, possibly through the use of a cognitive language acquisition device.

Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 5. Evaluating 56. Name and describe two constraints that children are thought to use for fast mapping.

Answer: The whole-object constraint suggests that children spontaneously use a whole object and not certain features of that object when they learn a word for that object. The shape bias suggests children generalize a word for a novel item to objects of the same shape rather than to objects with the same color, size, or texture.

Textbook Reference: 8.1 What Is Language?

Learning Objective: 8.1 Describe four qualities of language that theories need to explain.

Bloom’s Level: 1. Remembering 57. How does the surface structure of a sentence differ in passive and active voice?

Answer: Surface structure refers to the way a representation is structured linguistically. In the case of passive voice, the subject experiences the action, while in the case of active voice, the subject performs the action.

Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 2. Understanding 58. How do noun phrases and verb phrases affect meaning of a sentence?

Answer: Both affect the surface structure of a sentence. If words can be assigned to both a noun phrase or a verb phrase, the meaning of the sentence can be ambiguous.

Textbook Reference: 8.2 An Instinct for Language Learning Objective: 8.2 Discuss evidence that people are biologically prepared to learn language, as well as some core features of Chomsky’s contribution to psycholinguistics.

Bloom’s Level: 2. Understanding 59. Why is it possible for English speakers to differentiate between /l/ and /r/, while Japanese speakers cannot?

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Answer: During language development, English speakers assign these sounds into different phonetic categories, while Japanese speakers do not. Thus, Japanese speakers lose the ability to differentiate between the two sounds.

Textbook Reference: 8.3 From Sound to Meaning Learning Objective: 8.3 Define phonemes and morphemes, their roles in language, and how children become sensitive to the sounds of their native language.

Bloom’s Level: 2. Understanding 60. How does the phonemic restoration effect allow for conversations in noisy places?

Answer: The phonemic restoration effect fills in phonemes that are missed in noisy places and allows us to understand incomplete information. However, if there were silence in those gaps, we would have trouble understanding and filling in missing information.

Textbook Reference: 8.4 Language Production and Comprehension Learning Objective: 8.4 Discuss how people overcome the challenges of producing and comprehending speech, as well as factors that can aid or hinder effective communication.

Bloom’s Level: 1. Remembering 61. How does spatial language in young children affect their performance in mental rotation tasks?

Answer: Children exposed to labels of orientation or shapes of objects do better in mental rotation tasks than children who are not exposed to these labels.

Textbook Reference: 8.5 Language and Thought Learning Objective: 8.5 Define the Sapir-Whorf hypothesis and critically discuss ways that language may or may not reflect or shape thought.

Bloom’s Level: 1. Remembering 62. Why might bilingual people be better at attentional control than monolingual people?

Answer: Bilingual people must monitor two languages, be able to inhibit responses in context-inappropriate language, and select responses in the language appropriate for the situation.

Textbook Reference: 8.5 Language and Thought Learning Objective: 8.5 Define the Sapir-Whorf hypothesis and critically discuss ways that language may or may not reflect or shape thought.

Bloom’s Level: 1. Remembering

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 9 Judgment and Decision Making

Multiple Choice 1. A man goes to buy a new jacket. He immediately sees a bright yellow and black jacket that reminds him of a wasp, so he buys it without looking at any other jackets. This is an example of a. System 1 thinking. b. System 2 thinking. c. rational behavior. d. the use of neuroeconomics in decision making. e. loss aversion.

Answer: a Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 3. Applying 2. Which of the following would be an example of rational behavior? a. Marrying the first woman you meet at a party b. Choosing a cheap, economical car instead of an expensive, fuel-inefficient car c. Deciding to skydive after watching someone do it in a movie d. Throwing out all your clothes because someone said they didn’t like the shirt you wore that day e. Eating a 100 hot dogs on a dare Answer: b Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 3. Applying 3. What is meant by the term “predictably irrational”? a. It is possible to predict time of day a person will make a mistake. b. After much deliberation people’s decisions are always logical.

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c. People are subject to psychological bias and are systematic and reliable their errors. d. Psychological bias allows people to arrive at the best decisions. e. System 2 thinking provides people with predictable irrationality.

Answer: c Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 1. Remembering 4. In which situation would we be most likely to use System 1 thinking? a. When choosing a pair of hiking shoes b. When buying a car c. When asking a coworker out to dinner d. When deciding which clothes to wear for an important meeting e. When opening a window to feel a breeze Answer: e Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 3. Applying 5. We would be most likely use slow (System 2) thinking when a. deciding which computer to buy. b. watching a long movie. c. listening to music that does not interest us. d. waiting in line. e. choosing to drink water after running.

Answer: a Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 3. Applying 6. Why are both System 1 and 2 thinking important in everyday life? a. System 2 thinking is used for emotional responses, while System 1 thinking is for more irrational responses. b. Both System 1 and 2 thinking are used for making important decisions when there is limited information. c. We use System 1 thinking when making life-or-death decisions, while System 2 thinking is less rational and is used to make decisions that are not important for survival. d. System 1 thinking allows us to make quick decisions without weighing a lot of details, while System 2 thinking allows us to contemplate details to make an important decision. e. Both System 1 and 2 thinking allow for quick thinking to make important decisions.

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Answer: d Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 2. Understanding 7. You would most likely use _______ when hiring someone for a job. a. System 1 thinking b. System 2 thinking c. fast thinking d. irrational thinking e. presumed consent Answer: b Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 2. Understanding 8. An example of the conjunction fallacy would be a. believing someone plays two instruments instead of just one or the other. b. hiring someone who is both male and qualified. c. choosing a car because it is both red and economical. d. believing that a hardworking person is also a lawyer. e. believing that being a police officer necessitates bravery and personal wealth.

Answer: a Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 9. For which of the following do we use heuristics? a. Calculating base rate frequencies b. Rational behavior c. System 1 thinking d. System 2 thinking e. Calculating prior probabilities Answer: c Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 1. Remembering 10. The subjective probability of there being seven women in a group of 10 people when three are men is a. 1.0. b. 0.5.

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c. 0.25. d. 0. e. The answer is impossible to calculate.

Answer: a Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 11. Which statement about the base rate frequency of colored marbles in a bowl of three red marbles, three blue marbles, two yellow marbles, one orange marble, and one green marble is correct? a. The base rate frequency for all the colors is the same. b. The base rate frequency of the yellow, orange, and green marbles combined is equal to the base rate frequency of the blue marbles. c. The base rate frequency of red marbles is 0.03. d. The base rate frequency of yellow marbles is 0.2. e. It is not possible to calculate the base rate frequency of any of the marbles with the information given.

Answer: d Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 4. Analyzing 12. Heuristics a. are decisions that exclude psychological bias. b. involve using prior probabilities to come to quick decisions. c. are rational criteria used for decision making. d. are quick decisions used in System 2 thinking. e. are mental shortcuts we take as part of thinking fast (System 1).

Answer: e Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 1. Remembering 13. Which of the following is an example of a representativeness heuristic? a. Picking out a crime suspect from a lineup of people based on the color of his skin b. Drinking milk when you are allergic to dairy products c. Picking heads every time a coin is tossed d. Getting a vaccination when all your friends think it’s dangerous e. Doing math homework as preparation for writing an essay Answer: a Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying

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14. Which of the following would be predicted by the law of sample size for a random sample of 10 versus 100 people? a. There will be an equal percentage of boys in both samples. b. There will be a higher percentage of boys in the larger than the smaller sample. c. There will be a higher percentage of boys in the smaller than the larger sample. d. There will be an equal number of boys and girls with blonde hair in both samples. e. Skin color will vary more in the larger than in the smaller sample.

Answer: c Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 15. Which of the following is an example of the hot-hand effect? a. Sinking five balls in a row in a pool game b. Getting an A on two consecutive exams c. Feeling lucky due to the presence of other winning gamblers d. Feeling warm when winning a card game e. Repeatedly receiving good tips for good service Answer: a Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 16. An example of the gambler’s fallacy would be believing that a. you are more likely to pick a red card from a deck after previously picking four black ones. b. a coin flip is more likely to be heads after the previous five flips were tails. c. remembering which cards were previously played from a deck increases your odds of predicting winning hands. d. watching your favorite team on television will increase your team’s odds of winning. e. wearing a lucky jersey will help your favorite team win.

Answer: b Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 17. If random numbers are generated from a computer and the last three numbers generated were 2, 4, and 6, which of the following would be true based on prior probability? a. There is a greater probability that the next number will be odd rather than even. b. There is a greater probability that the next number will be even rather than odd. c. There is an equal probability of the next number being even or odd. d. The probability of whether the next number is odd or even depends on how many total numbers were generated previously. e. The prior probability shifts as more numbers are generated, so the next number is more likely be odd.

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Answer: c Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 4. Analyzing 18. Based on availability bias for perceived danger, which of the following fatal hazards would be feared most? a. A disease that only affects people on a remote island b. Skin cancer from repeatedly going to the beach c. A disease that is described once in a magazine article d. An attack from a specific breed of dog that is shown repeatedly, over weeks, in the news media e. Food poisoning affecting a city in another state Answer: d Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 19. Why might more people be more worried about a new vaccine instead of the disease itself, which has fewer serious effects in vaccinated versus unvaccinated people? a. Gambler’s fallacy b. Availability bias c. Hot-hand effect d. Base rate frequencies e. Law of sample size Answer: b Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 20. An example of availability heuristics is that people overestimate their personal contributions for group tasks because a. it is easier to remember personal contributions than contributions made by others. b. the estimate of one’s contribution to a task is usually four times more than what they actually did. c. recollection of the effort of others is usually greater than recollection of our own effort. d. overestimates are due to emotional biases. e. group members don’t remember well who did what.

Answer: a Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 21. Which of the following is an example of anchoring? a. Lowering the price of a product to increase sales of that product b. Using a decoy to promote sales of the decoy

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c. Introducing a higher-quality product for the same price as a lower quality product d. Selling one cheap product with no alternative products e. Selling more of a cheaper product when a more expensive product is provided Answer: e Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 22. Why do people purchase digital newspaper subscriptions that come with print subscriptions more frequently than the cheaper option of purchasing digital-only subscriptions? a. People want the flexibility of reading online or reading a physical copy. b. A print-only subscription serves as a decoy for the combined subscription that costs the same as the print-only subscription. c. Combined subscriptions save money. d. By purchasing combined subscriptions, subscribers better support the newspaper. e. The digital subscription is a decoy for buying the combined subscription.

Answer: b Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 1. Remembering 23. Why can deliberation without attention help in making good decisions? a. Slow thinking is not ideal for most important decisions. b. Always trusting the suggestions of others makes for the best decisions. c. Unconscious processes are not inhibited by conscious deliberation. d. Less mental energy is required for deliberation without attention, allowing us to make better decision with slow thinking later. e. Deliberation without attention only helps us make good decisions if we get a lot of sleep.

Answer: c Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 24. The less-is-more effect suggests that a. slow thinking is never good when making important decisions. b. having less information is no different than having more information when making an important decision. c. we can be more efficient and make good decisions using simple heuristics. d. fewer people in a group make better decisions than more people in a group. e. fast thinking should always be used for critical conditions.

Answer: c Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding

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25. A new candidate for government office has a specific budget to run her campaign on.

Instead of using most of her money hiring firms to calculate future budgets or run analyses of government costs, she decides to use her money for advertisements and trips to meet people face to face. This strategy will most likely work because the candidate is a. creating a fast-and-frugal search tree for voters. b. using a one-clever-cue heuristic. c. relying on a less-is-more effect. d. hoping voters use a tallying heuristic. e. creating recognition-based and fluency heuristics.

Answer: e Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 5. Evaluating 26. The repetition of false claims results in perceived truth. This is due to a. a fluency heuristic. b. a one-clever-claim heuristic. c. prior probability. d. the conjunction fallacy. e. positive utility.

Answer: a Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 27. A person decides to buy a car based on several criteria. First, he decides he doesn’t want to spend over $30,000. Then, he decides he wants a certain make, then a certain model based on gas mileage. Which of the following strategies is the buyer using? a. One-clever-cue heuristic b. Take-the-best-cue heuristic c. A fast-and-frugal search tree d. The zero-price effect e. Recognition heuristic Answer: b Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 28. Which of the following is a benefit of a fast-and-frugal search tree? a. Only a few involved questions are used to make a decision. b. System 2 thinking is facilitated by using a lot of yes or no questions. c. Heuristics allow for a fast decision involving limited yes or no questions rather than a number of probabilistic questions. d. Decisions are timed so there is no perseveration on any given question. e. Questions become more complex as a problem is examined.

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Answer: c Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 29. How can the zero price effect be used for social good? a. Consumers spend more money that in turn is used by companies for social good. b. Consumers get free items they didn’t know they needed. c. Some consumers buy more expensive items while some buy very cheap items, producing no difference in cost to producers. d. Offering free services can entice people to make decisions that benefit others. e. Everyone saves money with the zero price effect.

Answer: d Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 1. Remembering 30. How does the zero price effect demonstrate irrational behavior? a. A person who succumbs to the zero price effect will typically spend all their money to get a free item. b. Slow thinking is required in order to produce a zero price effect. c. Companies will lose profits if they give something away for free. d. Items purchased for free always have additional shipping and handling costs. e. People will spend more money in total in order to get something for free.

Answer: e Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 31. An example of using the one-clever-clue heuristic would be a. using touch to find a missing ball. b. choosing a college based on the quality of instruction for in physics, biology, and chemistry. c. liking a song based on the combination of music and lyrics. d. buying a tie based on the color. e. choosing a drink based on price and alcohol content.

Answer: d Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 1. Remembering 32. A teenager uses a checklist to decide if he should attend a particular college. Each item is checked if it exists on the campus. This is an example of a. the one-clever-cue heuristic. b. tallying. c. the fluency heuristic.

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d. anchoring. e. the take-the-best cue heuristic.

Answer: b Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 3. Applying 33. What is the difference between normative and descriptive rationality theories? a. Descriptive theory describes how rational decisions are made, while normative theory describes how irrational decisions are made. b. Descriptive theories look at the details that people use to make decisions, while normative theories are based on people’s biases. c. Normative theories are based on what the average person decides, while descriptive theories are based on people who make random decisions. d. Normative theories are based on rational and logical information, while descriptive theories take beliefs and preferences into account. e. The only difference between these theories is in how long people take to make decisions.

Answer: d Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 1. Remembering 34. Which of the following describes expected value most accurately? a. Expected value is the value of an outcome minus the probability of that outcome. b. Expected value is the probability of an outcome minus value of that outcome. c. Expected value is calculated by multiplying value by probability. d. Expected value is calculated by adding all the values of possible outcomes, and then multiplying that sum by the value of the most probable outcome. e. Expected value is determined by subtracting the value multiplied by the probability of the most probable outcome, from that of the least probable outcome.

Answer: c Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 1. Remembering 35. According to rational choice theory, which option should be chosen? a. A cost of $1000 and a probability of 5% b. A cost of $10 and a probability of 90% c. A gain of $10 and a probability of 100% d. A gain of $1000 and a probability of 5% e. A gain of $100 and a probability of 90% Answer: e Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 4. Analyzing

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36. If a person makes a decision that doesn’t provide the highest utility, this result supports a. a normative theory of rationality. b. low risk decision-making. c. a descriptive theory of rationality. d. the use of tallying. e. a risk-seeking model.

Answer: c Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 2. Understanding 37. Which of the following is an important reason why normative analyses are not optimal for everyday life decisions? a. There are limited, ambiguous options in life. b. Most options in life don’t have clear probabilities. c. The subjective value of an option is equal for normative and descriptive analyses. d. The number of objects has no effect on the visuospatial sketchpad. e. Using normative analyses is not as much fun as using descriptive analyses.

Answer: b Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 1. Remembering 38. Two people are considering a vacation. One person is independently wealthy, and the other works full-time as a restaurant manager to make ends meet. They both consider trips to the Caribbean and Florida. The trip to Florida is considerably cheaper. The wealthy person decides to go to Florida, and the restaurant manager goes to the Caribbean. These results can be explained by a. higher expected values for the Caribbean than Florida. b. differences in wealth. c. prospect theory. d. the greater subjective value of the Caribbean trip for the restaurant owner than for the wealthy person. e. normative theory.

Answer: d Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 4. Analyzing 39. Which decision can be explained by the concept of loss aversion? a. Paying less for expensive car insurance over five years because this amount would be less than the cost of repairs for those years b. Paying the same amount for a new car as you made from selling an old car c. Taking the best offer for a used car

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d. Donating money to charity to avoid paying taxes e. A salesman choosing a guaranteed weekly paycheck instead of a percentage of sales that could end up being twice the amount of the paycheck Answer: e Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects affect decision making.

Bloom’s Level: 3. Applying 40. Why do most people feel worse about losing $10 on a bet than gaining $10 on bet? a. Losing money lowers the subjective value of money more than gaining money does. b. Loss aversion has a greater psychological impact than gains do for the same amount of money. c. Risk-seeking is increased when money is involved. d. The psychological value of money is directly proportional to the amount gained or lost. e. The expected value of the loss is less than that of the gain.

Answer: b Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 2. Understanding 41. Which of the following about prospect theory is true? a. The subjective value of a gain or loss decreases with increasing monetary value. b. Searching for money is valued more than being given money. c. The subjective value of a gain or loss is the same regardless of monetary value. d. People prefer to gain money than lose the equivalent sum. e. When money is lost, people are motivated to work for more.

Answer: a Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects affect decision making.

Bloom’s Level: 1. Remembering 42. What do experiments with monkeys tell us about loss and risk aversion? a. Monkeys differ from humans in that they always show risk aversion. b. Monkeys and humans both show risk aversion with potential gains, but only humans show loss aversion with potential losses. c. Monkeys behave like humans with risk-aversion when there are potential gains, and risk-seeking when there are potential losses. d. Risk seeking occurs for both potential gains and losses for monkeys. e. Monkeys will always choose a sure gain over a potential gain.

Answer: c Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects affect decision making.

Bloom’s Level: 1. Remembering

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43. How does framing affect decision making? a. Decisions are only biased by framing if they are uneducated decisions. b. Decisions are not affected by how they are presented. c. Experts are never fooled by framing. d. Framing leads to an equal probability of making a positive or negative decision. e. Decisions are dependent on how a problem is presented.

Answer: e Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 2. Understanding 44. How does framing explain or rationalize a bet on a racehorse with low odds of winning, and paying for earthquake insurance in a location where earthquakes are rare? a. People win bets and experience earthquakes equally. b. People put too much weight on low-probability events. c. There tends to be equal media coverage of horse races and earthquakes. d. The odds of surviving an earthquake are the same as the odds of winning a horse race. e. There are more bets on horseracing in areas with earthquakes than in areas where they are rare.

Answer: b Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 2. Understanding 45. Based on how the information is framed, which would most likely be chosen when compared to the second alternative given? a. A route to avoid traffic versus the quickest route b. A diet that keeps you from gaining weight versus a diet that helps you lose weight c. A car that needs gas every 400 miles versus a car that can travel 400 miles with each full tank d. An exercise routine that will prevent injuries versus a routine that will make you stronger than you were e. Chopped meat with 80% lean beef versus chopped meat with 20% fat Answer: e Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 5. Evaluating 46. How can framing be used to encourage healthy behavior in young people? a. Young people believe they can live forever if given gain-framed messages. b. Gain-framed messages produce healthy behavior more than loss-framed messages do. c. If young people feel they will lose health, they are likely to comply with healthy advice. d. Young people must receive both gain-framed and loss-framed messages to have healthy behavior.

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e. Framing only works with young people if they are forced to behave a certain way.

Answer: b Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 2. Understanding 47. A man sitting on the couch watching television asks his wife to change the channel using a remote that is out of reach for both but actually closer to the man. When she refuses, the man just leaves the channel playing. Which of the following explains his decision? a. Optimal default b. Endowment effect c. Prospect theory d. Status quo bias e. Normative theory Answer: d Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 3. Applying 48. Which of the following is an example of an optimal default? a. Contributing to a retirement fund after choosing an amount to save each month b. Getting evaluated for a raise after staying extra hours c. Enrolling in a healthcare plan after being hired for a job d. Eating more food when you have a tray as opposed to a plate e. Giving blood after being asked to do so at work Answer: c Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 3. Applying 49. A person is most likely to change jobs if there is a. slightly more pay but less job security. b. increased responsibility for the same pay. c. much less pay but more respect from colleagues. d. much more pay for fewer hours worked. e. no change in pay but the job location is slightly closer to home.

Answer: d Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 4. Analyzing 50. Which of the following illustrates the endowment effect? a. A seller charging $10 more for a souvenir than a buyer believes it is worth b. Paying more money to one college versus another c. Believing a college with a bigger endowment will provide a better education

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d. Undervaluing a souvenir after finding out that other people have the same one e. Overvaluing a souvenir when you wish to purchase it Answer: a Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 3. Applying 51. The sunk cost effect explains why a. old ships are not recycled for parts. b. people throw away food that is spoiled. c. people sell stock when its value drops. d. property is valued less when it loses value. e. people will wait to sell their house for a good price even when housing prices have fallen.

Answer: e Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 1. Remembering 52. Neuromarketing helps sell products by a. finding new venues to sell products. b. stimulating brain regions to induce spending. c. determining which individuals like the product. d. informing sellers when people are attentive during an advertisement. e. recording brain responses in order to suggest products consumers should buy in supermarkets.

Answer: d Textbook Reference: 9.4 Neuroeconomics Learning Objective: 9.4 Discuss insights from the field of neuroeconomics based on brain imaging studies and patients with brain damage.

Bloom’s Level: 1. Remembering 53. A person with prefrontal cortex damage is likely a. to be risk aversive. b. to stop playing games where they lose. c. to be more loss aversive than someone without brain damage. d. to only take risks when emotionally distraught. e. to be risk-seeking.

Answer: e Textbook Reference: 9.4 Neuroeconomics Learning Objective: 9.4 Discuss insights from the field of neuroeconomics based on brain imaging studies and patients with brain damage.

Bloom’s Level: 3. Applying Short Answer

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54. What is the difference between slow and fast thinking?

Answer: Slow thinking requires deliberate control and more effort than fast thinking, which has less control and requires little effort.

Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 1. Remembering 55. A woman decides to buy a dog based on its size, ability to be compatible with other dogs, and retrieving skills. Which type of thinking did she use to make her decision?

Answer: She used slow (System 2) thinking because she based her decision on specific characteristics of the dog.

Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 3. Applying 56. A red sportscar and black minivan speed past a policeman on a motorcycle at a speed trap. The office isn’t quite sure which car was going faster. He pulls over the red car instead of the black car even though the two cars were going the same speed. How is the policeman’s decision an example of psychological bias?

Answer: Sportscars are generally considered to be faster than minivans, and that preconceived idea influenced the officer’s decision.

Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 3. Applying 57. Provide an example of a person being predictably irrational.

Answer: Any answer that shows systematic and reliable errors, such as always making the same decision based on a certain unreliable parameter (e.g., predicting the number 7 when rolling two dice, choosing a red bottle for a sweet drink, or picking a reliable car based on its color).

Textbook Reference: 9.1 Fast and Slow Thinking Learning Objective: 9.1 Describe the differences between irrational and rational decision making, and between thinking fast (System 1) and thinking slow (System 2), giving examples.

Bloom’s Level: 6. Creating 58. What is the difference between subjective and prior probability?

Answer: Subjective probability determines the odds of an event occurring in the future, while prior probability is the odds that something already happened.

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Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 59. Many people are afraid of getting a COVID-19 vaccine but are not afraid of getting into a car. Describe how this is explained by an appearance heuristic.

Answer: Statistics show that the probability of serious harm from a vaccine is far less than getting in a car. However, the media repeatedly discusses the very few exceptions, in which people do get ill from a COVID-19. Thus, many people have an irrational bias about the COVID vaccine based on the negative examples that are constantly in the public eye.

Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 5. Evaluating 60. Explain why a child may think she cleans her room more often than her mother, even though the child rarely cleans her room.

Answer: The child remembers her own (let alone infrequent) experience better than she remembers her mother cleaning her room, leading to the incorrect belief influenced by her availability heuristic.

Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 61. How does anchoring affect sales?

Answer: Anchoring provides a consumer with a choice between two or more products, where one of the products influences the decision-making process of the consumer. By providing a product that is more expensive than an original product that didn’t sell well, the consumer is manipulated into buying the original product.

Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 62. How does tallying differ from the take-the-best-cue heuristic?

Answer: In the take-the-best-cue heuristic, the value of each cue is considered in turn before a decision is made. Tallying involves counting the number of cues that favor one alternative over another and this process does not involve weighting cues according to their importance.

Textbook Reference: 9.2 Judging Under Uncertainty and Using Heuristics Learning Objective: 9.2 Identify examples of intuitive decision making and heuristics.

Bloom’s Level: 2. Understanding 63. How do rational models explain predictable irrationality?

Answer: Predictable irrationality occurs when descriptive theories don’t match up with normative theories. Normative theories predict how people should behave to maximize

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utility, while descriptive theories predict how people actually behave, based on beliefs and preferences.

Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 2. Understanding 64. How does subjective value influence decision making?

Answer: Value is influenced by more than monetary worth. Utility is not objective and depends on the decision maker and context, for example desire and wealth can influence decisions.

Textbook Reference: 9.3 Decision Making Learning Objective: 9.3 Explain how risk, framing, or status quo affects decision making.

Bloom’s Level: 2. Understanding 65. How is willingness to pay encoded in brain activity?

Answer: Brain activity increases in the prefrontal cortex and nucleus accumbens when there is an increased willingness to pay. These signals are present even before physical choices are made, suggesting that consumer preference can be determined from signaling in these areas.

Textbook Reference: 9.4 Neuroeconomics Learning Objective: 9.4 Discuss insights from the field of neuroeconomics based on brain imaging studies and patients with brain damage Bloom’s Level: 1. Remembering

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 10 Reasoning and Problem Solving

Multiple Choice 1. Delay discounting is a. the diminishing value of future gains the longer you wait for them. b. adding less and less money to a savings account. c. losing money while it sits in a bank. d. the loss in value of an object over time. e. charging less than an item is worth even if it has increased in value over time.

Answer: a Textbook Reference: 10.1 Delay Discounting and Self-Control Learning Objective: 10.1 Describe delay discounting, considering examples from everyday life.

Bloom’s Level: 1. Remembering 2. Tests of self-control demonstrate that a. teenagers have the same self-control as adults. b. young children with low self-control tend to have poorer behavioral outcomes than those with high self-control. c. teenagers with higher reward incentives have better self-control than adults. d. older adults show the same lack of restraint as young children. e. delay discounting becomes more pronounced as one ages.

Answer: b Textbook Reference: 10.1 Delay Discounting and Self-Control Learning Objective: 10.1 Describe delay discounting, considering examples from everyday life.

Bloom’s Level: 1. Remembering 3. A new hire is offered a contract that states that they will be paid a bonus at the end of the year if they wait a year to spend a portion of their travel budget. Knowing the choice did not affect the ability to do the job, the new hire decides to spend all of their travel budget instead of waiting for a bonus. This is an example of a. self-control. b. loss aversion. c. delay discounting.

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d. risk-taking. e. deductive reasoning.

Answer: c Textbook Reference: 10.1 Delay Discounting and Self-Control Learning Objective: 10.1 Describe delay discounting, considering examples from everyday life.

Bloom’s Level: 3. Applying 4. How is cooperative behavior impeded by temporal discounting? a. Less self-control is needed for cooperative behavior, so participants are more wary of working together. b. There is a risk of greater loss with cooperation than without it. c. The sum of individual gains is always greater than group gains. d. Cooperative behavior ultimately results in lower group gains. e. Temporal discounting accounts for valuing future group gains less than present individual gains.

Answer: e Textbook Reference: 10.1 Delay Discounting and Self-Control Learning Objective: 10.1 Describe delay discounting, considering examples from everyday life.

Bloom’s Level: 2. Understanding 5. A drug addict purchase drugs and splits them into two piles. He decides to the use one pile immediately but locks the other pile away in a time-release container, ensuring that he cannot access the drugs until the next day. This behavior demonstrates a. self-control. b. delay discounting. c. temporal discounting. d. cooperation. e. loss aversion.

Answer: a Textbook Reference: 10.1 Delay Discounting and Self-Control Learning Objective: 10.1 Describe delay discounting, considering examples from everyday life.

Bloom’s Level: 4. Analyzing 6. Extrapolating about a general idea from the results of small, detailed experiments is an example of a. inductive reasoning. b. syllogism. c. an affirmation of the consequent. d. deductive reasoning. e. modus ponens.

Answer: d Textbook Reference: 10.2 Types of Reasoning

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Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 1. Remembering 7. If a consequent holds true after a statement is accepted, which of the following is true? a. Affirmation of the consequent b. The antecedent must be true c. Denial of the antecedent d. The consequent has many antecedents e. The antecedent is false Answer: b Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 2. Understanding 8. Which of the following correctly describes affirmation of the consequent? a. A fallacy where the antecedent is true if the consequent is true. b. A fallacy where the consequent is false if the antecedent is false. c. The consequent is always true. d. The antecedent is false if the consequent is true. e. The consequent is false if the antecedent is true.

Answer: a Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 2. Understanding 9. Semantically rich content helps decisions about the validity of relationships because a. words validate relationships. b. logical solutions are only arrived at using words to describe relationships. c. we can understand semantically rich syllogistic arguments better than those presented abstractly. d. there are more words than symbols. e. semantic content is added to symbols to help us understand them.

Answer: c Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 2. Understanding 10. Which of the following is an example of property induction? a. If cats, lions, and tigers have retractable claws, then all cats have retractable claws. b. Monkeys and apes solve problems the same way. c. If an animal doesn’t have fins, it cannot swim. d. Losing a limb prevents a person from talking.

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e. Bald people have hats, but people without hats have hair.

Answer: a Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 11. A person deciding to buy a new model of the same brand car they currently own based on a positive experience is an example of a. premise monotonicity. b. modus tollens. c. modus ponens. d. premise typicality. e. premise diversity.

Answer: d Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 12. A person buying a car because _______ provides an example of premise monotonicity. a. no one else has that model b. there are many different models c. there is only one dealer who sells that car d. the car is different from everyone else on the block e. everyone on his block has the same car Answer: e Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 13. The Wason selection task tests logical reasoning based on a. modus ponens and modus tollens. b. modus ponens but not modus tollens. c. modus tollens but not modus ponens. d. confirmation bias. e. the absence of both modus ponens and modus tollens.

Answer: a Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 1. Remembering 14. Premise–conclusion similarity states that

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a. there is a limit to how similar premise and conclusion categories can be to form inductive arguments. b. similar conclusions are drawn from different premise categories. c. a strong inductive argument is made if the premise and conclusion categories are similar. d. similar premise categories usually result in different inductive arguments. e. If premise and conclusion categories are similar, there is no change in the strength of an inductive argument.

Answer: c Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 1. Remembering 15. A young boy is comparing the quality of fishing poles. He knows his favorite fishing poles are made of graphite. Which of the following would support an inductive argument that graphite poles are favored by all people who fish? a. The boy’s friends all favor graphite poles. b. Professional fisherman only like graphite poles for bass fishing. c. The boy’s father uses a bamboo pole. d. The boy’s mother uses a fiberglass pole. e. The boy’s grandfather has poles made from many different materials.

Answer: a Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 16. Using inductive reasoning, which piece of information would lead to the conclusion that all rodents are good at conserving water? a. Beavers do not conserve water because they are mostly aquatic. b. Rats and mice have kidneys that resorb water efficiently. c. A cat conserves water as well as a mouse does. d. Compared to a dog, rats conserve water well. e. A lizard is better at conserving water than rats and mice.

Answer: b Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 17. Which of the following is an example of faulty deductive reasoning? a. Termites eat wood, and trees are made of wood. Thus, termites eat trees. b. If a rat has whiskers and a mouse has whiskers, then all rodents have whiskers. c. All snakes lack limbs. Some lizards lack limbs. Therefore, some lizards are snakes. d. If amphibians don’t have scales, then all animals without scales are amphibians.

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e. Having opposable thumbs helps in grasping. Chimps have opposable thumbs, so they grasp well.

Answer: c Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 18. Which of the following is an example of valid inductive reasoning? a. A dolphin and whale live in the ocean. Tuna live in the ocean. Tuna are closely related to dolphins and whales. b. German Shepherds, a large dog breed, have a good sense of smell, but pugs, a small dog breed do not. Big dogs have a better sense of smell than small dogs do. c. People with fair skin sunburn easily, and fair skin has less pigment molecules than darker skin. Pigment molecules in skin help protect against sunburn. d. Sharks, tuna, and salmon all have gills. Thus, all fish have gills. e. All cars have a motor, thus all cars run on gas.

Answer: d Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 19. The Wason selection task would be useful for assessing readiness for law school because a. lawyers use inductive reasoning to prove their claims. b. lawyers use deductive reasoning to suggest logical conclusions. c. the Wason selection task shows whether or not a person knows what is socially just. d. the Wason selection task uses legal terms to assess logical reasoning. e. all legal issues require an ability to work abstractly.

Answer: b Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 2. Understanding 20. If there is a murder at 10:00 PM and a suspect was in sight of three friends at a party from 9:00 PM to midnight, then according to modus ponens, you must conclude that a. the suspect is innocent. b. the suspect had an accomplice. c. the murderer was not at the party. d. one of the three friends was the murderer. e. the suspect’s friends are lying.

Answer: a Textbook Reference: 10.2 Types of Reasoning

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Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 3. Applying 21. We use causal reasoning to a. show the consequences of a result. b. place blame on those we suspect. c. convince others that we are always correct. d. prevent others from finding out if we lied. e. understand why something happens.

Answer: e Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 1. Remembering 22. Which of the following phrases is easiest to verify according to directionality of causal relationships? a. Drink prior to thirst b. Hunger prior to eat c. Fall prior to slip d. Burn prior to match e. Rain prior to clouds Answer: b Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 3. Applying 23. A man wears a mask to avoid infection of an airborne pathogen while attending large social functions. However, he forgets to wear his mask at a large social event where most people were wearing masks. A week later, the man tests positive for infection and feels sick two days later. Using causal reasoning, which of the following is the most logical conclusion as to why the man become infected? a. He would have been infected eventually. b. He would have been infected if he wore his mask. c. The absence of a mask facilitated infection. d. Masks do not help with preventing infection. e. He was infected before he attended the function.

Answer: c Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 3. Applying 24. Joe believes he has caught a cold from swimming in a cold lake on a windy day and having no towel to dry off with. Joe’s mother has repeatedly told Joe that this type of activity can cause colds, and he recalls getting colds in the past after similar experiences.

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Sophie explains to Joe that his cold is due to viruses entering his body. Which of the following explains why Sophie’s reasoning is better than Joe’s? a. Causal mechanism b. Covariation c. Intervention d. Temporal order e. Causal induction Answer: a Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 4. Analyzing 25. How do probabilistic weights of the strengths of a relation affect causal induction? a. Weights closer to 0 make it more likely that a cause produced the effect than for lesser weights. b. Causal induction is due to shifting weights for a relation. c. 1 has to be added to the weights of many relations in order for causal induction to occur. d. Weights closer to 1 make it more likely that a cause produced the effect than for lesser weights. e. Weights do not affect causal induction.

Answer: d Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 2. Understanding 26. Which of the following occurs by observing the consequences of one’s own actions? a. Causal mechanism b. Covariation c. Intervention d. Directionality e. Causal models Answer: c Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 1. Remembering 27. In which of the following situations would a causal model be best? a. When deciding which house to buy b. When deciding which treatment to give a patient c. When looking for a future spouse d. When trying to find a doctor e. When trying to drive home Answer: b Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

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Bloom’s Level: 3. Applying 28. Which of the following is an example of prior knowledge influencing causal reasoning? a. Feeling sick from eating a sandwich but blaming the sickness on your spouse’s voice b. Feeling happy from watching dogs play c. Using antibiotics to kill bacteria while knowing they do not kill viruses d. While playing basketball, making a basket from a shot you have never attempted before e. Singing a song that friend wrote and playing accompanying music Answer: c Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 2. Understanding 29. How can illusionary correlations lead to superstition? a. They are based on causal mechanisms that forms the basis for superstition. b. Superstitions forms= when people confuse the temporal order of illusionary correlations. c. Illusionary correlations show how causal variables produce a false effect. d. When connections are made between variables that are not related, people believe that connection is causal. e. Superstition is based on illusions.

Answer: d Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 2. Understanding 30. Which of the following statements is an example of counterfactual reasoning? a. My car does not run when I run out of gas. b. Since my girlfriend loves dogs, we have three. c. I am poor because I can’t manage money. d. I am strong because I work out a lot. e. If I went to another college, I would be rich.

Answer: e Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 3. Applying 31. According to Bayes’ Rule (P[H|E] = [P(E|H)/P(E)]*P(H), what happens to posterior probability, P(E|H), when the probability of evidence you have in hand, P(E), increases, and prior probability, P(H) and likelihood, P(H|E), remain the same? a. The posterior probability will decrease until P(E) reaches 1 but will increase when P(E) is greater than 1. b. The posterior probability will increase until P(E) reaches 1 but will decrease when P(E) is greater than 1.

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c. The posterior probability will increase. d. The posterior probability will decrease. e. The posterior probability will not change.

Answer: c Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 2. Understanding 32. When trying to predict the outcome of an election, at which time will the prior probability, P(H), be greatest? a. After the election b. Before the election c. Two hours into the election d. Six hours into the election e. An hour before the election ends Answer: b Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 2. Understanding 33. Why would Bayesian reasoning be more difficult for a child than an adult? a. Children confuse likelihood and prior probability. b. Children don’t understand percent or frequency. c. The probability of the evidence at hand is greater for adults than children. d. All adults are better at math than children are. e. Adults have more knowledge of the world and thus better estimates of probability.

Answer: e Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 2. Understanding 34. For which of the following scenarios would Bayesian reasoning be most helpful? a. Finding money on the ground b. Getting pregnant for the first time c. Estimating the time it will take to get to a concert d. Paying back a loan e. Picking winning lottery numbers Answer: c Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 3. Applying 35. If the likelihood of an event increases but that of the posterior probability does not change, which of the following could be true, assuming all changes in likelihood are the same amount? a. The prior probability increased.

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b. Both the probability of the evidence you have in hand and prior probability increased. c. Both the probability of the evidence you have in hand and prior probability decreased. d. There are no changes in the other parameters. e. The probability of the evidence you have in hand increased only.

Answer: e Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 2. Understanding 36. In the case of causal reasoning, we a. learn labels for objects. b. use inferences for evidence. c. estimate the likelihood of causes given evidence. d. make assumptions about the amount of evidence needed. e. do not need evidence.

Answer: c Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 2. Understanding 37. Why do people prefer using frequencies more than probabilities for Bayesian reasoning? a. Estimating probability is seldom needed in everyday life. b. People are better at working with frequencies. c. Few people are taught to work with probability. d. Frequencies use smaller numbers than probabilities. e. You need an expensive computer to work with probabilities.

Answer: b Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 1. Remembering 38. A women wants to buy her first car. Which of the following identifies an operator for this situation? a. The woman b. The car c. Wanting a car d. Getting a bank loan to buy the car e. Owning the car Answer: d Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 3. Applying 39. Which of the following is an ill-defined problem?

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a. Figuring out the percentage of your salary that goes toward groceries b. Explaining the taste of chocolate c. Following directions to a restaurant d. Teaching someone how to tie a shoelace e. Painting a house Answer: b Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 3. Applying 40. Which of the following is an example of insight into the problem of finding a job at a specific company? a. You work harder at your current job. b. The company has the same number of employees as your current company. c. You hang around the street corner where the company is located. d. You realize that you know someone at that company. e. You read about the new company’s earnings for the past year.

Answer: d Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 3. Applying 41. To treat a patient’s anxiety, a doctor prescribes an antidepressant that is known to affect chemicals involved in both depression and anxiety. Which solution is the doctor using to help her patient? a. Insight b. Counterfactual reasoning c. Random trial and error d. Hill climbing e. Means-ends analysis Answer: a Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 3. Applying 42. Which of the following is most needed for analogical reasoning? a. Heuristics b. Bayesian inference c. Transfer d. Hill climbing e. Intervention Answer: c Textbook Reference: 10.5 Problem Solving and Creativity

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Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 2. Understanding 43. What is a drawback to using hill climbing to solve a problem? a. It is strenuous mentally. b. Sometimes it is necessary to temporarily move away from the goal in order to solve the problem. c. Experience with the direction taken is required to solve the problem. d. Hill climbing requires random trial and error. e. Hill climbing always takes more time than other problem-solving methods.

Answer: b Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 1. Remembering 44. A young child receives a reward when she places different shaped blocks into holes of the correct shape. She tries to fit each block into each hole until she finds the correct match. Which strategy is the child using in this task? a. Insight b. Hill climbing c. Means-ends analysis d. Random trial and error e. Creative thinking Answer: d Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 3. Applying 45. Which of the following strategies would work best for solving the Rubik’s Cube puzzle? a. Hill climbing b. Heuristics c. Means-ends analysis d. Random trial and error e. Analogical reasoning Answer: e Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 2. Understanding 46. In order to learn a complex biochemical pathway, a student learns small steps in the pathway and then puts them together. Which strategy did the student use?

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a. Insight b. Means-ends analysis c. Heuristics d. Creative thinking e. Hill climbing Answer: b Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 2. Understanding 47. Which of the following is true of experts? a. They have better general memory than novices. b. They have more education than novices. c. They are older than novices. d. They can organize and interpret specific information better than novices. e. They can generalize their expertise to areas in which they are not experts.

Answer: d Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 1. Remembering 48. A teenager sells magazines at a store after school. He is very good at making change but struggles with math in the classroom. This is an example of a. expert problem solving. b. creative thinking. c. situated cognition. d. problem finding. e. math aversion.

Answer: c Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 3. Applying 49. A man writes a song for his wife, which his friends acknowledge as being a very good song. When paid to write a song for a friend’s wife, the man’s friends all think the song is not very good. Which factor influenced the man’s creativity most? a. Hill climbing b. Extrinsic motivation c. Environmental factors d. Number of songs written previously e. Intrinsic motivation Answer: e Textbook Reference: 10.5 Problem Solving and Creativity

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Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 4. Analyzing 50. Which of the following remote associations works best for the words “fall,” “cone,” and “man”? a. Snow b. Rain c. Best d. Ice cream e. Geometry Answer: a Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 4. Analyzing 51. A man thinks of many uses for a rubber band, some of which have never been thought of. This man has overcome a. flat associative hierarchies. b. divergent thinking. c. remote associations. d. intrinsic motivation. e. functional fixedness.

Answer: e Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 3. Applying 52. Which of the following best demonstrates theory of mind? a. You know whether your sibling is left- or right-handed. b. You know you exist. c. When someone cries, you become sad. d. You pay what a vendor asks without bargaining. e. When you hide, you know that the seeker will look in certain places.

Answer: a Textbook Reference: 10.6 Social Reasoning Learning Objective: 10.6 Discuss the role of theory of mind and trust in social reasoning.

Bloom’s Level: 1. Remembering 53. Which hormone has been shown to increase trust and generosity in trust and ultimatum games, respectively? a. Estrogen b. Cortisol c. Growth hormone

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d. Testosterone e. Oxytocin Answer: e Textbook Reference: 10.6 Social Reasoning Learning Objective: 10.6 Discuss the role of theory of mind and trust in social reasoning.

Bloom’s Level: 1. Remembering 54. According to the prisoner’s dilemma game, which of the following would result in the best result for each player? a. One player cooperates. b. Both players cooperate. c. Both players do not cooperate. d. One player pretends to cooperate. e. Both players pretend to cooperate.

Answer: b Textbook Reference: 10.6 Social Reasoning Learning Objective: 10.6 Discuss the role of theory of mind and trust in social reasoning.

Bloom’s Level: 1. Remembering Short Answer 55. How does delay discounting relate to drug addiction?

Answer: Drug addicts are more likely to spend money when craving drugs in the present rather than deciding to save money for the future. Immediate pleasure is valued more than future pleasure.

Textbook Reference: 10.1 Delay Discounting and Self-Control Learning Objective: 10.1 Describe delay discounting, considering examples from everyday life.

Bloom’s Level: 1. Remembering 56. Why does deductive reasoning lead to higher probability of generalizing correctly than inductive reasoning does?

Answer: We use true conclusions to form logical generalizations using deductive reasoning. In the case of inductive reasoning, we use educated guesswork and categorization of prior knowledge, both of which are less reliable than information used in deductive reasoning.

Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 2. Understanding 57. If people with glasses are funny, then what can we conclude about people without glasses and why?

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Answer: We cannot conclude anything about people without glasses because the antecedent (people with glasses) is not true. This is an example of denial of the antecedent.

Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 4. Analyzing 58. What are the differences between premise typicality, premise diversity, and premise monotonicity?

Answer: In premise typicality, stronger inductions are made when premises are more typical of a category than not. In premise diversity, stronger inductions are made when diverse categories are linked by a superordinate category than by subordinate categories.

In premise monotonicity, stronger inductions occur when there are larger numbers of categories that share a property than fewer categories sharing a property.

Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 1. Remembering 59. How does confirmation bias affect the validity of a rule?

Answer: A rule’s validity is confirmed by discrediting scenarios that contradict the rule, in addition to confirming scenarios that support the rule. In confirmation bias people seek information that confirms their bias but tend to neglect information that contradicts their bias.

Textbook Reference: 10.2 Types of Reasoning Learning Objective: 10.2 Discuss the different forms of deductive reasoning, inductive reasoning, and confirmation bias.

Bloom’s Level: 2. Understanding 60. How does causal launching demonstrate that infants have an understanding of physics?

Answer: When shown images of one ball hitting another, infants show an expectation that the ball that was hit should move. If the ball does not move, infants stare longer at the scene or act surprised.

Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 1. Remembering 61. How would causal reasoning explain why people are more likely to blame a recent meal for stomach problems than something they ate or were exposed to the day before?

Answer: Stomach problems are obviously associated with food, but we tend to remember the most recent item we have eaten. In addition, we tend to not blame stomach issues on things we have not eaten.

Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

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Bloom’s Level: 4. Analyzing 62. How would different opinions about the strengths of a causal relationship affect decisions about health care.

Answer: When people have different opinions about the strengths of a causal relationship, they may believe different causes are to blame for health issues. Thus, some precautions or treatments may be discounted or encouraged based on whether a causal relationship is thought to be weak or strong.

Textbook Reference: 10.3 Causal Reasoning Learning Objective: 10.3 Examine how we determine causality.

Bloom’s Level: 5. Evaluating 63. What it the difference between take-the best-cue heuristic and tallying?

Answer: In the take-the-best-cue heuristic, the value of a given cue is evaluated and then a person moves on to others, making a judgement for each, before making a decision. In tallying, a person determines how many criteria are met in order to make a decision, but without weighing their importance.

Textbook Reference: 10.4 Bayesian Reasoning and Ambiguity Learning Objective: 10.4 Describe Bayesian reasoning.

Bloom’s Level: 2. Understanding 64. How can education illustrate problem solving by transferring solutions?

Answer: Education provides us with examples of problems and different ways to approach them. Optimally, this experience allows us to use that information to solve novel problems.

Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 2. Understanding 65. Briefly explain the difference between idea generation and idea evaluation.

Answer: Idea generation is thought to occur, in part, when someone is unfocused. Idea evaluation is thought to occur with focused attention and cognitive control.

Textbook Reference: 10.5 Problem Solving and Creativity Learning Objective: 10.5 Compare different problem-solving techniques, including factors that contribute to creativity.

Bloom’s Level: 1. Remembering 66. Humans live in much higher population densities than any other primate. How might the evolution of cooperation explain this phenomenon?

Answer: Through cooperation, humans have been able to live in much closer proximity to each other than other primates. Humans are better at sharing resources with non-relatives than other primates and have more social norms to help maintain peace.

Textbook Reference: 10.6 Social Reasoning Learning Objective: 10.6 Discuss the role of theory of mind and trust in social reasoning.

Bloom’s Level: 5. Evaluating

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 11 Knowledge, Intelligence, and Cognitive Development

Multiple Choice 1. The theory of grounded cognition suggests that a. seeing, using, and thinking about something share a common representation. b. different cognitive skills rely on different representations. c. knowledge can be gained without reasoning. d. knowledge is only expanded through information acquired from others. e. sensory experience is important for using an object but not thinking about it.

Answer: a Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 1. Remembering 2. How do categories facilitate communication? a. They prevent mistakes in identification. b. They allow for use of a single label instead of listing multiple features of an object. c. People always agree on categories. d. They are always changing. e. Communication only depends on categories when conveying abstract ideas.

Answer: b Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 1. Remembering 3. According to feature-based categorization, which of the following features would most likely lead a person to categorize an animal as a fish? a. Tail b. Mouth c. Gills d. Eyes e. Eats Answer: c

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Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 3. Applying 4. How would family resemblance allow a penguin to be categorized as a bird? a. They eat fish like other birds. b. They are found in the same environments as other birds. c. Even though they don’t sing, penguins vocalize. d. Most penguins live with other types of birds. e. Although they don’t fly, penguins have feathers and a beak like other birds do.

Answer: e Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 2. Understanding 5. A woman learns to identify different breeds of cats by thinking about many examples that she has seen at cat shows, even if an individual cat is not typical of that breed. She is most likely identifying breeds by using a. exemplars. b. a prototype. c. an average of examples seen. d. the typicality effect. e. graded membership.

Answer: a Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 2. Understanding 6. According to the sentence verification task, which of the following true sentences would be verified most quickly? a. A bird is a reptile. b. A beaver is a rodent. c. A sponge is an animal. d. A lion is a cat. e. A bacterium is a cell.

Answer: d Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 3. Applying 7. Which of the following would constitute a single ad-hoc category? a. Tires, socks, and boats

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b. Cars, motorcycles, and trucks c. Shoes, bicycles, and yarn d. Bricks, pillows, and sandals e. Plants, rocks, and computers Answer: b Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 3. Applying 8. Which of the following would be the most subordinate category? a. Animal b. Carnivore c. Mammal d. Cat e. Organism Answer: d Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 3. Applying 9. How do hierarchical networks reduce redundancy? a. They use different names for categories. b. Lower categories do not share features. c. Higher categories share features with some lower categories but not all of them. d. Hierarchical networks are always connected to other hierarchical networks. e. Spreading activation prevents associations between nodes.

Answer: c Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 1. Remembering 10. According to connectionism, a person is able to catch a ball is due to a. many interconnected brain regions processing motor and sensory information at once. b. brain regions that are all connected to one brain region that decides how to move. c. individual pathways that send information about sensation and movement to different brain regions at the once. d. one brain region instructing all the other brain regions to coordinate movement. e. motor information guiding sensory information.

Answer: a Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 2. Understanding

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11. Which of the following is evidence that face recognition is processed differently than object recognition? a. Both types of recognition are processed in the same area but under different circumstances. b. Some people categorize faces as objects. c. Lesions to the one brain area disrupt both types of recognition. d. Some people with normal face recognition are impaired at object recognition. e. Face recognition requires more illumination than object recognition.

Answer: d Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 1. Remembering 12. Which of the following scenarios best supports the domain-specific hypothesis? a. A person learns how to identify dog breeds but not cat breeds. b. A person can distinguish different types of songbirds. c. A blind person can avoid obstacles. d. A person cannot name colors or shapes. e. A person misidentifies tools but not plants.

Answer: e Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 3. Applying 13. According to spreading activation, which of the following would be verified the slowest? a. A sponge is an animal. b. Sponges are for cleaning. c. Sponges are found in showers. d. Sponges absorb water. e. Sponges can be found in bathrooms.

Answer: a Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 4. Analyzing 14. According to the sensory-functional account, which of the following would fall into different categories? a. Hammer and screwdriver b. Cat and dog c. Hammer and building d. Car and truck

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e. Eagle and pigeon Answer: c Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 3. Applying 15. Which of the following is best supported by neuroimaging that shows that different brain areas are activated for boulders versus animals? a. The domain-specific hypothesis b. The sensory-functional account c. Spreading activation d. Neural nets e. Parallel distributed processing Answer: a Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 4. Analyzing 16. A holotype is a specimen from which the description of a new species is made. Thus, a holotype a. is the superordinate category of a hierarchical network. b. establishes the typicality effect. c. is an ad-hoc category. d. forms an inhibitory connection for its category. e. would be the last specimen found after finding many specimens.

Answer: b Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 2. Understanding 17. In a hierarchical network about the universe, which of the following would be the superordinate category? a. Earth b. Planets c. The universe d. The solar system e. The sun Answer: c Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 3. Applying

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18. Why do some categories, like “shoe” or “wallet,” not have devoted brain areas? a. Devoted brain areas only exist for categories that all people use. b. Those categories do not fit into the sensory-functional account. c. Inanimate objects do not have devoted brain areas. d. Over time these types of items will have devoted brain areas in our species. e. During our evolution, some categories were not important to our survival and reproductive success.

Answer: e Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 5. Evaluating 19. The purpose of today’s intelligence tests is to a. see who how much money a person will make. b. predict academic success. c. determine a person’s suitability for public service. d. examine the variation in students’ knowledge in classrooms. e. eliminate racial bias.

Answer: b Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 1. Remembering 20. Which of the following is thought to bias psychometric approaches to measuring intelligence? a. Cultural values b. Skin color c. Number of siblings d. Location of school e. Marital status Answer: a Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 3. Applying 21. What would be the intelligence quotient of a 7-year-old child with a mental age of 14? a. 20 b. 25 c. 50 d. 100 e. 200 Answer: e Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

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Bloom’s Level: 3. Applying 22. What is the advantage of the Wechsler scales tests over the psychometric approach? a. They are less expensive to perform. b. They are thought to be less influenced by linguistic and cultural differences. c. They are specific for verbal aptitude. d. They give different weight to different cognitive abilities to determine intelligence. e. The results of the Wechsler scales tests follow a Poisson distribution.

Answer: b Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 1. Remembering 23. How do IQ scores differ for Wechsler scales tests versus psychometric tests? a. The scores of Wechsler scales tests are always higher than those of psychometric tests. b. The scores of Wechsler scales tests are directly proportional to age, but those of psychometric tests are not. c. The scores of the Wechsler scales tests tend to show a normal distribution more than those of psychometric tests. d. The distribution of IQ scores is influenced more by the person administering the test in the case of Wechsler scales tests than in the case of psychometric tests. e. The scores for the Wechsler scales tests reflect the motivation of the test-taker more than psychometric tests do.

Answer: c Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 3. Applying 24. With regard to the concept of general intelligence, factor analysis a. can identify the number of factors that explain the variance among dimensions of intelligence. b. allows for dividing separate intelligences into two categories. c. determines which factor people use to solve problems. d. ranks the general intelligence of members of a group. e. determines which people will solve a given problem fastest within a population.

Answer: a Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 25. Which of the following is an example of fluid intelligence? a. Knowing the direction in which a river flows b. Picking out a pattern within an abstract drawing c. Paying attention to the change of a light signal d. Knowing geometry formulas e. Using a screwdriver

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Answer: b Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 3. Applying 26. Which factor is the strongest predictor of collective intelligence of a group? a. Average intelligence of the group b. Highest individual intelligence score within the group c. Social sensitivity within the group d. Educational background of the group e. Ability of the group to make moral judgements Answer: c Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 1. Remembering 27. What is the main criticism of Sternberg’s triarchic theory of intelligence? a. Different forms of intelligence correlate with each other, making it hard to separate them. b. Creative intelligence is enhanced in people who create art. c. Analytical intelligence is unrelated to creative or practical intelligence. d. People with a lot of practical intelligence tend to not use abilities related to that type of intelligence. e. There are at least 10 forms of intelligence.

Answer: a Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 28. The ideas of Thurstone and Gardner are similar in relation to general intelligence in that both a. believe posit that are only two types of general intelligence. b. support the idea of general intelligence. c. favor the existence of low-level intelligence based on processing speed of sensory systems. d. hypothesize that general intelligence is the result of childhood experience. e. favor ideas that support multiple independent intelligences.

Answer: e Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 29. People with savant syndrome a. excel in many different types of cognitive tasks and have high intelligence. b. know facts about inanimate objects but not animate beings. c. are all good at math.

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d. are very good at specific cognitive tasks but are considered to have low intelligence. e. have high intelligence but are only good at two to three different cognitive tasks.

Answer: d Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 30. Why might measures of mental speed not be good measures of intelligence? a. People that show fast mental speed generally have low IQs. b. Mental speed tests are biased by an ability to write well. c. Mental speed tests are only valid in the case of English speakers. d. People with low scholastic aptitude perform best on mental speed tests. e. Measures of mental speed may be confounded by skills unrelated to intelligence.

Answer: e Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 31. _______ intelligence would be enhanced most by a good working memory. a. General b. Analytical c. Crystallized d. Fluid e. None of the above; working memory is not required for intelligence.

Answer: d Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 32. Which of the following about emotional intelligence is true? a. It is related to the ability to understand one’s own emotional state but not necessarily that of others. b. It involves the ability to recognize and manage emotional states for oneself and others. c. Itis related to the ability to understand someone else’s emotional state but not necessarily that of oneself. d. Itis highest in people with savant syndrome. e. It is directly tied to the amount of creativity a person shows.

Answer: b Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 33. Which of the following would most likely be overlooked by an intelligence test? a. Reasoning b. Spatial ability c. Verbal fluency

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d. The speed with which a person solves a problem. e. An ability to arrive at a novel solution to a problem Answer: e Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 34. Studies that measure inspection time show that a. people are faster at making accurate judgements if they have no experience with the stimuli involved. b. perceptual skills do not influence test results. c. IQ scores do not correlate well with speed of decision making. d. there is support for both crystallized and fluid intelligence. e. the speed of processing is inherited.

Answer: d Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 1. Remembering 35. How does studying twins help us understand the contribution of genes versus the environment to understanding intelligence? a. The influence of environment is greater in fraternal versus identical twins. b. Fraternal twins have a higher heredity coefficient than identical twins do. c. Both identical and fraternal twins show the same contribution of heredity to IQ. d. Identical twins raised in different environments have IQs that differ from each other more than those of fraternal twins do. e. In identical twins, the contribution of genetics plays a larger role among adults than among children and adolescents.

Answer: e Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 2. Understanding 36. Which brain region is more highly activated in people with high fluid intelligence scores than in people with low fluid intelligence scores? a. Occipital cortex b. Hippocampus c. Lateral prefrontal cortex d. Precentral gyrus e. Wernicke’s area Answer: c Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 37. Core knowledge in children includes the ability to

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a. learn that objects move when pushed. b. learn to play the violin. c. memorize the capitals of every state. d. use a calculator. e. identify different types of birds.

Answer: a Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 3. Applying 38. Genotyping allows researchers to a. predict which genes a child will inherit. b. group people by heredity coefficients. c. separate the influences of the environment from those of genes. d. determine the presence or absence of specific genes. e. determine someone’s intelligence.

Answer: d Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 39. When calculating a hereditary coefficient, an increase in total variance will a. increase the coefficient if there is no change in variance due to genes. b. increase the coefficient if there is equal increase in the variance due to genes. c. decrease the coefficient if there is an equal decrease in variance due to genes. d. decrease the coefficient if there is no change in variance due to genes. e. not affect the coefficient.

Answer: b Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 2. Understanding 40. Two groups of people take part in a study investigating the effect of a new vitamin supplement on intelligence, without being told what is being measured. During the study, one group discovers the researchers’ hypothesis about the supplement. Which of the following will prevent the researchers from determining the true effect of the supplement? a. Knowing the hypothesis may have influenced how the group performed on tests. b. By knowing the hypothesis, the group will know whether they got the new supplement or not. c. The two groups would both have to know the hypothesis in order for the results to be valid. d. The real effect of the supplement must be measured using brain activation studies, which are not used in the study. e. Researchers cannot know the true effect of the supplement without testing tens of thousands of people.

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Answer: a Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 3. Applying 41. Which of the following has been found to broadly improve cognitive performance? a. Playing memory games b. Playing video games c. Doing crossword puzzles d. Musical education e. Planning a meal Answer: d Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 42. According to Piaget, which of the following occurs first in the cognitive development of children? a. Preoperational period b. Concrete operational period c. Sensory-motor period d. Formal operational period e. Creative period Answer: c Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 43. Determining how long an infant looks at a repeated stimulus allows researchers to determine a. which colors infants prefer. b. whether infants have an innate preference for a pattern. c. dishabituation to a repeated stimulus. d. if infants have habituated to a stimulus. e. preferences for nonsense faces over intact faces.

Answer: d Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 44. Object permanence shows that infants a. think that objects have disappeared when they are out of sight. b. understand that objects persist and are stable even when they are out of sight. c. can calculate the mass of an object. d. expect different objects to move similarly with similar obstructions. e. categorize abstractly.

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Answer: b Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 45. During which developmental period do children first show an understanding of intention? a. Preoperational b. Concrete operational c. Formal operational d. After puberty e. Sensory motor Answer: e Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 46. A major hallmark of the preoperational period of development is a. an understanding of object permanence. b. language learning. c. the acquisition of reasoning abilities. d. the acquisition of scientific thinking abilities. e. the ability to determine which people are helpful.

Answer: b Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 47. Why was Piaget wrong about cognitive abilities of children at different developmental stages? a. He only tested children of one race. b. He was biased by preconceived ideas. c. He thought cognitive development did not begin until after two years of age. d. His tests were much easier than those used today. e. He did not always test the children in ways that demonstrated their abilities.

Answer: e Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 48. Which of the following would demonstrate that a child has an allocentric spatial frame of reference? a. Explaining the position of her feet when she dances b. Imagining what her dog looks like c. Describing what her mother sees from the opposite side of a room d. Looking at a moving car

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e. Knowing her doll cannot see Answer: c Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 3. Applying 49. At what age can a child first solve a conservation task? a. After two years of age b. After seven years of age c. After 12 years of age d. After 15 years of age e. Before two years of age Answer: a Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 2. Understanding 50. During which developmental stage will children systematically change variables to determine their effect? a. Preoperational b. Concrete operational c. Formal operational d. After puberty e. Sensory motor Answer: c Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering Short Answer 51. Why does the definition approach to categories not work well in the real world?

Answer: In the real world, there are many categories that are hard to define, such as chair or game.

Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 1. Remembering 52. Explain why hierarchical networks rely on subordinate and superordinate categories.

Answer: Hierarchical networks rely on nodes connected by links. Properties of superordinate categories are stored higher in the network so that they can be generalized to subordinate categories underneath them.

Textbook Reference: 11.1 Knowledge

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Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 2. Understanding 53. According to the spreading activation model, why would someone verify that a bird sings faster than they would verify that a bird is an animal?

Answer: The link between the words “bird” and “sings” is shorter than the link between “bird” and “animal.”

Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 4. Analyzing 54. How do excitatory and inhibitory connections influence a parallel distributed processing model?

Answer: Excitatory connections increase the probability of activation in the next layer, whereas inhibitory connections decrease the probability of activation.

Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 1. Remembering 55. What is the evidence for the sensory-functional account?

Answer: Neuroimaging studies reveal separate cortical representation when subjects answer questions about animals versus questions about tools or are asked to name words related to color versus action of a tool.

Textbook Reference: 11.1 Knowledge Learning Objective: 11.1 Explain how categories are defined and represented in the mind and brain.

Bloom’s Level: 1. Remembering 56. What is the difference between a fixed mindset and a growth mindset?

Answer: A person with a fixed mindset regards intelligence as unchanging, while a person with a growth mindset believes that intelligence can change with hard work and practice.

Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 1. Remembering 57. Why are intelligence tests not always good predictors of future success of children?

Answer: Factors such as motivation and encouragement weigh heavily on how well a child will do in school and in future careers. In addition, certain cultures value and promote education more than others, which can affect success of children.

Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding

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58. How does savant syndrome support the idea of multiple intelligences?

Answer: People with savant syndrome are considered to have relatively low intelligence but incredible skills in a specific domain.

Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 2. Understanding 59. How would the concept of emotional intelligence influence the use of artificial intelligence for sales jobs?

Answer: Sales relies on the ability to interact with other people. Emotional intelligence allows buyers to interpret how sellers feel about what they are selling, allowing the seller to adjust their approach. To date, artificial intelligence would not excel at this task.

Textbook Reference: 11.2 Intelligence Learning Objective: 11.2 Discuss subtleties in the meaning of “intelligence.”

Bloom’s Level: 5. Evaluating 60. What is the evidence that synchronous activity between different brain areas is related to intelligence?

Answer: A person’s IQ can be estimated based on the level of synchronous brain activity.

Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 61. How do studies that measure brain activation suggest that fluid intelligence is related to working memory?

Answer: During difficult verbal tasks and nonverbal working memory tasks, regions of the prefrontal cortex show more activation in people with high fluid intelligence scores than those with low scores.

Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 1. Remembering 62. How does the concept of neuroplasticity support an empiricist view of the development of intelligence?

Answer: Neuroplasticity refers to a change in neural connections with experience. Since the empiricist view depends on experience as the major force in the development of intelligence, studies linking neuroplasticity with learning support this view.

Textbook Reference: 11.3 The Development of Knowledge and Intelligence Learning Objective: 11.3 Outline how cognitive capacities develop across childhood.

Bloom’s Level: 4. Analyzing

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Test Bank to accompany

Cognition, First Edition Chun • Most

Chapter 12 Social Cognition

Multiple Choice 1. Which of the following would most positively affect the psychological field for a new person entering your social circle? a. The new person offers to teach you how to cook a new meal. b. The new person does not watch television. c. The new person is poor. d. The new person has brown hair. e. No one knows where the new person was born.

Answer: a Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 3. Applying 2. Which of the following is the best example of a behavioral action based on social judgement? a. Shopping at night because a store is less crowded b. Locking your car doors as you drive through a poor neighborhood c. Drinking a beer at a bar d. Avoiding your sister because you owe her money e. Asking for directions when you are lost Answer: b Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 3. Applying 3. Which of the following is an example of the Pygmalion effect? a. An actress gets a role because she has a romantic relationship with the director.

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b. A student gets into the same college that his parents attended. c. A teacher believes a student will not succeed due to their economic background, and that student does not perform well. d. A student succeeds because his parents pushed him to work hard. e. Two students score differently on a standardized test, and they have different teachers.

Answer: c Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 3. Applying 4. How does psychological field affect the Pygmalion effect? a. Happier people are more successful. b. Objective aptitude for a subject does not affect a person’s success in that subject. c. Social behavior can only affect success if success is measured subjectively. d. A person will succeed if person has many attributes that match their teacher’s attributes. e. Interpretations of a person’s abilities affect how they are expected to perform and do perform.

Answer: e Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 4. Analyzing 5. Which aspect of the psychological field of Asian Americans caused animosity toward them when COVID-19 spread to the United States? a. Their perceived responsibility for the emergence of the virus b. Their perceived facility with academics c. Assumption that all Asian Americans eat wild-caught food d. Belief that Asian restaurants are unsanitary e. Their perceived associations with Russians Answer: a Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 2. Understanding 6. Why were people thought to gather on their balconies in Italy during quarantine during COVID-19?

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a. They needed to hang laundry. b. They needed to share food. c. Only some people received health updates, so they needed to inform others. d. People craved social interactions. e. There was no electricity, so they needed cool air.

Answer: d Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 2. Understanding 7. Which of the following best explains why antisocial behaviors arise? a. There are limited resources among relatives. b. People shun people who are different from themselves. c. Some people are wary of those who have siblings. d. Men and women think differently. e. Children in same-race classrooms do not trust each other.

Answer: b Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 2. Understanding 8. How did social cognition maintain studies of cognition during the Behaviorist movement? a. Social psychologists studied the links between human behavior and thinking about the social world. b. Behaviorists used social problems to design their experiments. c. Most cognitive scientists based their lab experiments on social situations. d. Social psychologists collaborated with behaviorists to determine which brain regions were responsible for social responses. e. Real-world situations were studied in public places to measure response times to specific social stimuli.

Answer: a Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 1. Remembering

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9. Which person is most likely to dehumanize another person that is outside their social circle? a. Someone with no friends b. Someone who is only very close to a sibling who lives across the country c. Someone with a tight social circle d. A widow whose friends have all died e. An online blogger that rarely leaves her apartment Answer: c Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 3. Applying 10. Which region of the brain is implicated in social cognition, cognitive control, and affective processing? a. Prefrontal cortex b. Amygdala c. Temporal lobe d. Anterior cingulate cortex e. Ventral striatum Answer: a Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 2. Understanding 11. Which brain structure is implicated in processing social cognition but not cognitive control or affective processing? a. Amygdala b. Dorsolateral prefrontal cortex c. Medial prefrontal cortex d. Temporal parietal junction e. Ventromedial prefrontal cortex Answer: d Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 1. Remembering 12. Which part of the prefrontal cortex is implicated in affective processing but not cognitive control or social cognition? a. Dorsomedial b. Dorsolateral c. Medial d. Ventrolateral e. Ventromedial

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Answer: e Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 1. Remembering 13. Which of the following best supports the idea that thinking about social categories is processed in different brain regions than thinking about nonsocial categories? a. The activation of brain regions by judgements about social categories leads to the activation of brain regions by judgements about nonsocial categories. b. In neuroimaging studies, interconnected brain regions are activated when making judgements about social and nonsocial categories. c. In neuroimaging studies, there are a few structures that are activated equally when thinking about social versus nonsocial categories. d. In neuroimaging studies, different brain regions are activated when making judgements about social versus nonsocial categories. e. The same brain regions are activated with different latencies when thinking about social versus nonsocial categories.

Answer: d Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level:4. Analyzing 14. In which brain structure does thinking about social categories activate the brain bilaterally? a. Inferior frontal gyrus b. Inferotemporal cortex c. Temporoparietal junction d. Ventral striatum e. Anterior cingulate cortex Answer: c Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 1. Remembering 15. A man is prejudiced against members of races different from his own. He treats those from other races cruelly and is insensitive to their rights as humans. Which of the following areas of his brain would you expect to have reduced activity? a. Dorsomedial prefrontal cortex b. Inferotemporal cortex c. Inferior frontal gyrus d. Ventral striatum e. Anterior cingulate cortex Answer: a

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Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 3. Applying 16. Which of the following would best demonstrate a theory of mind in a person? a. Looking at someone crying b. Imaging another person’s pain c. Walking past a homeless person d. Reading to an orphan e. Waving back to a stranger waving at you Answer: b Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 3. Applying 17. Which of the following would most likely have dehumanized perception? a. An actor b. A pickpocket c. An autistic child d. A politician e. An athlete Answer: c Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 3. Applying 18. In which brain area would damage most likely result in dehumanized perception? a. Anterior cingulate cortex b. Inferior frontal gyrus c. Dorsolateral prefrontal cortex d. Ventrolateral prefrontal cortex e. Temporoparietal junction.

Answer: e Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 2. Understanding 19. Why would the Wason selection task be easier if a question were framed in social terms instead of using vowels and numbers? a. Vowels and numbers require much repetition in order to understand relationships between them. b. Social terms seem to allow for easier processing of relationships than nonsocial cues.

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c. Thinking of the cards as people having social interactions facilitates the task. d. Contingencies for the Wason selection task require more reading when using social terms than when using vowels and numbers. e. Differentiating vowels from non-vowels is difficult for most people.

Answer: b Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 2. Understanding 20. Which of the following would most facilitate solving a problem involving a group of people? a. Knowing people are acting honestly b. Having a racially diverse group c. Having a socioeconomic diverse group d. Having people from the same race in the group e. Knowing the social status of each member of the group Answer: a Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 3. Applying 21. Why is the contingency, “Every time I blink, I think of dolphins,” harder for people to learn than “Every time I am lonely, I call my friend?” a. The internal rhyme of the first confuses the contingency. b. People fear dolphins, so they try to discard any information about them. c. People don’t blink and think at the same time. d. The emotional content of the first contingency is greater than in the second. e. It is easier to learn the second contingency, which has a social context than the first which doesn’t.

Answer: e Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 3. Applying 22. If someone sees a man crying and goes over to give him a hug, the hugger is demonstrating a. dehumanized perception. b. theory of mind. c. the Pygmalion effect. d. entitativity. e. the baby-face bias.

Answer: b Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

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Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 1. Remembering 23. According to brain imaging studies, how many structures appear to be involved in the social cognition network? a. One b. Two c. Three d. Four e. Five Answer: e Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 1. Remembering 24. Which of the following best supports the idea that there are specialized brain areas for processing social information? a. People with specific brain damage have trouble with social interactions. b. Seeing someone cry makes a person feel sad. c. Very social people perform better on memory tests than nonsocial people do. d. The brains of isolated people have some regions that are smaller than those in people who are not isolated. e. The same brain regions are activated when solving social and nonsocial tasks.

Answer: a Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 5. Evaluating 25. A man joins a social club that is centered on his heritage. Which of the following is most likely true of this man’s future social behavior? a. He will only food from his own heritage. b. He may become prejudiced against other heritages. c. He will marry outside his heritage. d. He will become more patriotic. e. His political views will not change.

Answer: b Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 3. Applying 26. Dunbar’s number is the a. maximum number of names of people a person can remember.

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b. number of categories into which we place people for social categorization. c. the cognitive limit for the number of people with which a person can maintain a stable social relationship. d. average IQ of a person’s social group. e. average number of people a person knows casually.

Answer: c Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 27. According to the social brain hypothesis, a. the size of certain brain regions correlates directly with the size of a person’s social circle. b. the size of a person’s social circle causes a person to form fewer distinctions about the groups to which other people belong. c. people who are social are smarter than those who are not. d. people with small social circles have larger amygdalae than those with large social circles. e. the size of certain brain regions correlates indirectly with the size of a person’s social circles.

Answer: a Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 28. The size of a person’s _______ is correlated with number of people in their social network. a. auditory cortex b. occipital cortex c. amygdala d. precentral gyrus e. hippocampus.

Answer: c Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 29. How does baby-face bias affect first impressions? a. First impressions of baby-faced people are usually negative. b. Bay-faced people are thought to be experienced sexually. c. Baby-faced people are assumed to be overweight. d. Baby-faced people are assumed to be honest but naïve. e. Baby-faced people are thought to cheat more than those without baby faces.

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Answer: d Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 30. Why are some people considered more attractive after on a first impression? a. They look older than people of the same age. b. They smile a lot. c. They have round faces. d. They have blonde hair. e. They have symmetrical facial features.

Answer: e Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 31. Which of the following people would be considered a good candidate for political office based on a first impression? a. An elderly person b. A person wearing glasses c. Someone wearing a black suit d. Someone with a symmetrical face e. Someone with a large nose Answer: d Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 32. Which of the following would be the best example of nonverbal communication used to convey social intentions? a. Crossing your legs when sitting in class b. A woman biting her lip while looking at her date c. Closing your eyes while singing in a group. d. A man walking next to his wife e. A person sneezing in a passing car Answer: b Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 3. Applying 33. Which of the following is the best example of a thin-slice judgement?

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a. Deciding which perfume smells best after trying a different perfume each day for a week b. Assuming athletic skill in a one sport after seeing a person participate in another sport c. Assuming a person’s religion based on the language spoken with family after school every day d. Determining the intelligence of a person with whom you have taken a class e. Deciding a person is attractive as they pass you in a car Answer: e Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 3. Applying 34. Thinking that all people from a different part of the world look the same is an example of a. empathy. b. in-group categorization. c. perception-action-coupling. d. entitativity. e. schadenfreude.

Answer: d Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 35. How might the mirror-neuron system relate to empathy? a. Empathy is induced by the mirror-neuron system. b. The mirror-neuron system is activated when we reject the actions of others. c. In order to feel empathy, the mirror-neuron system requires that we perform the same action as those to which we show empathy. d. The mirror-neuron system allows people to mimic actions without understanding them. e. The mirror-neuron system processes the actions of others, allowing for an understanding of their actions.

Answer: e Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 36. How is empathy affected according to the perception-action-coupling model when viewing pain in an out-group versus an in-group person? a. Empathy increases with out-group responses but decreases with in-group responses. b. Empathy is always greater when a person from one group causes pain in a person in the same than when pain is caused in a member of another group. c. Empathy decreases with out-group responses but increases with in-group responses.

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d. Empathy is always greater when an ingroup person causes pain in an out-group person than when it’s the opposite. e. There is no difference in empathy when viewing responses from each group.

Answer: c Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 37. Which of the following brain areas shows increased activation when shown faces of in-group people versus faces of out-group people? a. Fusiform gyri b. Anterior cingulate cortex c. Postcentral gyrus d. Inferotemporal cortex e. Inferior frontal gyrus Answer: a Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 38. How does the minimal group paradigm affect empathy? a. Less empathy is given to members of the same in-group than to those in an out-group. b. In this paradigm, there are only differences in empathy between groups if they are composed of more than 10 people. c. Empathy is related to the number of features shared between groups. d. More empathy is shown toward those of an in-group than those of an out-group on the basis of trivial features. e. Groups with fewer members are more empathetic to each other than those with many members.

Answer: d Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 39. Which of the following about the bias blind spot is true? a. People do not see differences among members of their in-group. b. Some people believe they are less biased toward members of their in-group than toward others. c. People do not see differences among members of an out-group. d. There is increased empathy toward members of an out-group. e. This bias only exists when judging people of different skin color than oneself.

Answer: b Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World

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Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 40. People are said to experience schadenfreude when a. they feel pleasure when members of an out-group suffer. b. members of an out-group are doing well. c. members of different social groups have different opinions. d. members of different social groups experience the painful stimuli. e. they are electrically shocked.

Answer: a Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 41. According to the stereotype content model, people view groups that are competent but cold with a. disgust. b. pity. c. pride. d. jealousy. e. sympathy.

Answer: d Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 42. A woman identifies with different groups depending on her situation. For example, she considers herself Asian when she is with family, but she considers herself a business executive when she is at work. Her perceptions best support a. social categorization. b. schadenfreude. c. self-categorization theory. d. implicit association. e. regulatory flexibility.

Answer: c Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 3. Applying 43. Which of the following would provide the most lasting changes to intergroup conflict? a. Watching videos of same-group members in distress.

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b. Asking for donations to help poor children c. One group talking about differences between groups d. Intergroup contact e. Groups avoiding each other Answer: d Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 44. According to the dual-process theory of stereotyping, people first engage in _______ and then in _______. a. prejudice; stereotype activation b. stereotype activation; stereotype application c. stereotype application; prejudice d. stereotype activation; empathy e. stereotype application; stereotype activation Answer: b Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 45. Which of the following about implicit bias is true? a. It only occurs between out-groups. b. It only pertains to racial differences. c. It is stronger in women than men. d. It develops after puberty. e. It occurs within a stigmatized group as well as from an out-group.

Answer: e Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering 46. How does the police officer’s dilemma demonstrate intrinsic bias? a. People are more likely to shoot White criminals than Black criminals. b. People are more likely to shoot Black bystanders than White bystanders. c. People shoot Black bystanders faster than they shoot Black criminals. d. People shoot bystanders of any race faster than criminals of any race. e. People hesitate to shoot when confronted by Black and White criminals together.

Answer: b Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 1. Remembering

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47. Which of the following is an example of the white bear effect? a. Imaging a white bear while reading about the North Pole b. Ignoring the sound of a crying baby while reading c. Remembering a song when hearing a similar song d. Mistaking big white animals as white bears e. Thinking about eating a snack when you are trying not to eat snacks Answer: e Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 3. Applying 48. Why is emotional regulation thought to be difficult? a. Cognitive reappraisal only occurs after an emotional response. b. Emotional responses cannot be changed. c. Emotional regulation requires a lot of mental energy. d. Even though expressive suppression is easy, it is usually blocked by cognitive reappraisal. e. Regulatory flexibility is nearly impossible once a person experiences an emotion.

Answer: c Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 49. A man believes all of his coworkers share his political views, even though he has never discussed his political views with them. This is an example of a. the false consensus effect. b. confirmation bias. c. group polarization. d. motivated reasoning. e. the backfire effect.

Answer: a Textbook Reference: 12.4 Motivated Reasoning: A Roadblock to Seeing Eye to Eye Learning Objective: 12.4 Understand “motivated reasoning” and how it can impede fruitful discussions over disagreements.

Bloom’s Level: 3. Applying 50. Which of the following is an example of the backfire effect? a. A person believes their opinion is still correct even when a source with a similar opinion as that person corrects a false story. b. A person changes their belief about a false story when that belief is refuted by another person who had the same original belief. c. A person believes a false story more after it is refuted by a source with an opposing view to that person.

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d. A person changes their belief about a false story after it is refuted by a source with an opposing view of the original belief. e. A person finds less and less evidence for a false belief.

Answer: c Textbook Reference: 12.4 Motivated Reasoning: A Roadblock to Seeing Eye to Eye Learning Objective: 12.4 Understand “motivated reasoning” and how it can impede fruitful discussions over disagreements.

Bloom’s Level: 1. Remembering Short Answer 51. How would changes in a person’s psychological field affect the way we view them?

Answer: Our interpretations and beliefs about them (which we measure subjectively) in addition to their attributes (which we measure objectively) would affect the way we view them socially.

Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 2. Understanding 52. How does the study of social cognition in the real world differ from laboratory studies of cognitive psychology?

Answer: Most cognitive psychology lab studies test subjects individually and with limited stimuli. Social cognition looks at the interactions between people, which by their very nature will result in changing circumstances and cognition between the people involved. People are greatly influenced by the behavior of other people, thus causing ongoing changes in responses.

Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 2. Understanding 53. In a study in which teachers were told which that a randomly chosen group of students in the classroom would do well, these students showed greater improvement than their classmates. While some conclude that the Pygmalion effect is responsible, what is an alternative explanation for the students’ improved performance?

Answer: The Pygmalion effect is when performance improves based on high expectations. However, teachers may have been influenced to give more or better attention to the random students named as future high achievers.

Textbook Reference: 12.1 The Unique Place of Social Cognition within Cognitive Psychology

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Learning Objective: 12.1 Understand how social cognition connects with other areas of cognitive psychology, and how and why social cognition may differ from nonsocial cognition.

Bloom’s Level: 5. Evaluating 54. Aside from the effort required to consider other people’s perspectives, what aspect of social behavior might account for dehumanization of people outside an individual’s social circle?

Answer: It may be more difficult to show empathy toward strangers if they are in a different social group due to differences in race, religion, or socioeconomic group. The “us” versus “them” phenomenon can play a role in how easily someone is dehumanized.

Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 5. Evaluating 55. Why might a social cognition neural network be advantageous in the evolution of primates, especially humans?

Answer: Social cognition allows for recognizing and responding to social interactions within groups. A dedicated social cognition neural network might facilitate the ability of humans to live in highly concentrated groups.

Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 5. Evaluating 56. Why might social contexts facilitate problem-solving more than nonsocial contexts?

Answer: Social contexts are thought to have evolved to detect cheaters in a group.

Socially-relevant contexts help people decide upon accepted contingencies or social outcomes.

Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 1. Remembering 57. Why do people attribute social motives to animated geometric shapes when they appear to be interacting but not when they are simply moving randomly?

Answer: People tend to perceive social interactions, even in the absence of motives or intentions.

Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 2. Understanding 58. How might attributing social motivations be detrimental to group interactions?

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Answer: People may attribute a false motivation to a group of people, resulting in misplaced judgements or fears toward that group.

Textbook Reference: 12.2 Are We Specially Wired to Process Social Information?

Learning Objective: 12.2 Describe evidence that people are particularly sensitive to social information and that we may be “wired” to process social information.

Bloom’s Level: 2. Understanding 59. How do first impressions affect social behavior and falsely affect the development of social networks?

Answer: While first impressions may reduce cognitive effort for navigating a social world, they are based on rapid perceptions which may not correlate well with a person’s cognitive complexity, resulting in long-lasting misrepresentations of that person.

Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 60. Why might point light walkers convey sexual orientation to an observer?

Answer: The movement of joints in a certain manner is correlated with preconceived ideas about how people of different sexual orientations move.

Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 61. Why might schadenfreude lead to violent, racist behavior?

Answer: Schadenfreude is the feeling of pleasure at an out-group member’s suffering.

Such feelings can reinforce behavior that causes such suffering.

Textbook Reference: 12.3 Reducing the Cognitive Burden of a Complex Social World Learning Objective: 12.3 Discuss shortcuts that our minds use in order to reduce the complexity of the social world, as well as some consequences of such shortcuts.

Bloom’s Level: 2. Understanding 62. How are confirmation bias, group polarization, the false consensus effect, and motivated reasoning all related?

Answer: They all reinforce and validate a person’s own beliefs and attitudes.

Textbook Reference: 12.4 Motivated Reasoning: A Roadblock to Seeing Eye to Eye Learning Objective: 12.4 Understand “motivated reasoning” and how it can impede fruitful discussions over disagreements.

Bloom’s Level: 2. Understanding

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