TEST BANK for Sensation and Perception, 6th Edition by Jeremy Wolfe Test Bank

Wolfe, Sensation & Perception, Sixth Edition

Chapter 1: Introduction Test Bank Type: multiple choice question Title: Chapter 01 Question 01 1. _______ is the ability to detect a stimulus and, perhaps, to turn that detection into a private experience.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 1. Remembering a. Learning b. Discrimination *c. Sensation d. Perception e. Cognition Type: multiple choice question Title: Chapter 01 Question 02 2. _______ is the act of giving meaning to a detected sensation.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 1. Remembering a. Judgment b. Discrimination c. Learning *d. Perception e. Cognition Type: multiple choice question Title: Chapter 01 Question 03 3. Chemicals wafting through the air that activate olfactory neurons in your nose is _______, whereas interpreting the response of the olfactory neurons as smelling like apple pie is _______.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 3. Applying a. perception; sensation *b. sensation; perception c. detection; judgment d. judgment; detection e. registration; designation Type: multiple choice question Title: Chapter 01 Question 04 4. _______ is a term from philosophy that refers to one’s private conscious experiences of sensation or perception.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 1. Remembering *a. Qualia b. Thoughts c. Perceptions d. Sensations e. Thresholds

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Wolfe, Sensation & Perception, Sixth Edition

Type: multiple choice question Title: Chapter 01 Question 05 5. If you wonder whether your private conscious experience of the color blue is the same as your friend’s private conscious experience of blue, you are thinking about Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 3. Applying a. sensation. b. perception. c. detection. d. thresholds. *e. qualia.

Type: multiple choice question Title: Chapter 01 Question 06 6. Which approach to studying sensation and perception would be concerned with determining the dimmest light you could perceive or the loudest sound you could hear without pain?

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.2 Outline the different conceptual approaches to studying sensation and perception including thresholds, scaling, signal detection theory, sensory neuroscience, neuroimaging, and computational models.

Bloom’s Level: 1. Remembering *a. Thresholds b. Scaling c. Signal detection theory d. Sensory neuroimaging e. Computational models Type: multiple choice question Title: Chapter 01 Question 07 7. Which approach to studying sensation and perception would be concerned with understanding how people make extremely difficult perceptual Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.2 Outline the different conceptual approaches to studying sensation and perception including thresholds, scaling, signal detection theory, sensory neuroscience, neuroimaging, and computational models.

Bloom’s Level: 1. Remembering a. Thresholds b. Scaling *c. Signal detection theory d. Sensory neuroimaging e. Computational models Type: multiple choice question Title: Chapter 01 Question 08 8. Which approach to studying sensation and perception would be concerned with creating a computer program that simulates perceptual processes?

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.2 Outline the different conceptual approaches to studying sensation and perception including thresholds, scaling, signal detection theory, sensory neuroscience, neuroimaging, and computational models.

Bloom’s Level: 1. Remembering a. Thresholds b. Scaling

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Wolfe, Sensation & Perception, Sixth Edition

c. Signal detection theory d. Sensory neuroimaging *e. Computational models Type: multiple choice question Title: Chapter 01 Question 09 9. Dualism is the idea that Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering *a. the mind has an existence separate from the body. b. two sensations can co-occur simultaneously. c. one sensation often follows another. d. the body can be divided into two parts. e. All the above Type: multiple choice question Title: Chapter 01 Question 10 10. If one believes that human consciousness resides in a spirit, soul, or ghost that is separate than the physical body, that is the philosophical position called Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 3. Applying a. materialism. *b. dualism. c. panpsychism. d. psychophysics. e. qualia.

Type: multiple choice question Title: Chapter 01 Question 11 11. Materialism is the notion that Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering a. all materials influence the mind. b. happiness results from acquisition of material possessions. c. materials are important to functioning. d. materials help the mind. *e. physical matter is the only reality.

Type: multiple choice question Title: Chapter 01 Question 12 12. The idea that all matter has consciousness is known as Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering a. psychophysics. b. empiricism. *c. panpsychism. d. mentalism.

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Wolfe, Sensation & Perception, Sixth Edition

e. nativism.

Type: multiple choice question Title: Chapter 01 Question 13 13. _______ was the founder of psychophysics.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering a. Berkeley *b. Fechner c. Weber d. Plato e. Wundt Type: multiple choice question Title: Chapter 01 Question 14 14. _______ is the science of defining quantitative relationships between physical and psychological events.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering a. Materialism b. Dualism c. Fourier analysis d. Signal detection theory *e. Psychophysics Type: multiple choice question Title: Chapter 01 Question 15 15. _______ is the smallest distance at which two stimuli are just perceptible as separate.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding a. One millimeter b. One centimeter c. The qualia span *d. The two-point touch threshold e. The Fechner threshold Type: multiple choice question Title: Chapter 01 Question 16 16. The smallest detectable difference between two stimuli is called the Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering *a. just noticeable difference. b. sensitivity. c. two-point touch threshold. d. amplitude. e. phase.

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Type: multiple choice question Title: Chapter 01 Question 17 17. If a participant were holding two different weights in their hands and could tell the difference between 80- and 82-gram weights, but not between 80- and 81-gram weights, then the JND would be _______ gram(s).

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 3. Applying a. 1 *b. 2 c. 80 d. 81 e. 82 Type: multiple choice question Title: Chapter 01 Question 18 18. JND is the Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering *a. smallest detectable difference between two stimuli. b. difference in detection time for two different stimuli. c. true difference in detection time. d. time it takes to notice a stimulus. e. judgment of no detection.

Type: multiple choice question Title: Chapter 01 Question 19 19. _______ describes the relationship between a stimulus and its resulting sensation by proposing that the JND is a constant fraction of the stimulus intensity.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding a. Fourier analysis b. Signal detection theory *c. Weber’s law d. Fechner’s law e. Stevens’ power law Type: multiple choice question Title: Chapter 01 Question 20 20. Weber proposed that the smallest change in a stimulus that can be detected is a(n) _______ proportion of the stimulus level.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding a. ever-changing *b. constant c. opposite d. small e. one-fifth

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Wolfe, Sensation & Perception, Sixth Edition

Type: multiple choice question Title: Chapter 01 Question 21 21. If a participant were holding two different weights in their hands and the JND for a 10-gram weight was 1 gram, what should the JND be for a 100-gram weight, according to Weber’s law?

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 3. Applying a. 1 gram b. 2 grams *c. 10 grams d. 20 grams e. 100 grams Type: multiple choice question Title: Chapter 01 Question 22 22. Stevens’ power law describes the relationship between a _______ and a(n) _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding a. signal; noise *b. stimulus; sensation c. sensation; perception d. signal; receiver e. receiver; operator Type: multiple choice question Title: Chapter 01 Question 23 23. _______ is the principle that describes the relationship between a stimulus and its resulting sensation that says the magnitude of subjective sensation is proportional to the stimulus magnitude, raised to an exponent.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering a. Fourier analysis b. Signal detection theory c. Weber’s law d. Fechner’s law *e. Stevens’ power law Type: multiple choice question Title: Chapter 01 Question 24 24. _______ describes the relationship between a stimulus and its resulting sensation by proposing that the magnitude of the resulting sensation increases proportionally to the logarithm of the stimulus intensity.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding a. Fourier analysis b. Signal detection theory c. Weber’s law

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*d. Fechner’s law e. Stevens’ power law Type: multiple choice question Title: Chapter 01 Question 25 25. Refer to the graph.

This graph illustrates Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding a. Weber’s law. b. Berkeley’s function. c. Descartes’ beliefs. *d. Fechner’s law. e. Helmholtz’s curve.

Type: multiple choice question Title: Chapter 01 Question 26 26. Absolute threshold is the minimum amount of stimulation necessary for a person to detect a stimulus _______% of the time.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering a. 30 b. 100 *c. 50 d. 80 e. 99

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Wolfe, Sensation & Perception, Sixth Edition

Type: multiple choice question Title: Chapter 01 Question 27 27. If we measure the minimum volume it would take for you to hear a tone, then we have determined your _______ for hearing.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding *a. absolute threshold b. just noticeable difference c. relative threshold d. qualia e. Weber fraction Type: multiple choice question Title: Chapter 01 Question 28 28. The method of _______ requires the random presentation of many stimuli, ranging from rarely to almost always perceivable, one at a time.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding a. limits *b. constant stimuli c. adjustment d. sensation and perception e. matching Type: multiple choice question Title: Chapter 01 Question 29 29. Imagine you are tasting bowls of soup for a chef who is working on a soup recipe, and she wants the soup to have a subtle hint of black pepper flavor. In her first batch of soup, you could not detect any pepper flavor. If she cooks several more batches of soup and keeps increasing the amount of black pepper in every batch until you finally notice the black pepper flavor, which psychophysical method is she employing?

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 3. Applying *a. Method of limits b. Method of constant stimuli c. Method of adjustment d. Method of sensory tuning e. Cross modality matching Type: multiple choice question Title: Chapter 01 Question 30 30. The method of _______ requires the experimenter to vary a perceptible stimulus until it is no longer perceived, or an imperceptible stimulus until it is finally perceived.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the

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Wolfe, Sensation & Perception, Sixth Edition

method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding a. adjustment b. constant stimuli *c. limits d. matching e. sensation and perception Type: multiple choice question Title: Chapter 01 Question 31 31. The method of _______ requires the observer to alter the strength of a stimulus until it matches some criterion.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding *a. adjustment b. constant stimuli c. limits d. matching e. sensation and perception Type: multiple choice question Title: Chapter 01 Question 32 32. When setting up a new monitor or video game, there is often a step in which you change the brightness of the screen until a logo is just barely visible. This is an example of Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 3. Applying a. the method of limits. b. the method of constant stimuli. *c. the method of adjustment. d. the method of sensory tuning. e. cross-modality matching.

Type: multiple choice question Title: Chapter 01 Question 33 33. _______ is a psychophysical method in which the participant assigns values according to perceived magnitudes of the stimuli.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding a. The method of limits b. The method of constant stimuli c. The method of adjustment *d. Magnitude estimation e. Cross-modality matching Type: multiple choice question

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Wolfe, Sensation & Perception, Sixth Edition

Title: Chapter 01 Question 34 34. If you are asked to taste a lemon and then adjust a light until it is as bright as the lemon is sour, you have been asked to engage in Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 3. Applying a. magnitude estimation. b. the method of constant stimuli. c. the method of limits. d. signal detection. *e. cross-modality matching.

Type: multiple choice question Title: Chapter 01 Question 35 35. Signal detection theory consists of Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding a. detectors. b. receivers. c. transducers. *d. signal and noise. e. thresholds.

Type: multiple choice question Title: Chapter 01 Question 36 36. Finding a tumor in an x-ray can be thought of as searching for a(n) _______ amidst _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 3. Applying *a. signal; noise b. noise; signal c. sensation; perceptions d. perception; sensations e. absolute threshold; just noticeable differences Type: multiple choice question Title: Chapter 01 Question 37 37. This concept refers to the observer’s willingness to say they detected a signal.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 1. Remembering a. Just noticeable difference b. Sensitivity *c. Criterion d. Two-point threshold e. Perception Type: multiple choice question Title: Chapter 01 Question 38

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38. In signal detection theory, the _______ is an internal threshold that is set by the observer.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 1. Remembering *a. criterion b. shift c. sensitivity d. method of limits e. method of adjustment Type: multiple choice question Title: Chapter 01 Question 39 39. In signal detection theory, the _______ is a value that defines the ease with which an observer can tell the difference between the presence and absence of a stimulus, or the difference between stimulus 1 and stimulus 2.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 1. Remembering a. criterion b. shift *c. sensitivity d. method of limits e. method of adjustment Type: multiple choice question Title: Chapter 01 Question 40 40. If a stimulus is present and the observer reports it as present, this is called a Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding *a. hit. b. miss. c. false alarm. d. correct rejection. e. criterion.

Type: multiple choice question Title: Chapter 01 Question 41 41. If a stimulus is present and the observer reports it as absent, this is called a Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding a. hit. *b. miss. c. false alarm. d. correct rejection. e. criterion.

Type: multiple choice question Title: Chapter 01 Question 42 42. If a stimulus is absent but the observer reports it as present, this is called a

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Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding a. hit. b. miss. *c. false alarm. d. correct rejection. e. criterion.

Type: multiple choice question Title: Chapter 01 Question 43 43. If a stimulus is absent and the observer reports it as absent, this is called a Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding a. hit. b. miss. c. false alarm. *d. correct rejection. e. criterion.

Type: multiple choice question Title: Chapter 01 Question 44 44. The criminal justice system in United States is designed to be biased such that it would rather let a guilty person go free than convict an innocent person. In terms of signal detection theory, the courts would rather have a _______ than a _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 3. Applying a. hit; miss b. miss; correct rejection c. correct rejection; miss d. false alarm; miss *e. miss; false alarm Type: multiple choice question Title: Chapter 01 Question 45 45. Airport security is very tight. If a traveler even jokes about a bomb, they are detained and questioned to ensure that no real terrorist threat succeeds. In terms of signal detection theory, airport security would rather have a _______ than a _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 3. Applying a. hit; miss b. miss; correct rejection c. correct rejection; miss *d. false alarm; miss e. miss; false alarm Type: multiple choice question Title: Chapter 01 Question 46

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46. Refer to the graph.

The curves in the graph are known as Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding a. stimuli ratios. *b. ROC curves. c. JNDs. d. signal curves. e. power curves.

Type: multiple choice question Title: Chapter 01 Question 47 47. The doctrine of specific nerve energies involves the stimulation of Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.1 Explain the doctrine of specific nerve energies.

Bloom’s Level: 2. Understanding *a. sensory fibers. b. sensations. c. nerve endings. d. signals. e. All the above

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Type: multiple choice question Title: Chapter 01 Question 48 48. If you are in a completely dark room and accidentally hit your head, you might see “stars.”

Even though there was only mechanical stimulation to your eyes and no light, you still had an experience of light. This fact is predicted by Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.1 Explain the doctrine of specific nerve energies.

Bloom’s Level: 3. Applying a. dark adaptation. b. the equal stimulation principle. *c. the doctrine of specific nerve energies. d. the Müller principle. e. Stevens’ power law.

Type: multiple choice question Title: Chapter 01 Question 49 49. The twelve pairs of nerves that originate in the brain stem and reach sense organs and muscles through openings in the skull are called the Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 2. Understanding a. Müller mileau. b. specific nerves. c. nervy dozen. *d. cranial nerves. e. cranial tracts.

Type: multiple choice question Title: Chapter 01 Question 50 50. If you had a stroke that damaged your frontal lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying *a. Smell b. Touch c. Hearing d. Vision e. Balance Type: multiple choice question Title: Chapter 01 Question 51 51. If you had a stroke that damaged your temporal lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying a. Smell b. Touch *c. Hearing d. Vision e. Balance Type: multiple choice question

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Title: Chapter 01 Question 52 52. If you had a stroke that damaged your occipital lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying a. Smell b. Touch c. Hearing *d. Vision e. Balance Type: multiple choice question Title: Chapter 01 Question 53 53. If you had a stroke that damaged your parietal lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying a. Smell *b. Touch c. Hearing d. Vision e. Balance Type: multiple choice question Title: Chapter 01 Question 54 54. _______ invented the ophthalmoscope, studied hearing, and first determined the speed of neural impulses.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 1. Remembering a. Weber b. Fechner c. Locke d. Ramón y Cajal *e. Helmholtz Type: multiple choice question Title: Chapter 01 Question 55 55. If you look at neurons through a microscope and draw detailed pictures of their structures, whose scientific career are you most likely emulating?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 3. Applying a. Weber b. Fechner c. Locke *d. Ramón y Cajal e. Helmholtz Type: multiple choice question Title: Chapter 01 Question 56

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56. A synapse is the junction between _______ that permits information transfer.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 1. Remembering a. stimuli b. sensory fibers *c. neurons d. signals e. the spinal cord and brain Type: multiple choice question Title: Chapter 01 Question 57 57. The chemical substance used in neuronal communication at synapses is known as Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 1. Remembering a. axon. b. receptor. c. transducer. d. lymph. *e. neurotransmitter.

Type: multiple choice question Title: Chapter 01 Question 58 58. Which of the following is a method or set of methods that generates images of the structure and/or function of the brain in living, behaving humans?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET. Bloom’s Level: 2. Understanding a. X-rays *b. Neuroimaging c. Mindscaping d. Cognitive mapping e. Free association Type: multiple choice question Title: Chapter 01 Question 59 59. _______ imaging technology defines locations in the brain where neurons are especially active using safe radioactive isotopes to measure the metabolism of brain cells.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET. Bloom’s Level: 1. Remembering a. EEG b. MEG c. MRI d. fMRI *e. PET Type: multiple choice question Title: Chapter 01 Question 60 60. _______ is a technique that, using multiple electrodes on the scalp, measures changes in

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electrical activity across populations of many neurons in the brain.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET. Bloom’s Level: 1. Remembering *a. EEG b. MEG c. MRI d. fMRI e. PET Type: multiple choice question Title: Chapter 01 Question 61 61. _______ is an imaging technology that uses the responses of atoms to strong magnetic fields to form images of structures, like the brain.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET. Bloom’s Level: 1. Remembering a. EEG b. MEG *c. MRI d. fMRI e. PET Type: multiple choice question Title: Chapter 01 Question 62 62. _______ is a technique that measures changes in magnetic activity across populations of many neurons in the brain.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET. Bloom’s Level: 1. Remembering a. EEG *b. MEG c. MRI d. fMRI e. PET Type: multiple choice question Title: Chapter 01 Question 63 63. _______ makes it possible to measure localized patterns of activity in the brain by tracing changing levels of blood oxygenation.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET. Bloom’s Level: 2. Understanding a. EEG b. MEG c. MRI *d. fMRI e. PET Type: multiple choice question Title: Chapter 01 Question 64

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64. Which computational modeling approach can help scientists better understand how sensory systems develop based on experience?

Feedback: Textbook Reference: 1.4 Modeling as a Method: Math and Computation Learning Objective: 1.4.1 Explain how mathematical and computational models can be used to study perception.

Bloom’s Level: 2. Understanding a. Efficient coding methods b. Bayesian models *c. Artificial neural networks d. Predictive coding e. Mathematical models Type: multiple choice question Title: Chapter 01 Question 65 65. Which mathematical modeling technique is designed to discover the predictability and structure of inputs to the model?

Feedback: Textbook Reference: 1.4 Modeling as a Method: Math and Computation Learning Objective: 1.4.2 Describe the computational models covered in the chapter: efficient coding models, Bayesian models, artificial neural networks, and deep neural nets.

Bloom’s Level: 1. Remembering *a. Efficient coding models b. Bayesian models c. Stevens’ power law d. Weber’s law e. Deep neural networks Type: multiple choice question Title: Chapter 01 Question 66 66. Which mathematical modeling technique excels at classifying stimuli such as images or sounds into categories?

Feedback: Textbook Reference: 1.4 Modeling as a Method: Math and Computation Learning Objective: 1.4.2 Describe the computational models covered in the chapter: efficient coding models, Bayesian models, artificial neural networks, and deep neural nets.

Bloom’s Level: 2. Understanding a. Efficient coding models b. Bayesian models c. Stevens’ power law d. Weber’s law *e. Deep neural networks Type: essay/short answer question Title: Chapter 01 Question 67 67. What is the difference between sensation and perception?

Feedback: Sensation is concerned with how our senses transduce energy from the world (light, sound, mechanical pressure) into neural energy. Perception is the interpretation of sensations and the assignment of meaning to them. For example, this paragraph is an array of black and white spots of light on the backs of our retinas that excites our rods and cones (sensation), but we perceive it as text that has meaning (perception).

Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 01 Question 68 68. What is the difference between sensitivity and criterion in signal detection theory?

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Feedback: Signal detection theory makes a distinction between an observer’s ability to perceive a stimulus (sensitivity) and their willingness to report it (criterion). Sensitivity is the ability to detect the presence of a signal among noise, regardless of any response bias of the observer. The criterion, on the other hand, formalizes the idea of bias and indicates how willing the observer is to say “yes” to an ambiguous stimulus. An observer’s criterion determines what kinds of errors they will make—whether there will be more false alarms or misses.

Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 01 Question 69 69. What is the doctrine of specific nerve energies?

Feedback: Johannes Müller proposed the doctrine of specific nerve energies, which states that qualia (the private conscious experiences of sensation or perception) are determined by which sensory fibers are stimulated, not how they are stimulated; we are aware only of the activity in our nerves, not of the world itself. So, for instance, an inner ear infection might cause swelling that presses on the auditory nerve and causes high pitched ringing sounds to be heard that are not actually present in the environment.

Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.1 Explain the doctrine of specific nerve energies.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 01 Question 70 70. What is the difference between MRI and fMRI? Feedback: Magnetic resonance imaging (MRI) uses a powerful magnetic field to produce structural scans of the body. In particular, high resolution images of the structure of the brain can be produced without harm. Functional MRI, on the other hand, produces images of the movement of oxygenated blood throughout the brain. These images show which parts of the brain are active at any given time. MRI and fMRI can be combined to image the parts of the brain that are particularly active during a psychological task.

Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET. Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 01 Question 71 71. Describe the following psychophysical methods: method of constant stimuli, method of limits, and method of adjustment.

Feedback: In the method of constant stimuli, values of stimuli are chosen such that they range from rarely perceptible to almost always perceptible. The values are randomized for each participant and then presented one at a time. In the method of limits, the experimenter changes the strength of the stimulus and the participant responds as to whether they can perceive the stimulus or not. The stimulus may be started from a high value that the participant can perceive, and then be decreased until the participant cannot perceive it anymore, or vice versa. In the method of adjustment, the participant adjusts the strength of the stimulus themselves. In all three methods, psychophysicists are often interested in characterizing observers’ thresholds, which would be the 50% detection point in the method of constant stimuli, the average stimulus value where the participant switches their response in the method of limits, and the average adjusted value of the stimulus in the method of adjustments.

Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the

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method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding

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Chapter 2: The First Steps in Vision: From Light to Neural Signals Test Bank Type: multiple choice question Title: Chapter 02 Question 01 1. Light can be described as a stream of photons or a(n) Feedback: Textbook Reference: 2.1 A Little Light Physics Learning Objective: 2.1.1 Summarize the relationship between visible light and the rest of the electromagnetic spectrum.

Bloom’s Level: 1. Remembering a. signal. *b. wave. c. source. d. outlet of energy. e. illuminant.

Type: multiple choice question Title: Chapter 02 Question 02 2. Refer to the figure.

The top part of the figure shows the Feedback: Textbook Reference: 2.1 A Little Light Physics Learning Objective: 2.1.1 Summarize the relationship between visible light and the rest of the electromagnetic spectrum.

Bloom’s Level: 2. Understanding a. spectrum of visible light. b. different kinds of light. c. amount of heat emitted by a light source. d. number of photons emitted by a light source. *e. spectrum of electromagnetic energy.

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Type: multiple choice question Title: Chapter 02 Question 03 3. Refer to the figure.

The bottom part of the figure shows the Feedback: Textbook Reference: 2.1 A Little Light Physics Learning Objective: 2.1.1 Summarize the relationship between visible light and the rest of the electromagnetic spectrum.

Bloom’s Level: 2. Understanding *a. spectrum of visible light. b. different kinds of light. c. spectrum of electromagnetic energy. d. number of photons emitted by a light source. e. amount of heat emitted by a light source.

Type: multiple choice question Title: Chapter 02 Question 04 4. Light cannot be Feedback: Textbook Reference: 2.1 A Little Light Physics Learning Objective: 2.1.2 Describe the various ways that light can be affected as it journeys from the sun to the eye.

Bloom’s Level: 2. Understanding a. absorbed. b. refracted. *c. dissolved. d. transmitted. e. scattered.

Type: multiple choice question Title: Chapter 02 Question 05 5. Refraction of a wave of energy means Feedback: Textbook Reference: 2.1 A Little Light Physics Learning Objective: 2.1.2 Describe the various ways that light can be affected as it journeys from

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the sun to the eye.

Bloom’s Level: 1. Remembering a. oscillation that travels through a medium. *b. bending or spreading out of waves as they pass through a medium. c. bending or spreading out of waves as they pass the edge of an obstacle. d. passing of waves with no interruption. e. redirection of light back toward its source.

Type: multiple choice question Title: Chapter 02 Question 06 6. When something strikes a surface, especially light, sound, or heat, and is redirected (usually back toward its point of origin), it is being Feedback: Textbook Reference: 2.1 A Little Light Physics Learning Objective: 2.1.2 Describe the various ways that light can be affected as it journeys from the sun to the eye.

Bloom’s Level: 2. Understanding a. refracted. b. transmitted. c. scattered. *d. reflected. e. absorbed.

Type: multiple choice question Title: Chapter 02 Question 07 7. The transparent “window” on the outer part of the eye that allows light into the eyeball is called the Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. pupil. b. iris. c. lens. d. retina. *e. cornea.

Type: multiple choice question Title: Chapter 02 Question 08 8. The aqueous humor is a(n) Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. funny substance. *b. watery fluid between the cornea and iris. c. gel-like fluid between the lens and retina. d. circular opening at the center of the iris. e. opaque fluid.

Type: multiple choice question Title: Chapter 02 Question 09 9. The vitreous humor is a(n) Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. funny substance.

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b. watery fluid between the cornea and iris. *c. gel-like fluid between the lens and retina. d. circular opening at the center of the iris. e. opaque fluid.

Type: multiple choice question Title: Chapter 02 Question 10 10. The dark, circular opening at the center of the eye, where light enters the eye, is called the Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering *a. pupil. b. iris. c. lens. d. retina. e. cornea.

Type: multiple choice question Title: Chapter 02 Question 11 11. The colored part of the eye, consisting of a muscular diaphragm, is called the Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. pupil. *b. iris. c. lens. d. retina. e. cornea.

Type: multiple choice question Title: Chapter 02 Question 12 12. The structure that becomes thicker or thinner to allow images to be focused onto the back of the eye is called the Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. pupil. b. iris. *c. lens. d. retina. e. cornea.

Type: multiple choice question Title: Chapter 02 Question 13 13. This term refers to the process by which the eye changes focus.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering *a. Accommodation b. Adaptation c. Presbyopia d. Convergence e. Emmetropia

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Type: multiple choice question Title: Chapter 02 Question 14 14. The light-sensitive membrane at the back of the eye that contains rods and cones is called the Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. pupil. b. iris. c. lens. *d. retina. e. cornea.

Type: multiple choice question Title: Chapter 02 Question 15 15. The retina Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. is the tough outer covering that protects the eye. b. contains watery fluid. *c. focuses the image. d. diffracts light. e. contains rods and cones.

Type: multiple choice question Title: Chapter 02 Question 16 16. The retina is analogous to the _______ in a camera.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 2. Understanding a. lens b. stop c. flash *d. film e. shutter Type: multiple choice question Title: Chapter 02 Question 17 17. Which of the following sense light?

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 2. Understanding a. Ganglion cells *b. Rods and cones c. Horizontal cells d. Amacrine cells e. Bipolar cells Type: multiple choice question Title: Chapter 02 Question 18 18. Rods are photoreceptors that are specialized for Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

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Bloom’s Level: 1. Remembering a. daylight vision. b. sensing narrow objects. c. transmitting light. *d. night vision. e. processing color.

Type: multiple choice question Title: Chapter 02 Question 19 19. Photoreceptors that are specialized for daylight vision, fine acuity, and color are called Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 1. Remembering a. duplexes. b. ganglion cells. *c. rods. d. bipolar cells. e. cones.

Type: multiple choice question Title: Chapter 02 Question 20 20. The iris is analogous to the _______ in a camera.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 2. Understanding a. lens *b. aperture c. flash d. film e. shutter Type: multiple choice question Title: Chapter 02 Question 21

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21. Refer to the figure.

Eye doctors use an instrument called an ophthalmoscope to look at the _______ of their patients’ eyes, as seen in the image.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.1 Identify the parts of the eye and their function in vision.

Bloom’s Level: 2. Understanding a. cornea b. iris c. lens d. focal point *e. fundus Type: multiple choice question Title: Chapter 02 Question 22 22. People with _______ do not require an optical correction to see normally.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 2. Understanding a. myopia b. hyperopia c. astigmatism *d. emmetropia e. All the above require optical correction.

Type: multiple choice question Title: Chapter 02 Question 23 23. Which of the following is a unit of measurement of the optic power of a lens?

Feedback: Textbook Reference: 2.2 Eyes That Capture Light

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Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 1. Remembering *a. Diopter b. Visual angle c. Accommodation d. Hertz e. Wavelength Type: multiple choice question Title: Chapter 02 Question 24 24. Which of the following refers to nearsightedness?

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 1. Remembering *a. Myopia b. Hyperopia c. Astigmatism d. Emmetropia e. Strabismus Type: multiple choice question Title: Chapter 02 Question 25

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25. Refer to the figure.

Which part of the figure depicts hyperopia without correction?

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 2. Understanding a. A b. B c. C *d. D e. E

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Type: multiple choice question Title: Chapter 02 Question 26 26. Accommodation is the process during which the _______ of the eye changes its shape.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 1. Remembering a. retina *b. lens c. pupil d. iris e. cornea Type: multiple choice question Title: Chapter 02 Question 27 27. Refer to the figure.

This chart is used to test for Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 2. Understanding a. myopia. b. hyperopia. *c. astigmatism. d. macular degeneration. e. retinitis pigmentosa.

Type: multiple choice question Title: Chapter 02 Question 28 28. Literally meaning “old sight,” this term refers to age-related loss of accommodation, which makes it difficult to focus on near objects.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 1. Remembering a. Emmetropia b. Hyperopia

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c. Macular degeneration d. Retinitis pigmentosa *e. Presbyopia Type: multiple choice question Title: Chapter 02 Question 29 29. In presbyopia, the lens becomes stiff with age and cannot change its shape. What is the perceptual consequence of this change?

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 3. Applying a. Too much light gets into the eye, causing difficulties with daytime vision. b. Not enough light gets into the eye, causing difficulties with nighttime vision. *c. It may become difficult to focus on objects at certain depths. d. Light becomes so scattered in the eye that perception is impossible. e. Peripheral vision is lost gradually over time.

Type: multiple choice question Title: Chapter 02 Question 30 30. The light energy from an object is _______ into neural energy that can be interpreted by the brain.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.3 Describe the anatomical geography of the retina, including the distribution of cones and rods in the central and peripheral regions.

Bloom’s Level: 1. Remembering a. transferred b. transformed *c. transduced d. absorbed e. translated Type: multiple choice question Title: Chapter 02 Question 31 31. Rods are most highly concentrated in which area of the retina?

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.3 Describe the anatomical geography of the retina, including the distribution of cones and rods in the central and peripheral regions.

Bloom’s Level: 2. Understanding a. Blind Spot b. Cornea c. Fovea d. Lens *e. Periphery Type: multiple choice question Title: Chapter 02 Question 32 32. Cones are most highly concentrated in which area of the retina?

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.3 Describe the anatomical geography of the retina, including the distribution of cones and rods in the central and peripheral regions.

Bloom’s Level: 2. Understanding a. Blind Spot b. Cornea *c. Fovea

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d. Lens e. Periphery Type: multiple choice question Title: Chapter 02 Question 33 33. The retina can be referred to as _______ because it contains rods and cones, which operate under different conditions.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.3 Describe the anatomical geography of the retina, including the distribution of cones and rods in the central and peripheral regions.

Bloom’s Level: 2. Understanding a. a focal point b. a shutter *c. duplex d. a light-passing membrane e. bipartisan Type: multiple choice question Title: Chapter 02 Question 34 34. The high-resolution part of the eye that is used for detailed vision is called the Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.3 Describe the anatomical geography of the retina, including the distribution of cones and rods in the central and peripheral regions.

Bloom’s Level: 1. Remembering a. cornea. b. lens. *c. iris. d. sclera. e. fovea.

Type: multiple choice question Title: Chapter 02 Question 35 35. _______ refers to the distance between the location of a retinal image and the fovea.

Feedback: Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.3 Describe the anatomical geography of the retina, including the distribution of cones and rods in the central and peripheral regions.

Bloom’s Level: 1. Remembering a. Degradation b. Density c. Circularity *d. Eccentricity e. Signal strength Type: multiple choice question Title: Chapter 02 Question 36 36. Light and dark adaptation can occur by pupil constriction or dilation and Feedback: Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.1 Explain the two major strategies the eye uses to adapt to dark and light environments.

Bloom’s Level: 2. Understanding a. lateral inhibition. *b. changes in photoreceptor concentration. c. photoactivation. d. bipolar cell activation and deactivation.

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e. ganglion cell activation and deactivation.

Type: multiple choice question Title: Chapter 02 Question 37 37. Suppose your pupils are dilated after visiting the eye doctor. What is the effect on the amount of photopigment in your photoreceptors, and why?

Feedback: Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.1 Explain the two major strategies the eye uses to adapt to dark and light environments.

Bloom’s Level: 3. Applying a. You have more photopigment than normal because your photoreceptors are trying to adapt to the decreased amount of light striking the retina. b. You have more photopigment than normal because your photoreceptors are trying to adapt to the increased amount of light striking the retina. c. You have less photopigment than normal because your photoreceptors are trying to adapt to the decreased amount of light striking the retina. *d. You have less photopigment than normal because your photoreceptors are trying to adapt to the increased amount of light striking the retina. e. You have the same amount of photopigment as normal because photoreceptors do not adapt to changes in the amount of light entering the eyes.

Type: multiple choice question Title: Chapter 02 Question 38 38. A neuron will not fire if a stimulus does not activate its Feedback: Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.2 Explain the concept of a receptive field.

Bloom’s Level: 2. Understanding a. axon. b. action potential. *c. central region. d. photoreceptor. e. receptive field.

Type: multiple choice question Title: Chapter 02 Question 39 39. In retinitis pigmentosa, there is Feedback: Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.3 Describe age-related macular degeneration and retinitis pigmentosa.

Bloom’s Level: 2. Understanding a. regeneration of too many photoreceptors. b. loss of color in the iris of the eye. *c. loss of macular opacity. d. loss of the ability to use the lens in order to focus. e. degeneration of the pigment epithelium.

Type: multiple choice question Title: Chapter 02 Question 40 40. In aging-related macular degeneration (AMD) there is a _______ loss of _______ vision.

Feedback: Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.3 Describe age-related macular degeneration and retinitis pigmentosa.

Bloom’s Level: 2. Understanding a. sudden; peripheral b. gradual; peripheral c. sudden; central

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*d. gradual; central e. complete; all Type: multiple choice question Title: Chapter 02 Question 41 41. With regard to retinitis pigmentosa (RP) and age-related macular degeneration (AMD), which would have the greatest impact on scotopic (nighttime) vision, and why?

Feedback: Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.3 Describe age-related macular degeneration and retinitis pigmentosa.

Bloom’s Level: 3. Applying *a. RP, because it damages peripheral vision, which is most important for scotopic vision. b. RP, because it damages central vision, which is most important for scotopic vision. c. AMD, because it damages peripheral vision, which is most important for scotopic vision. d. AMD, because it damages central vision, which is most important for scotopic vision. e. Neither of these diseases affects scotopic vision.

Type: multiple choice question Title: Chapter 02 Question 42 42. With regard to retinitis pigmentosa (RP) and age-related macular degeneration (AMD), which would have the greatest impact on photopic (daytime) vision, and why?

Feedback: Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.3 Describe age-related macular degeneration and retinitis pigmentosa.

Bloom’s Level: 3. Applying a. RP, because it damages peripheral vision, which is most important for photopic vision. b. RP, because it damages central vision, which is most important for photopic vision. c. AMD, because it damages peripheral vision, which is most important for photopic vision. *d. AMD, because it damages central vision, which is most important for photopic vision. e. Neither of these diseases affects photopic vision.

Type: multiple choice question Title: Chapter 02 Question 43 43. The part of the photoreceptor that contains photopigment molecules is called the Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.1 Describe how photoreceptors capture light and transduce it into neural firing.

Bloom’s Level: 1. Remembering a. retina. *b. outer segment. c. inner segment. d. synaptic terminal. e. vitreous humor.

Type: multiple choice question Title: Chapter 02 Question 44 44. _______ is the visual pigment found in rods.

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.1 Describe how photoreceptors capture light and transduce it into neural firing.

Bloom’s Level: 1. Remembering a. Macular pigment b. Melanopsin *c. Rhodopsin d. Chromopsin e. Vitreous humor

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Type: multiple choice question Title: Chapter 02 Question 45 45. There may be a third type of photoreceptor in the retina that helps regulate our sleep and wake cycles. What type of photopigment do these cells contain?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.1 Describe how photoreceptors capture light and transduce it into neural firing.

Bloom’s Level: 1. Remembering a. Macular pigment *b. Melanopsin c. Rhodopsin d. Chromopsin e. Vitreous humor Type: multiple choice question Title: Chapter 02 Question 46 46. When light strikes a photoreceptor, what happens to its electrical potential?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective 2.4.1 Describe how photoreceptors capture light and transduce it into neural firing.

Bloom’s Level: 2. Understanding *a. It decreases and becomes more negative. b. It decreases but stays positive. c. It increases but stays negative. d. It increases and becomes more positive. e. Its electrical potential stays the same.

Type: multiple choice question Title: Chapter 02 Question 47 47. Lateral inhibition is the Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 1. Remembering a. increase in activation caused by nearby regions of the retina. b. measure of the finest detail that one can resolve. c. process of inhibiting light from moving. d. processing of inhibitory cells. *e. antagonistic neural interaction between adjacent regions of the retina.

Type: multiple choice question Title: Chapter 02 Question 48 48. Why is lateral inhibition important for retinal ganglion cell receptive fields?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 4. Analyzing a. It opposes and counteracts the lateral excitation also happening in the retina. b. It inhibits perception of the sides of objects, causing the eyes to focus on the center. *c. It creates the center-surround receptive field structure, which acts like a filter for perception. d. It stops the receptive fields from responding to contrast in the retinal image. e. Lateral inhibition is not important in the retina.

Type: multiple choice question Title: Chapter 02 Question 49

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49. Which of the following is a specialized retinal cell responsible for lateral inhibition?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 1. Remembering a. Amacrine cell b. Bipolar cell c. Ganglion cell *d. Horizontal cell e. Photoreceptor Type: multiple choice question Title: Chapter 02 Question 50 50. Retinal cells that make connections with bipolar cells, ganglion cells, and other cells like themselves are called Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 3. Applying *a. amacrine cells. b. cones. c. horizontal cells. d. chromophores. e. rods.

Type: multiple choice question Title: Chapter 02 Question 51 51. Which of the following are retinal cells that synapse with photoreceptors, horizontal cells, and ganglion cells?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 3. Applying a. Amacrine cells *b. Bipolar cells c. Chromophores d. Cones e. Rods Type: multiple choice question Title: Chapter 02 Question 52 52. In the fovea, single cones pass information to single ganglion cells via _______ cells.

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 3. Applying a. horizontal b. amacrine *c. midget bipolar d. diffuse bipolar e. rod Type: multiple choice question Title: Chapter 02 Question 53 53. In which area of the eye would you find midget bipolar cells?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 2. Understanding

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a. Blind spot *b. Fovea c. Lens d. Periphery e. Pupil Type: multiple choice question Title: Chapter 02 Question 54 54. In which area of the eye would you find diffuse bipolar cells?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 2. Understanding a. Blind spot b. Fovea c. Lens *d. Periphery e. Pupil Type: multiple choice question Title: Chapter 02 Question 55 55. Retinal cells called _______ leave the eye via the optic nerve and transmit information to the brain and midbrain.

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 1. Remembering *a. Ganglion cells b. Bipolar cells c. Amacrine cells d. Horizontal cells e. Photoreceptors Type: multiple choice question Title: Chapter 02 Question 56 56. If the optic nerve is severed, which retinal cells are damaged?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 3. Applying a. Amacrine cells b. Bipolar cells *c. Ganglion cells d. Horizontal cells e. Photoreceptors Type: multiple choice question Title: Chapter 02 Question 57 57. The vertical pathway in the retina consists of all the following except Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 4. Analyzing a. cones. b. rods. c. bipolar cells. d. ganglion cells. *e. amacrine cells.

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Type: multiple choice question Title: Chapter 02 Question 58 58. The lateral pathway in the retina consists of horizontal cells and Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 2. Understanding a. photoreceptors. *b. amacrine cells. c. midget bipolar cells. d. diffuse bipolar cells. e. ganglion cells.

Type: multiple choice question Title: Chapter 02 Question 59 59. P ganglion cells are different than M ganglion cells in that P ganglion cells Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 3. Applying a. have larger receptive fields than M ganglion cells do. b. are more sensitive to motion than M ganglion cells are. c. synapse with more photoreceptors than M ganglion cells do. d. operate better in low-light conditions than M ganglion cells do. *e. are more sensitive to color than M ganglion cells are.

Type: multiple choice question Title: Chapter 02 Question 60 60. If the P ganglion cells in the retina suddenly disappeared, what would be the consequences for perception?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 4. Analyzing a. Motion perception would be severely impaired. b. Peripheral vision would be severely impaired. *c. Color and form perception would be severely impaired. d. Color and form perception would be improved. e. Scotopic vision would be severely impaired.

Type: multiple choice question Title: Chapter 02 Question 61 61. If the M ganglion cells in the retina suddenly disappeared, what would be the consequences for perception?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 4. Analyzing *a. Motion perception would be severely impaired. b. Peripheral vision would be greatly improved. c. Foveal vision would be greatly improved. d. Foveal vision would be severely impaired. e. Color and form perception would be severely impaired.

Type: multiple choice question Title: Chapter 02 Question 62 62. A neuron will not fire if a stimulus does not activate its

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Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.3 Describe the receptive field characteristics of retinal ganglion cells.

Bloom’s Level: 2. Understanding a. axon. b. action potential. c. central region. d. photoreceptor. *e. receptive field.

Type: multiple choice question Title: Chapter 02 Question 63 63. Which stimulus would optimally activate an ON-center ganglion cell?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.3 Describe the receptive field characteristics of retinal ganglion cells.

Bloom’s Level: 3. Applying *a. A spot of light in the center of the receptive field b. A shadow in the center of the receptive field c. A ring of light covering the surround of the receptive field d. A large spot of light covering both the center and surround portions of the receptive field e. A large shadow covering both the center and surround portions of the receptive field Type: multiple choice question Title: Chapter 02 Question 64 64. Which stimulus would optimally activate an OFF-center ganglion cell?

Feedback: Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.3 Describe the receptive field characteristics of retinal ganglion cells.

Bloom’s Level: 3. Applying a. A spot of light in the center of the receptive field *b. A shadow in the center of the receptive field c. A ring of shadow covering the surround of the receptive field d. A large spot of light covering both the center and surround portions of the receptive field e. A large shadow covering both the center and surround portions of the receptive field Type: essay/short answer question Title: Chapter 02 Question 65 65. Describe the journey of light from the time it is emitted by the sun to the time it is registered by our eyes. In what ways is light reflected, refracted, transmitted, and absorbed?

Feedback: Light is emitted by the sun, enters the atmosphere where some of it is absorbed and scattered, and the rest of it is transmitted through the air until it hits an object. When light hits an object, some of it is absorbed and the rest of it is reflected. Reflected light may strike the eye, where it is transmitted and slightly refracted by the cornea and aqueous humor. It then passes through the pupil, is refracted and focused by the lens, transmitted through the vitreous humor and finally is absorbed by photoreceptors in the back of the eye.

Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.1.2 Describe the various ways that light can be affected as it journeys from the sun to the eye.

Bloom’s Level: 3. Applying Type: essay/short answer question Title: Chapter 02 Question 66 66. Describe how the shape of the human lens and eyeball can cause blurry vision that requires correction. What are the differences between emmetropia, myopia, hyperopia, and astigmatism?

Feedback: The eyeball may be too long or too short for light that is refracted by the cornea and lens to be properly focused on the back of the eye. An eye that is too long, such that the focus

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point is in front of the retina, results in myopia, or nearsightedness. An eye that is too short, such that the focus point is behind the retina, results in hyperopia, or farsightedness. An eye that has unequal curving results in an astigmatism, which will cause an image to be blurry along a particular angle. A corrective lens in front of the eye (either in the form of a contact lens or glasses) bends the light in such a way that it properly focuses on the back of the eye. When the eyeball is perfectly round and the image is focused properly on the back of the eye, one is said to have the happy condition of emmetropia, which does not require any correction.

Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.2 Describe the various defects in the eye that can cause impaired vision.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 02 Question 67 67. We all have a blind spot in each eye. In normal circumstances, why is it that we do not experience large black empty regions in our visual field?

Feedback: There are several reasons. First, we typically look at the world with two eyes, so the blind spot in each eye is covered by the other eye. Second, even when we look at the world with one eye, the brain “fills in” missing information in the blind spot to create a complete image.

Finally, we don’t have receptors for the blind spot in our eye or brain, so we don’t have any cells to encode the lack of information in the first place!

Textbook Reference: 2.2 Eyes That Capture Light Learning Objective: 2.2.3 Describe the anatomical geography of the retina, including the distribution of cones and rods in the central and peripheral regions.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 02 Question 68 68. What are age-related macular degeneration (AMD) and retinitis pigmentosa (RP)? How are they similar and how are they different?

Feedback: Age-related macular degeneration and retinitis pigmentosa are progressive eye diseases that result in blindness in part of the visual field. AMD leads to central field loss, such that the center of one’s vision disappears. RP leads to peripheral field loss such that the edges of one’s vision disappears.

Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.3 Describe age-related macular degeneration and retinitis pigmentosa.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 02 Question 69 69. Describe the various ways that our visual system adapts to darkness and allows us to see in low lighting conditions. Why are we said to have a “duplex retina”?

Feedback: Our visual system adapts to dark situations using two strategies. First, the pupil (iris) expands to let more light into the eye than it would under higher lighting conditions. This response is rather quick and is responsible for short-term dark adaptation. Second, and more importantly, the number of photopigment molecules present in photoreceptors is increased such that the retina becomes more sensitive to what little light is actually present in the environment. In high illumination situations, our eyes detect light using mostly cones, while in low illumination, our eyes detect light using mostly rods. The presence of both rods and cones in the retina is what makes it “duplex.” Together, rods and cones can support visual perception under a huge number of lighting conditions.

Textbook Reference: 2.3 Dark and Light Adaptation Learning Objective: 2.3.1 Explain the two major strategies the eye uses to adapt to dark and light environments.

Bloom’s Level: 4. Analyzing

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Type: essay/short answer question Title: Chapter 02 Question 70 70. In what ways is the human eye similar to a camera? In what ways does it differ from a camera? Compare and contrast camera functions to the physiology of the human eye.

Feedback: The eye is analogous to a camera in the sense that both have an aperture for allowing light in (the pupil/iris of the eye and the aperture of a camera), a lens for adjusting focal length, and a medium for recording images (the retina in the eye and film or digital chip in a camera). An eye is unlike a camera in the sense that while a camera passively records images, an eye actively interprets images using the wiring of the retina, particularly horizontal and amacrine cells. Horizontal cells help to create the center-surround receptive fields through lateral inhibition, which emphasize edges in an image. Amacrine cells aid in contrast enhancement and temporal sensitivity. After the retina, image information is sent on to the LGN (lateral geniculate nucleus) and primary visual cortex for further analysis, interpretation, and enhancement. While film in a camera processes and represents all parts of an image equally, the retina processes the center of an image (the portion that falls on the fovea) in much more detail than the periphery.

Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 5. Evaluating Type: essay/short answer question Title: Chapter 02 Question 71 71. Describe the transmission of information in the retina from photoreceptors to the optic nerve.

What cells are functioning in what order, and how do they transform visual information on the way to the brain?

Feedback: Once light strikes the outer segment of photoreceptors in the retina, a chromophore captures the light molecule which begins the process of photoactivation, causing the photoreceptor to become hyperpolarized. The graded potentials of the photoreceptor that result from photoactivation are sent on to the bipolar cells, which may be either diffuse bipolar cells or midget bipolar cells. Diffuse bipolar cells connect to multiple cones while midget bipolar cells connect to only a single cone. Horizontal cells connect to the synapse of photoreceptors and bipolar cells and help to create the center-surround receptive field organization through lateral inhibition. ON bipolar cells respond to increases in light and OFF bipolar cells respond to decreases in light. Bipolar cells connect to P and M ganglion cells as well as amacrine cells.

Amacrine cells modulate the signals coming from bipolar cells to emphasize contrast and improve temporal processing. P ganglion cells receive excitatory input from midget bipolar cells and feed the parvocellular layer of the lateral geniculate nucleus (LGN). M ganglion cells receive excitatory input from diffuse bipolar cells and feed the magnocellular layer of the LGN Ganglion cells converge at the optic disk where they leave the eye and form the optic nerve. The optic nerve transmits signals from the retina to the LGN. Textbook Reference: 2.4 Retinal Information Processing Learning Objective: 2.4.2 Name the different cells in the retina and describe their functioning.

Bloom’s Level: 4. Analyzing

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Chapter 3: Spatial Vision: From Spots to Stripes Test Bank Type: multiple choice question Title: Chapter 03 Question 01 1. The difference in illumination between a figure and its background is known as Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 1. Remembering *a. contrast. b. definition. c. visual angle. d. surround. e. brightness.

Type: multiple choice question Title: Chapter 03 Question 02 2. During a foggy day, what aspect of visual acuity has been reduced?

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 3. Applying a. Spatial frequency *b. Contrast c. Visual angle d. Resolution e. Orientation Type: multiple choice question Title: Chapter 03 Question 03 3. Spatial frequency refers to the Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 2. Understanding a. flicker rate of a grating. b. distance between the observer and a grating. c. amount of contrast in a room. d. contrast threshold. *e. number of cycles of a grating per unit of visual angle.

Type: multiple choice question Title: Chapter 03 Question 04 4. The spatial frequency of a stimulus is measured in Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 2. Understanding a. Snellen units. b. angles per degree. c. cycles per second. d. degrees per second.

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*e. cycles per degree.

Type: multiple choice question Title: Chapter 03 Question 05 5. The _______ function describes how spatial frequency and contrast interact to make a grating more or less visible.

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.1 Explain the concepts of spatial frequency and contrast and how they relate to sinusoidal and square wave gratings.

Bloom’s Level: 1. Remembering a. spatial frequency *b. contrast sensitivity c. spatial layout d. grating positioning e. visual angle Type: multiple choice question Title: Chapter 03 Question 06 6. Visual angle is a measure of the Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.2 Explain how visual angle relates to both the size of an object and its distance from the observer.

Bloom’s Level: 2. Understanding a. actual size of an object. b. perceived size of an object. c. angle between the observer and an object. d. object’s contrast divided by its spatial frequency. *e. size an object takes up on the retina.

Type: multiple choice question Title: Chapter 03 Question 07 7. Which manipulation would cause the visual angle of a balloon to increase?

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.2 Explain how visual angle relates to both the size of an object and its distance from the observer.

Bloom’s Level: 3. Applying a. Moving the balloon farther away b. Rotating the balloon *c. Inflating the balloon d. Deflating the balloon e. Inverting the balloon Type: multiple choice question Title: Chapter 03 Question 08 8. The smallest spatial detail that can be resolved at 100% contrast is known as Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 1. Remembering a. sharpness. b. spatial frequency. *c. acuity. d. visual angle. e. phase.

Type: multiple choice question

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Title: Chapter 03 Question 09 9. Eye doctors specify acuity in terms like “20/20,” but vision scientists prefer to talk about the smallest _______ of a cycle of a grating that one can perceive.

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 2. Understanding a. sine wave b. segment *c. visual angle d. viewing distance e. width Type: multiple choice question Title: Chapter 03 Question 10 10. If somebody has 20/100 vision, this means Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 3. Applying *a. they see at 20 feet what a person with normal vision sees at 100 feet. b. they see at 100 feet what a person with normal vision sees at 20 feet. c. they see only 20/100 (or 1/5th) as well as a person with normal vision. d. only 20 out of 100 people have vision as poor as theirs. e. only 20 out of 100 people have vision better than theirs.

Type: multiple choice question Title: Chapter 03 Question 11 11. _______ is the smallest amount of contrast required to detect a pattern.

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 1. Remembering a. Spatial frequency b. Visual acuity c. Luminance threshold *d. Contrast threshold e. Activation threshold Type: multiple choice question Title: Chapter 03 Question 12

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12. Refer to the graph.

What does the “visible” region in the graph refer to?

Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 2. Understanding a. Acuity *b. The visibility of any object whose spatial frequencies and contrasts fall within it c. The degree to which one can see from a distance of 20 feet d. The lowest contrast one can distinguish e. The distance at which an eye chart should be readable to a normal observer Type: multiple choice question Title: Chapter 03 Question 13 13. Scientists study contrast sensitivity for sine wave gratings because Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 2. Understanding *a. patterns of stripes with fuzzy boundaries are common in the real world. b. the eye is especially sensitive to sine wave gratings. c. sine wave gratings involve no shadows. d. sine wave gratings are easy to study. e. contrast sensitivity is easy to study.

Type: multiple choice question Title: Chapter 03 Question 14 14. _______ is a mathematical procedure by which a signal can be separated into component sine waves at different frequencies. Combining these sine waves will reproduce the original signal.

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Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 1. Remembering *a. Fourier analysis b. Signal detection theory c. Weber’s law d. Fechner’s law e. Stevens’ power law Type: multiple choice question Title: Chapter 03 Question 15 15. The distance required for one full cycle of a repeating waveform is its Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 1. Remembering a. phase. b. sign. c. amplitude. *d. wavelength. e. angle.

Type: multiple choice question Title: Chapter 03 Question 16 16. In a referee’s uniform, the number of white and black stripes per inch could be considered its Feedback: Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 3. Applying a. phase. *b. spatial frequency. c. amplitude. d. wavelength. e. angle.

Type: multiple choice question Title: Chapter 03 Question 17 17. Refer to the figure showing the responses (right) of an ON-center retinal ganglion cell to gratings of different spatial frequencies (left).

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The retinal ganglion cell depicted is most responsive to which spatial frequency?

Feedback: Textbook Reference: 3.2 Retinal Ganglion Cells and Stripes Learning Objective: 3.2.1 Explain how a retinal ganglion cell’s response to a sine wave grating depends on the grating’s spatial frequency.

Bloom’s Level: 2. Understanding a. Low frequency (top) *b. Medium frequency (middle) c. High frequency (bottom) d. Both low and high frequencies (top and bottom) e. All frequencies equally (top, middle, and bottom) Type: multiple choice question Title: Chapter 03 Question 18 18. Each retinal ganglion cell responds not only to spots of light but also to certain Feedback: Textbook Reference: 3.2 Retinal Ganglion Cells and Stripes Learning Objective: 3.2.1 Explain how a retinal ganglion cell’s response to a sine wave grating depends on the grating’s spatial frequency.

Bloom’s Level: 3. Applying

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a. fields of uniform gray. b. circles of uniform gray. c. squares of uniform gray. *d. patterns of stripes. e. motion directions.

Type: multiple choice question Title: Chapter 03 Question 19 19. Refer to the figure.

The retinal ganglion cell pictured here would respond most strongly to which of the phases of the sine wave grating?

Feedback: Textbook Reference: 3.2 Retinal Ganglion Cells and Stripes Learning Objective: 3.2.2 Explain how a retinal ganglion cell’s response to a sine wave grating depends on the grating’s phase.

Bloom’s Level: 3. Applying *a. A b. B c. C d. D e. The ganglion cell would respond equally well to all of these.

Type: multiple choice question Title: Chapter 03 Question 20 20. The axons of retinal ganglion cells synapse in the two Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus Learning Objective: 3.3.1 Identify the parts of the lateral geniculate nucleus, including the different types of cells and the information they carry.

Bloom’s Level: 1. Remembering a. magnocellular layers. b. parvocellular layers. c. cortexes. d. koniocellular layers. *e. lateral geniculate nuclei.

Type: multiple choice question Title: Chapter 03 Question 1 21.Which neurons are found in the lateral geniculate nucleus (LGN)?

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus Learning Objective: 3.3.1 Identify the parts of the lateral geniculate nucleus, including the different types of cells and the information they carry.

Bloom’s Level: 2. Understanding a. Magnocellular only b. Parvocellular only c. Koniocellular only d. Magnocellular and parvocellular only

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*e. Magnocellular, parvocellular, and koniocellular Type: multiple choice question Title: Chapter 03 Question 22 22. If two objects appear near each other in the world, they will also be processed by cells near each other Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 3. Applying a. on the retina only. b. in the LGN only. c. in striate cortex only. d. in the LGN and striate cortex only. *e. on the retina, in the LGN, and in the striate cortex.

Type: multiple choice question Title: Chapter 03 Question 23 23. Topographical mapping is the Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 2. Understanding a. layout of the brain. b. guide to the structures of the brain. *c. orderly mapping of the world in the LGN and visual cortex. d. simultaneous mapping of two objects in the visual system. e. mapping of gyri and sulci in the brain.

Type: multiple choice question Title: Chapter 03 Question 24 24. The right visual field projects to the _______ half of each eye and then is analyzed by the LGN in the _______ hemisphere.

Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 4. Analyzing *a. left; left b. left; right c. right; left d. right; right e. upper; lower Type: multiple choice question Title: Chapter 03 Question 25

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25. Refer to the figure.

In the figure, the right LGN contains information from the Feedback: Textbook Reference: 3.3 The Lateral Geniculate Nucleus Learning Objective: 3.3.2 Describe how locations in the visual field are mapped onto the different layers of the lateral geniculate nucleus.

Bloom’s Level: 3. Applying *a. left visual field. b. right visual field.

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c. right eye. d. left eye. e. magnocellular layer.

Type: multiple choice question Title: Chapter 03 Question 26 26. Each of the following are different names for the same structure except Feedback: Textbook Reference: 3.4 The Striate Cortex Learning Objective: 3.4.1 Describe the major anatomical features of striate cortex, including its location and connection to other areas in the visual processing pathway.

Bloom’s Level: 2. Understanding a. area V1. b. primary visual cortex. *c. LGN. d. striate cortex. e. area 17.

Type: multiple choice question Title: Chapter 03 Question 27 27. Cortical magnification is the _______ devoted to a specific region in the visual field.

Feedback: Textbook Reference: 3.4 The Striate Cortex Learning Objective: 3.4.2 Explain the concept of cortical magnification.

Bloom’s Level: 2. Understanding a. topographical map *b. amount of cortical area c. amount of blood d. number of photoreceptors e. amount of retinal area Type: multiple choice question Title: Chapter 03 Question 28 28. Which object would have the most neurons responding to it in striate cortex, and why?

Feedback: Textbook Reference: 3.4 The Striate Cortex Learning Objective: 3.4.2 Explain the concept of cortical magnification.

Bloom’s Level: 3. Applying a. An object in the periphery, because the periphery has greater cortical magnification than the fovea. b. An object in the periphery, because the fovea has greater cortical magnification than the periphery. c. An object in the fovea, because the periphery has greater cortical magnification than the fovea. *d. An object in the fovea, because the fovea has greater cortical magnification than the periphery. e. An object in the periphery, because objects in the fovea are not processed by the striate cortex.

Type: multiple choice question Title: Chapter 03 Question 29 29. If you look into somebody’s eyes, which part of their face is being processed by the fewest cells in striate cortex, based on the principles of topographic mapping and cortical magnification?

Feedback: Textbook Reference: 3.4 The Striate Cortex Learning Objective: 3.4.2 Explain the concept of cortical magnification.

Bloom’s Level: 3. Applying *a. Chin b. Nose c. Mouth

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d. Eyebrows e. Eyes Type: multiple choice question Title: Chapter 03 Question 30 30. The deleterious effect of clutter on peripheral object recognition is known as Feedback: Textbook Reference: 3.4 The Striate Cortex Learning Objective: 3.4.3 Define the concept of visual crowding.

Bloom’s Level: 2. Understanding a. clutter induced blindness. b. lateral agnosia. c. horizontal masking. d. visual noise. *e. visual crowding.

Type: multiple choice question Title: Chapter 03 Question 31 31. Suppose you are looking for your friend’s face in a crowd. Due to visual clutter, it will be hardest to identify her if she is standing Feedback: Textbook Reference: 3.4 The Striate Cortex Learning Objective: 3.4.3 Define the concept of visual crowding.

Bloom’s Level: 3. Applying a. by herself and is in your central vision. b. between two people and is in your central vision. c. by herself and is in your peripheral vision. *d. between two people and is in your peripheral vision. e. between three people and is in your central vision.

Type: multiple choice question Title: Chapter 03 Question 32 32. Hubel and Wiesel uncovered some important properties of the _______ of neurons in the striate cortex.

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 2. Understanding a. photoreceptors b. neurotransmitters c. axons d. dendrites *e. receptive fields Type: multiple choice question Title: Chapter 03 Question 33 33. Which stimulus would a striate cortex neuron respond to most vigorously?

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 3. Applying *a. An oriented bar of light b. A filled circle of light c. A spot of light surrounded by a ring of darkness d. A spot of darkness surrounded by a ring of light e. A spot of darkness on a field of light Type: multiple choice question Title: Chapter 03 Question 34

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34. A neuron that allows the passage of some frequencies and blocks the passage of others is a Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 2. Understanding a. selector cell. b. ganglion cell. *c. filter. d. bipolar cell. e. contrast cell.

Type: multiple choice question Title: Chapter 03 Question 35 35. Which term refers to the fact that striate cortex neurons tend to respond more strongly to stimuli presented in one eye as compared to the other?

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.1 Describe the receptive field properties of striate cortex cells.

Bloom’s Level: 1. Remembering a. Cortical magnification *b. Ocular dominance c. Filtering d. End stopping e. Orientation tuning Type: multiple choice question Title: Chapter 03 Question 36 36. The tendency of neurons in striate cortex to respond optimally to certain orientations and less to others is known as Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.2 Describe the concept of orientation tuning in striate cortex cells.

Bloom’s Level: 1. Remembering a. spatial frequency. b. spatial selection. *c. orientation tuning. d. cortical magnification. e. orientation agnosia.

Type: multiple choice question Title: Chapter 03 Question 37 37. Refer to the figure.

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This figure shows Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.2 Describe the concept of orientation tuning in striate cortex cells.

Bloom’s Level: 3. Applying a. how images end up on the retina. b. the firing patterns of four cells. *c. how cortical simple cells get their orientation tuning. d. how simple cells and complex cells interact. e. how magnocellular and parvocellular cells interact.

Type: multiple choice question Title: Chapter 03 Question 38 38. A _______ cell is a neuron whose receptive field does not have clearly defined excitatory and inhibitory regions.

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.3 Compare and contrast the receptive field properties of simple and complex cells in striate cortex.

Bloom’s Level: 1. Remembering *a. complex b. simple c. stop d. ganglion e. blob

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Type: multiple choice question Title: Chapter 03 Question 39 39. ________ is the phenomenon in which a striate cortex neuron responds most strongly when a bar of light fills its receptive field rather than being either smaller than the receptive field or extending beyond it.

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.4 Predict the responses of simple and complex striate cortex cells to various stimuli.

Bloom’s Level: 2. Understanding a. Cortical magnification b. End stopping *c. Ocular dominance d. Filtering e. Orientation tuning Type: multiple choice question Title: Chapter 03 Question 40 40. Refer to the figure.

What phenomenon does the figure demonstrate?

Feedback: Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.4 Predict the responses of simple and complex striate cortex cells to various stimuli.

Bloom’s Level: 2. Understanding a. Cortical magnification b. Ocular dominance c. Filtering *d. End stopping e. Orientation tuning Type: multiple choice question Title: Chapter 03 Question 41 41. Hubel and Wiesel concluded that neurons with similar orientation preferences were arranged in _______ that extended vertically through the cortex.

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns Learning Objective: 3.6.1 Describe the organization of orientation selective neurons into columns in striate cortex.

Bloom’s Level: 2. Understanding a. horizontal tracks b. branches c. rows d. tangles

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*e. columns Type: multiple choice question Title: Chapter 03 Question 42 42. A _______ is a 1-mm block of striate cortex containing two sets of columns, each covering every possible orientation (0–180 degrees), with one set preferring input from the left eye and the other set preferring input from the right eye.

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns Learning Objective: 3.6.2 Explain the receptive field properties of hypercolumns in striate cortex.

Bloom’s Level: 1. Remembering a. V1 module *b. hypercolumn c. CO blob d. simple cell e. complex cell Type: multiple choice question Title: Chapter 03 Question 43 43. _______ is an enzyme used to reveal the regular array of CO blobs, which are spaced about 0.5 mm apart in the primary visual cortex.

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns Learning Objective: 3.6.3 Describe the receptive field properties of CO blobs in striate cortex.

Bloom’s Level: 1. Remembering a. Chromophore b. Rhodopsin *c. Cytochrome oxidase d. Carbon dioxide e. Carbon monoxide Type: multiple choice question Title: Chapter 03 Question 44 44. Which aspect of a visual stimulus do neurons in CO blobs process?

Feedback: Textbook Reference: 3.6 Columns and Hypercolumns Learning Objective: 3.6.3 Describe the receptive field properties of CO blobs in striate cortex.

Bloom’s Level: 1. Remembering a. Blur b. Orientation c. Spatial frequency d. Motion *e. Color Type: multiple choice question Title: Chapter 03 Question 45 45. The diminishing response of a sense organ to a sustained stimulus is referred to as Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode Learning Objective: 3.7.1 Describe the selective adaptation procedure.

Bloom’s Level: 2. Understanding a. constant stimulation. b. response decrease. *c. adaptation. d. accommodation. e. convergence.

Type: multiple choice question Title: Chapter 03 Question 46

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46. The tilt aftereffect is the perceptual illusion of tilt, produced by Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode Learning Objective: 3.7.2 Predict the tilt aftereffect that would be experienced after adapting to an oriented grating.

Bloom’s Level: 2. Understanding *a. adapting to a pattern of a given orientation. b. changing the direction of gaze. c. tilting the head. d. constantly moving the head. e. spinning in circles for 30 seconds.

Type: multiple choice question Title: Chapter 03 Question 47 47. No single neuron receives input from both eyes until the Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode Learning Objective: 3.7.2 Predict the tilt aftereffect that would be experienced after adapting to an oriented grating.

Bloom’s Level: 2. Understanding a. LGN. *b. primary visual cortex. c. parietal lobe. d. magnocellular layer. e. parvocellular layer.

Type: multiple choice question Title: Chapter 03 Question 48 48. Spatial frequency channels are often referred to as Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode Learning Objective: 3.7.3 Describe the concept of spatial frequency channels in human vision.

Bloom’s Level: 2. Understanding a. a set of simple cells. b. a set of complex cells. c. orientation tuned cells. d. filters. *e. pattern analyzers.

Type: multiple choice question Title: Chapter 03 Question 49 49. If a movie projector is out of focus and the images on the screen are blurry, which spatial frequencies are missing?

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode Learning Objective: 3.7.3 Describe the concept of spatial frequency channels in human vision.

Bloom’s Level: 3. Applying a. Low frequencies *b. High frequencies c. Horizontal frequencies d. Vertical frequencies e. Diagonal frequencies Type: multiple choice question Title: Chapter 03 Question 50 50. In a line drawing of an object, which spatial frequencies are least represented?

Feedback: Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode Learning Objective: 3.7.3 Describe the concept of spatial frequency channels in human vision.

Bloom’s Level: 3. Applying

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*a. Low frequencies b. High frequencies c. Horizontal frequencies d. Vertical frequencies e. Diagonal frequencies Type: multiple choice question Title: Chapter 03 Question 51 51. What term describes a phase in the life span during which abnormal early experience can alter normal neuronal development?

Feedback: Textbook Reference: 3.8 The Development of Vision Learning Objective: 3.8.1 Explain the concept of a critical period in visual development.

Bloom’s Level: 1. Remembering a. Impressionable era b. Sensitive phase c. Ontologically sensitive era *d. Critical period e. Delicate span Type: multiple choice question Title: Chapter 03 Question 52 52. _______ is a developmental disorder characterized by reduced spatial vision in an otherwise healthy eye, even with proper correction for refractive error.

Feedback: Textbook Reference: 3.8 The Development of Vision Learning Objective: 3.8.2 Describe how visual acuity and contrast sensitivity develop in early life.

Bloom’s Level: 1. Remembering a. Astigmatism b. Anisometropia c. Strabismus *d. Amblyopia e. Hyperopia Type: multiple choice question Title: Chapter 03 Question 53 53. _______ is a misalignment of the two eyes such that a single object in space is imaged on the fovea of one eye and on the nonfoveal area of the other (turned) eye.

Feedback: Textbook Reference: 3.8 The Development of Vision Learning Objective: 3.8.2 Describe how visual acuity and contrast sensitivity develop in early life.

Bloom’s Level: 2. Understanding a. Astigmatism b. Anisometropia *c. Strabismus d. Amblyopia e. Hyperopia Type: multiple choice question Title: Chapter 03 Question 54 54. _______ is a condition in which the two eyes have different refractive errors.

Feedback: Textbook Reference: 3.8 The Development of Vision Learning Objective: 3.8.2 Describe how visual acuity and contrast sensitivity develop in early life.

Bloom’s Level: 2. Understanding a. Astigmatism *b. Anisometropia c. Strabismus d. Amblyopia

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e. Hyperopia Type: multiple choice question Title: Chapter 03 Question 55 55. Which experimental technique is used to determine which stimuli infants can and cannot see?

Feedback: Textbook Reference: 3.8 The Development of Vision Learning Objective: 3.8.3 Describe the experimental methods used to study vision in infants.

Bloom’s Level: 2. Understanding a. Signal detection b. Method of constant stimuli *c. Preferential looking paradigm d. Method of adjustment e. Method of limits Type: multiple choice question Title: Chapter 03 Question 56 56. If an infant looks longer at a striped square than a gray square, what does that indicate?

Feedback: Textbook Reference: 3.8 The Development of Vision Learning Objective: 3.8.3 Describe the experimental methods used to study vision in infants.

Bloom’s Level: 3. Applying a. The infant’s visual acuity is high enough that they can perceive the stripes, and they are attracted to low contrast images. *b. The infant’s visual acuity is high enough that they can perceive the stripes, and they are attracted to high contrast images. c. The infant’s visual acuity is too low to perceive the stripes, but they do not like to look at gray squares. d. The infant’s visual acuity is high enough that they can perceive the gray square, and they are repelled by gray squares. e. You can’t learn anything about infant perception based on where they like to look.

Type: essay/short answer question Title: Chapter 03 Question 57 57. Describe two ways that visual acuity can be measured.

Feedback: Visual acuity may be measured either in terms of visual angle or in terms of the Snellen test. In terms of visual angle, acuity is concerned with the number of cycles per degree of visual angle of a grating that a person can perceive. The Snellen test conceptualizes visual acuity in terms of the distance (in feet) at which the person being tested can read letters from a chart over the distance at which a person with normal vision can read the same chart. Thus “20/20 vision” means being able to read letters at a chart 20 feet away the same way that somebody with normal vision can read them, and “20/15 vision” means being able to read the chart from 20 feet away when a person with normal vision must be only 15 feet away to read the chart.

Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.3 Describe the two different methods used to measure visual acuity.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 03 Question 58 58. Why do vision scientists study sine wave gratings?

Feedback: One reason is that sine wave gratings consist of fuzzy stripes and there are many fuzzy stripes in real world images, such as trees in a forest, books on a bookshelf, or the edges of shadows. Another reason is that the human visual system seems to break down images into patterns of sine wave gratings of different orientations, a process called Fourier analysis.

Textbook Reference: 3.1 Visual Acuity: Oh Say, Can You See? Learning Objective: 3.1.4 Describe Fourier analysis at a conceptual level.

Bloom’s Level: 4. Analyzing

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Type: essay/short answer question Title: Chapter 03 Question 59 59. What is the difference between simple and complex cortical neurons in primary visual cortex?

Feedback: Simple cells respond best to oriented bars of light and can be described as having ON and OFF regions in their receptive fields. Complex cells also respond to oriented bars of light, but they will respond equally well to bars of light or shadow (i.e., both ON and OFF patterns within their receptive fields). Additionally, complex cells may respond to oriented bars moving in a particular direction or to bars of light whose edges end within the cell’s receptive field (“end stopping”).

Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.3 Compare and contrast the receptive field properties of simple and complex cells in striate cortex.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 03 Question 60 60. What is a “hypercolumn” in primary visual cortex?

Feedback: A hypercolumn is a patch of visual cortex, roughly 1-mm cubed, that contains cells that respond to edges of every possible orientation and spatial frequency, for both eyes. Each hypercolumn contains all of the neurons needed to analyze all possible orientations and spatial frequencies from a small patch of the visual world.

Textbook Reference: 3.6 Columns and Hypercolumns Learning Objective: 3.6.2 Explain the receptive field properties of hypercolumns in striate cortex.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 03 Question 61 61. Describe the receptive field properties of retinal ganglion cells, LGN cells, and V1 cells. In what ways are they similar and in what ways are they different? How do the response properties of the cells change from retina to LGN to V1?

Feedback: Retinal ganglion cells and LGN cells have circular, center-surround receptive fields.

These cells have an OFF and an ON region, either in the form of ON-center/OFF-surround or OFF-center/ON-surround. V1 cells have receptive fields in the shape of oriented bars or, more accurately, Gabor patches. V1 simple cells have distinct ON and OFF areas whereas complex cells do not. Receptive fields of V1 neurons have more complicated response properties than the retinal ganglion and LGN cells do, in addition to being a different shape.

Textbook Reference: 3.5 Receptive Fields in Striate Cortex Learning Objective: 3.5.3 Compare and contrast the receptive field properties of simple and complex cells in striate cortex.

Bloom’s Level: 5. Evaluating Type: essay/short answer question Title: Chapter 03 Question 62 62. Describe how selective adaptation works and why it is useful for studying visual perception.

Feedback: Selective adaptation occurs when an observer is exposed to a particular type of stimulus for some time (e.g., staring at a patch of stripes tilted to the right). After a short time (about 30 seconds), otherwise neutral stimuli seem to take on the opposite property of the adapting stimulus (e.g., a patch of vertical stripes will seem to tilt slightly to the left, a tilt aftereffect). The simple explanation is that the neurons that code the property in the adapting stimulus “get tired” and thus do not respond as strongly when a neutral stimulus is seen. A more sophisticated explanation is that properties of the world are represented by populations of neurons, and that when a subset of the neurons is exposed to a stimulus they adapt to it.

Adapted neurons do not respond as strongly as unadapted stimuli, so the population code from the neurons ends up being biased in the opposite direction as the adapted property. Selective

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adaptation is a useful area of study because if a property can show adaptation effects, then there must be neurons coding the property. Further, if adaptation can transfer from one eye to the other, then that tells us something about the location in the nervous system for the cells that were adapted (i.e., those cells are in V1 or later, where information from the two eyes first comes together).

Textbook Reference: 3.7 Selective Adaptation: The Psychologist’s Electrode Learning Objective: 3.7.1 Describe the selective adaptation procedure.

Bloom’s Level: 5. Evaluating Type: essay/short answer question Title: Chapter 03 Question 63 63. Describe the development of contrast sensitivity in infants and how it might be affected by developmental disorders such as amblyopia, strabismus, or anisometropia.

Feedback: Amblyopia is a disorder in which one eye has reduced spatial vision even with proper correction (i.e., glasses or contact lenses). Strabismus is a misalignment of the two eyes such that a single object projects to non-corresponding points on the two retinas. Anisometropia is a condition in which the two eyes have two different refractive errors, such as one being far-sighted and the other being near-sighted. Any of these three conditions may interfere with normal visual development because the visual system is receiving impaired input, which negatively influences how the brain matures. The brain has critical periods of development during which it must receive the proper stimulation in order for neurons to mature normally. If the input is impaired during the critical period, then certain abilities such as stereo vision might not develop properly. Typically, early intervention can correct impairments in vision and allow development to proceed normally.

Textbook Reference: 3.8 The Development of Vision Learning Objective: 3.8.1 Explain the concept of a critical period in visual development.

Bloom’s Level: 4. Analyzing

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Test Bank

by Evan M. Palmer to accompany

Sensation & Perception, Sixth Edition Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 4: Perceiving and Recognizing Objects Multiple Choice 1. Which area(s) is/are not part of extrastriate cortex? a. V1 b. V2 c. V3 d. V4 e. Both V2 and V4 Answer: a Textbook Reference: 4.1 From Simple Lines and Edges to Properties of Objects Learning Objective: 4.1.1 Describe some of the ways that extrastriate cortex differs from striate cortex.

Bloom’s Level: 2. Understanding 2. Scientists sometimes conduct _______ studies on animals, in which sections of their brain are surgically excised to see how it affects their behavior. a. training b. breeding c. lesion d. stroke e. observational Answer: c Textbook Reference: 4.1 From Simple Lines and Edges to Properties of Objects Learning Objective: 4.1.1 Describe some of the ways that extrastriate cortex differs from striate cortex.

Bloom’s Level: 2. Understanding 3. Refer to the figure.

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In the figure, the border highlighted in the red oval is “owned” by a. the red oval. b. the gray background. c. the black square. d. both the black square and the gray background. e. neither the black square nor the gray background.

Answer: c Textbook Reference: 4.1 From Simple Lines and Edges to Properties of Objects Learning Objective: 4.1.2 Explain the concept of border ownership.

Bloom’s Level: 3. Applying 4. Evidence indicates that structures in _______ cortex are especially important in endstage object recognition processes. a. striate b. inferotemporal c. occipital d. parietal e. frontal Answer: b Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.

Bloom’s Level: 1. Remembering 5. The term “grandmother cell” refers to a neuron that a. responds best to one specific object. b. divides several times to form a number of new neurons. c. is connected to a large number of other neurons. d. is isolated from other neurons.

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e. was genetically inherited from the matriarchal lineage.

Answer: a Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.

Bloom’s Level: 2. Understanding 6. A study of cells in IT cortex showed that they responded to very specific stimuli, such as a. faces. b. animals. c. colors. d. motion. e. celebrities.

Answer: e Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.

Bloom’s Level: 2. Understanding 7. _______ is a failure to recognize objects visually in spite of the ability to see them. a. Prosopagnosia b. Agnosia c. Anomia d. Alexia e. Dyslexia Answer: b Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.2 Define visual agnosia.

Bloom’s Level: 1. Remembering 8. A _______ process is one that carries out a computation (e.g., object recognition) one neural step after another, without the need for feedback from a later stage to an earlier stage. a. re-entrant b. feedback c. synchronous d. feed-forward e. asynchronous Answer: d Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reversehierarchy theory at a conceptual level.

Bloom’s Level: 1. Remembering 9. Which theory suggests that you initially get a general, categorical impression of the

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world from higher brain areas and then later appreciate details after activation flows back down to lower brain areas? a. Feed-forward process theory b. Reverse-hierarchy theory c. Asynchronous activation theory d. Synchronous activation theory e. Cortical feedback theory Answer: b Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reversehierarchy theory at a conceptual level.

Bloom’s Level: 2. Understanding 10. What kind of process in the brain sends signals back downstream to earlier areas after initial processing? a. Recursive b. Feed-forward c. Re-entrant d. Dorsal e. Ventral Answer: c Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reversehierarchy theory at a conceptual level.

Bloom’s Level: 1. Remembering 11. Refer to the figure.

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This figure depicts a. isoluminant contours. b. an accidental viewpoint. c. shadow boundaries. d. an ambiguous figure. e. illusory contours.

Answer: e Textbook Reference: 4.3 The Problems of Perceiving and Recognizing Objects Learning Objective: 4.3.1 Explain some ways in which object recognition is a challenge for the visual system.

Bloom’s Level: 1. Remembering 12. Which of the following is a loosely defined stage of visual processing that comes after basic features have been extracted from the image, and before object recognition and scene understanding? a. Low-level vision b. Early vision c. High-level vision d. Sensation e. Mid-level vision Answer: e Textbook Reference: 4.3 The Problems of Perceiving and Recognizing Objects Learning Objective: 4.3.2 Define mid-level (or middle) vision.

Bloom’s Level: 2. Understanding 13. Which of the following is not one of the principles for summarizing mid-level vision? a. Bring together that which should be brought together. b. Split asunder that which should be split asunder. c. Use what you know. d. Avoid accidents. e. Seek ambiguity and avoid consensus.

Answer: e Textbook Reference: 4.3 The Problems of Perceiving and Recognizing Objects Learning Objective: 4.3.2 Define mid-level (or middle) vision.

Bloom’s Level: 4. Analyzing 14. If you attempt to understand perception by primarily breaking it down into its basic sensory components, which philosophical approach are you following? a. Structuralist b. Gestalt c. Behaviorist d. Cognitive e. Biological Answer: a Textbook Reference: 4.4 Mid-Level Vision

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Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 3. Applying 15. Gestalt psychologists emphasize that a. a percept is nothing more than the sum of its sensory elements. b. objects and faces are processed via different mechanisms. c. the perceptual whole is greater than the sum of its parts. d. the visual system must assume that objects are viewed from generic viewpoints. e. object recognition is view-based.

Answer: c Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 2. Understanding 16. Which of the following research topics would be of most interest to a Gestalt psychologist? a. Determining when stimuli will appear to spontaneously group together. b. Studying how brain lesions affect object perception. c. Researching accidental viewpoints in object recognition. d. Using brain imaging methods to see which areas of the brain are involved in scene perception. e. Recording how neurons react to various color stimuli.

Answer: a Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 3. Applying 17. Refer to the figure.

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Which Gestalt grouping principle might lead you to organize the elements into rows? a. Similarity b. Proximity c. Common region d. Parallelism e. Good continuation Answer: b Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 3. Applying 18. Refer to the figure.

Which Gestalt grouping principle might lead you to organize the elements into columns? a. Similarity b. Proximity

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c. Common region d. Parallelism e. Good continuation Answer: c Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 3. Applying 19. Refer to the figure.

You probably organized figure I into one jagged line and one curved line. Which Gestalt grouping principle guided this decision? a. Similarity b. Symmetry c. Connectedness d. Good continuation e. Proximity Answer: d Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 3. Applying 20. Refer to the figure.

Figure II is like figure I in many ways, but you organize it differently. Which Gestalt grouping principle explains why the black part seems separate from the gray part?

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a. Similarity b. Symmetry c. Connectedness d. Good continuation e. Proximity Answer: a Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 3. Applying 21. Which Gestalt grouping principle suggests that elements that are close to each tend to be seen as grouped together? a. Similarity b. Good continuation c. Proximity d. Parallelism e. Symmetry Answer: c Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 2. Understanding 22. Which Gestalt grouping principle suggests that elements that look alike tend to be seen as grouped together? a. Proximity b. Good continuation c. Parallelism d. Symmetry e. Similarity Answer: e Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 2. Understanding 23. Which Gestalt grouping principle states that elements that change at the same time should be grouped together? a. Synchrony b. Common fate c. Good continuation d. Parallelism

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e. Similarity Answer: a Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 1. Remembering 24. Which Gestalt grouping principle states that elements moving in the same direction should be grouped together? a. Synchrony b. Common fate c. Good continuation d. Parallelism e. Similarity Answer: b Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 1. Remembering 25. The visual system tends to divide an object into parts by “cutting” it at _______ in its silhouette. a. nonaccidental features b. both convexities and concavities c. convexities (bumps) d. concavities (valleys) e. the longest axis Answer: d Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 2. Understanding 26. Refer to the figure.

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Navon found that in figures like this one, the big letter (H) interfered with the naming of the small letters (S) more than the small letters interfered with the big. This finding indicates that a. it is easier to name smaller objects than it is to name larger objects. b. it is easier to name larger objects than it is to name smaller objects. c. we process global aspects of an image before local aspects. d. we process local aspects of an image before global aspects. e. certain letters are more recognizable than others.

Answer: c Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 2. Understanding 27. Which Gestalt grouping cue explains why a flock of birds flying in formation are perceived to be grouped? a. Synchrony b. Parallelism c. Good continuation d. Common fate e. Similarity Answer: d Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 1. Remembering 28. Refer to the figure.

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This figure is a classic demonstration of a. illusory contours. b. an accidental viewpoint. c. shadow boundaries. d. an ambiguous figure. e. texture segmentation.

Answer: d Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.2 Give examples of accidental viewpoints in perception.

Bloom’s Level: 3. Applying 29. Which of the following is a viewing position that produces some regularity in the visual image that is not present in the world? a. Accidental viewpoint b. Pose c. Rotation d. Good continuation e. Image template Answer: a Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.2 Give examples of accidental viewpoints in perception.

Bloom’s Level: 1. Remembering 30. The word “figure” in the term “figure-ground assignment” refers to a. a group of separate lines that must be combined into a single object contour. b. the number of distinct objects in an image. c. the main object that is to be recognized in an image. d. the “correct” interpretation of an ambiguous figure. e. the background upon which an object is located.

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Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.

Bloom’s Level: 2. Understanding 31. Refer to the figure.

Which portion of the figure is interpreted as “ground” according to the Gestalt figureground assignment principles? a. The red portions b. The yellow portions c. The red portion on the left and the yellow portion on the right d. The yellow portion on the left and the red portion on the right e. There is no “ground” portion in the figure.

Answer: b Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.

Bloom’s Level: 3. Applying 32. Refer to the figure.

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Which Gestalt figure-ground assignment principle is most responsible for perceiving the yellow portions in the image as “ground”? a. Symmetry b. Size c. Parallelism d. Surroundedness e. Proximity Answer: d Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.

Bloom’s Level: 5. Evaluating 33. If an animal has a pattern on its body that provides camouflage and allows it to blend seamlessly into the background, it is trying to prevent _______ by predators that would reveal its location. a. good continuation b. scene perception c. an accidental viewpoint d. Gestalt grouping e. texture segmentation Answer: e Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.

Bloom’s Level: 3. Applying 34. The principle of relatability helps us to understand a. when edges do or do not appear to connect behind occluders. b. the power of nonaccidental features in image interpretation.

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c. how conflicts between different Gestalt grouping principles are resolved. d. which interpretation is given to an ambiguous figure. e. which regions are segmented in textures.

Answer: a Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.

Bloom’s Level: 2. Understanding 35. When one object covers up another object, that is known as a. obfuscation. b. interference. c. occlusion. d. visual shadow. e. camouflage.

Answer: c Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.

Bloom’s Level: 2. Understanding 36. Which principle explains when edges that pass behind an occluder will appear to connect to each other? a. Similarity b. Proximity c. Relatability d. Parallelism e. Symmetry Answer: c Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.

Bloom’s Level: 2. Understanding 37. Refer to the figure.

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b. Exterior corner c. Occlusion d. Relatability e. An accidental feature Answer: c Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.

Bloom’s Level: 3. Applying 38. Which formal mathematical approach to modeling perception takes into consideration both the current stimulus and our knowledge about the conditions of the world? a. Gestalt grouping principles b. Pandemonium model c. Recognition-by-components d. Bayesian approach e. Template theory Answer: d Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.5 Describe the Bayesian approach at a conceptual level.

Bloom’s Level: 2. Understanding 39. The fact that faces are more difficult than many other types of objects to recognize when viewed upside-down is taken by many researchers to indicate that a. faces are recognized via structural descriptions. b. it is more difficult to segment faces from their backgrounds than other types of objects. c. face recognition cannot be doubly dissociated from object recognition. d. face recognition can be doubly dissociated from object recognition. e. the visual system uses special recognition processes for faces that are not used for other types of objects.

Answer: e Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.1 Describe the receptive field properties of neurons in the brain that process objects and faces.

Bloom’s Level: 5. Evaluating 40. If we use fMRI to measure your brain activity with your eyes open and then again with your eyes closed, and then identify the areas that differ between those two conditions, which brain imaging method are we using? a. Decoding b. Structuralism c. Subtraction d. Single-cell recording e. Lesioning Answer: c Textbook Reference: 4.5 Object Recognition

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Learning Objective: 4.5.2 Explain the subtraction and decoding methods of brain imaging at a conceptual level.

Bloom’s Level: 3. Applying 41. If we use fMRI to measure your brain activity while you look at objects and then later try to determine which object you’re looking at, based on your brain activity, which brain imaging method are we using? a. Structuralism b. Single-cell recording c. Subtraction d. Decoding e. Lesioning Answer: d Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.2 Explain the subtraction and decoding methods of brain imaging at a conceptual level.

Bloom’s Level: 3. Applying 42. Which of the following is not a cortical area that has been identified as processing very specific forms of visual stimuli? a. Fusiform face area (FFA) b. Extrastriate motion pericomplex (EMP) c. Parahippocampal place area (PPA) d. Extrastriate body area (EBA) e. Middle temporal area (MT) Answer: b Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.2 Explain the subtraction and decoding methods of brain imaging at a conceptual level.

Bloom’s Level: 1. Remembering 43. In Oliver Selfridge’s Pandemonium model, what are the demons analogous to? a. Brains b. Neurons c. People d. Society e. Neurotransmitters Answer: b Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.

Bloom’s Level: 3. Applying 44. What are object representations made of, according to the recognition-by-components model of object recognition?

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a. Surfaces b. Edges c. Image templates d. Geon structural descriptions e. Figure and ground Answer: c Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.

Bloom’s Level: 2. Understanding 45. A major problem with template theories of object recognition is that a. we cannot possibly store enough templates in memory to match every object we might encounter. b. template theories predict that object recognition should usually be viewpoint invariant, but in fact recognition has been shown to viewpoint dependent. c. template theories predict that object recognition should usually be viewpoint dependent, but in fact recognition has been shown to viewpoint invariant. d. templates are only useful when recognizing objects from accidental viewpoints. e. templates are too abstract to be used in object recognition.

Answer: a Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.

Bloom’s Level: 2. Understanding 46. Which of the following is an entry-level object category term? a. Bird b. Sparrow c. Animal d. Transportation e. Honda Civic Answer: a Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.

Bloom’s Level: 3. Applying 47. Which of the following is a superordinate-level object category term? a. Car b. Vehicle c. Station wagon d. Tesla Model 3 e. Crow

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Answer: b Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.

Bloom’s Level: 3. Applying 48. Which of the following is a subordinate-level object category term? a. Car b. Automobile c. Vehicle d. Toyota Prius e. Bird Answer: d Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.

Bloom’s Level: 3. Applying 49. What is the term for a type of machine learning in which a computer can be trained on a set of known objects and then later can recognize objects it has never seen before? a. Pandemonium demon model (PDM) b. Recognition by components (RBC) c. Deep neural network (DNN) d. Artificial object intelligence (AOI) e. Dynamic web network (DWN) Answer: c Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.

Bloom’s Level: 2. Understanding 50. Prosopagnosia is a neuropsychological disorder in which the patient a. cannot recognize objects at the basic level. b. cannot recognize objects at the superordinate level. c. can identify faces, but cannot recognize other types of objects. d. cannot identify faces, but can recognize other types of objects. e. can recognize objects but cannot name them.

Answer: d Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.5 Explain why faces are a special case of object recognition.

Bloom’s Level: 1. Remembering Short Answer 51. What are the “what” and “where” pathways?

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Answer: The “what” pathway, also known as the ventral pathway, extends from the occipital lobe to the temporal lobe of the brain and is primarily concerned with object identity. The “where” pathway, also known as the dorsal pathway, extends from the occipital lobe to the parietal lobe and is primarily concerned with the locations of objects in space and the actions required to interact with them.

Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.

Bloom’s Level: 2. Understanding 52. What is the notion of re-entrant processing in perception?

Answer: Re-entrant processing refers to the idea that perception is not just a feed-forward process, but involves feedback from higher cortical areas, as well. Information flows both up and down the object processing hierarchy in waves of activation. Therefore, perception should be thought of as an iterative process and not just a “one-way street.”

Textbook Reference: 4.2 What and Where Pathways Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reversehierarchy theory at a conceptual level.

Bloom’s Level: 2. Understanding 53. What kinds of processes happen in mid-level vision?

Answer: Mid-level vision refers to a set of processes that combine features detected in early vision (such as edges and contours) into objects. Mid-level vision utilizes rules and principles for combining elements into perceptual groups, many of which were discovered by psychologists from the Gestalt tradition. Some important steps in mid-level vision include finding edges of objects, dealing with occlusion, texture segmentation and grouping, and determining figure/ground assignments.

Textbook Reference: 4.3 The Problems of Perceiving and Recognizing Objects Learning Objective: 4.3.2 Define mid-level (or middle) vision.

Bloom’s Level: 2. Understanding 54. Describe the concept of perceptual committees.

Answer: The concept of perceptual committees refers to the fact that the visual system has a number of principles that it uses to make sense of the world and that sometimes the principles conflict. Like members of a committee with differing viewpoints, the visual system considers all of the principles and arrives at a consensus about the contents and layout of the visual world.

Textbook Reference: 4.3 The Problems of Perceiving and Recognizing Objects Learning Objective: 4.3.2 Define mid-level (or middle) vision.

Bloom’s Level: 2. Understanding Essay 55. Explain the Gestalt grouping principles of good continuation, similarity, proximity, and surroundedness.

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Answer: Good continuation suggests that elements will group together when they seem to lie on a continuous contour (e.g., roads on a map that cross will seem to continue straight rather than making sharp turns). The principle of similarity proposes that items that look alike will tend to be perceived as part of the same group. The proximity principle suggests that items near to each other will tend to group together. The notion of surroundedness helps to determine figure-ground assignment and holds that if one region of an image is surrounded by another region, the surrounded region is likely to be the figure.

Textbook Reference: 4.4 Mid-Level Vision Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.

Bloom’s Level: 2. Understanding 56. Compare and contrast the structural description and view-based approaches to understanding object recognition.

Answer: Structural description theories of object recognition, such as Biederman’s recognition-by-components (RBC) model, suggest that when an object is perceived, it is represented as a series of volumetric parts (e.g., geons in RBC) and the categorical relations between the parts (e.g., above, below, beside). Once an object is represented as volumetric parts and spatial relations, the process of object recognition itself is rather straightforward and invariant with viewpoint. View-based models of object recognition, on the other hand, propose that objects are represented as a collection of remembered views of the object, where views are stored as templates. Accordingly, initial representation of the object is easy, but matching the perceived view to representations in memory is difficult. Structural description models propose that object recognition is viewpoint invariant whereas view-based theories propose that object recognition should be slower for objects seen from novel viewpoints. There is much debate in the literature, but it seems that observers do not show complete viewpoint invariance in object recognition.

Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.

Bloom’s Level: 4. Analyzing 57. What is unique about face perception and how is it different than object perception?

Answer: Faces are different than other objects because all faces have the same parts in the same relationships with one another (e.g., eyes above nose, which is above the mouth).

Therefore, fine metric details of faces are important in recognition, and it seems the visual system represents faces holistically in terms of these fine metric details, whereas it does not in the case of objects. Further evidence that the visual system treats faces and objects differently is the double dissociation between face and object recognition regions of the brain. Some patients with brain damage develop object agnosia and cannot recognize objects but can still recognize faces. Other patients develop prosopagnosia and thus cannot recognize faces but can recognize other objects. Finally, inverted faces are

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much harder for us to recognize than inverted objects, suggesting that faces are processed differently than objects.

Textbook Reference: 4.5 Object Recognition Learning Objective: 4.5.5 Explain why faces are a special case of object recognition.

Bloom’s Level: 5. Evaluating

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Test Bank

by Evan M. Palmer to accompany

Sensation & Perception, Sixth Edition Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 5: The Perception of Color Multiple Choice 1. Which of the following lists the steps in color perception in the correct order? a. Detection, appearance, discrimination b. Appearance, detection, discrimination c. Detection, discrimination, appearance d. Appearance, discrimination, detection e. Discrimination, detection, appearance Answer: c Textbook Reference: 5.1 Basic Principles of Color Perception Learning Objective: 5.1.1 Describe the three steps to color perception: detection, discrimination, and appearance.

Bloom’s Level: 2. Understanding 2. Which photoreceptors do not contribute to color vision? a. S-cones b. M-cones c. L-cones d. Rods e. All of these photoreceptors contribute to color vision.

Answer: d Textbook Reference: 5.2 Step 1: Color Detection Learning Objective: 5.2.1 Name the three types of cones that contribute to color vision.

Bloom’s Level: 1. Remembering 3. Which photoreceptors are most active when looking at a beautiful sunset? a. S-cones b. M-cones c. L-cones d. Rods e. S-cones and rods Answer: c Textbook Reference: 5.2 Step 1: Color Detection Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.

Bloom’s Level: 3. Applying 4. Which photoreceptors are most active when looking at a blue sky?

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a. S-cones b. M-cones c. L-cones d. M- and L-cones e. Rods Answer: a Textbook Reference: 5.2 Step 1: Color Detection Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.

Bloom’s Level: 3. Applying 5. Which photoreceptors are most active when looking at a green forest? a. S-cones b. M-cones c. L-cones d. Rods e. All cones would be equally active.

Answer: b Textbook Reference: 5.2 Step 1: Color Detection Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.

Bloom’s Level: 3. Applying 6. Which color pair is farthest apart in wavelength? a. Green and red b. Blue and red c. Blue and yellow d. Green and purple e. Blue and purple Answer: b Textbook Reference: 5.2 Step 1: Color Detection Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones..

Bloom’s Level: 2. Understanding 7. What type of lighting conditions occurs during the daytime in full sunlight? a. Photopic b. Mesopic c. Biopic d. Monopic e. Scotopic Answer: a Textbook Reference: 5.2 Step 1: Color Detection Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.

Bloom’s Level: 2. Understanding 8. Refer to the image.

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What kind of lighting condition is depicted in the image? a. Photopic b. Mesopic c. Biopic d. Monopic e. Scotopic Answer: e Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.

Bloom’s Level: 2. Understanding 9. Refer to the image.

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The moonlit world depicted in the image appears to be drained of color because a. we can only use two types of rod photoreceptors under these conditions. b. in photopic conditions, only our rods are active. c. in scotopic conditions, only our rods are active. d. in photopic conditions, only our cones are active. e. in scotopic conditions, only our S-cones are active.

Answer: c Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.

Bloom’s Level: 2. Understanding 10. The principle of univariance refers to the fact that a. we have three types of cones in our visual system. b. an infinite set of different wavelength–intensity combinations can elicit the same response from a single type of photoreceptor. c. an infinite set of different wavelength–intensity combinations can elicit the same response from three different types of photoreceptors that are compared to each other. d. many shades of colors appear the same under certain lighting conditions. e. an infinite set of cones can record the same response from a single wavelength.

Answer: b Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.

Bloom’s Level: 2. Understanding 11. According to the principle of univariance, which genetic difference in color vision

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would cause someone to be truly color-blind? a. Deuteranope b. Protanope c. Tritanope d. Color-anomalous e. Cone monochromat Answer: e Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.

Bloom’s Level: 3. Applying 12. _______ are different mixtures of wavelengths that look identical. a. Subtractive light mixtures b. Additive light mixtures c. Hues d. Metamers e. Illuminants Answer: d Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.

Bloom’s Level: 1. Remembering 13. According to the _______ theory, the color of any light is defined in our visual system by the relationships among three numbers of a set. a. univariance b. saturation c. trichromacy d. opponent color e. subtractive color mixing Answer: c Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.2 Describe the Young-Helmholtz trichromatic theory of color vision.

Bloom’s Level: 2. Understanding 14. Refer to the figure.

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Which scientist developed the color-matching technique depicted in the figure? a. Helmholtz b. Young c. Maxwell d. Smith e. Newton Answer: c Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.2 Describe the Young-Helmholtz trichromatic theory of color vision.

Bloom’s Level: 1. Remembering 15. How many lights (of the correct type) are required to match any color that humans can see? a. One b. Two c. Three d. Four e. Five Answer: c Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.2 Describe the Young-Helmholtz trichromatic theory of color vision.

Bloom’s Level: 2. Understanding 16. RGB televisions and computer monitors have red, green, and blue pixels. Why don’t they have yellow pixels? a. Red + blue is a metamer for yellow. b. Green + blue is a metamer for yellow. c. Red + green is a metamer for yellow. d. Red + green + blue is a metamer for yellow. e. Red + green + blue pixels stimulate the rods, which perceive yellow.

Answer: c Textbook Reference: 5.3 Step 2: Color Discrimination

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Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.

Bloom’s Level: 3. Applying 17. Mixing paints to create new colors is an example of _______ color mixing, while shining lights to create new colors is an example of _______ color mixing. a. additive; subtractive b. subtractive; additive c. additive; component d. multiple; opponent e. opponent; multiple Answer: b Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.

Bloom’s Level: 2. Understanding 18. When adding colors, blue and yellow create white through _______ color mixing and create green through _______ color mixing. a. additive; subtractive b. subtractive; additive c. additive; component d. multiple; opponent e. opponent; multiple Answer: a Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.

Bloom’s Level: 3. Applying 19. What kind of cells in the lateral geniculate nucleus (LGN) compute chromatic differences, such as (L–M) and (M–L)? a. Amacrine cells b. Bipolar cells c. Cone-opponent cells d. Rod-opponent cells e. Stereo cells Answer: c Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.4 Outline the four different ways that cone outputs are pitted against each other in cone opponent cells.

Bloom’s Level: 1. Remembering 20. How many dimensions does color space consist of? a. One b. Two

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c. Three d. Four e. Five Answer: c Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.1 Describe the various ways that the three-dimensional color space is represented and indexed.

Bloom’s Level: 2. Understanding 21. Which of the following values (ranging from 0 to 255) in RGB color space would represent the color white? a. R:255, G:0, B:0 b. R:0, G:255, B:0 c. R:0, G:0, B:000 d. R:255, G:255, B:255 e. R:0, G:0, B:0 Answer: d Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.1 Describe the various ways that the three-dimensional color space is represented and indexed.

Bloom’s Level: 3. Applying 22. In HSB (hue, saturation, brightness) color space, how does red differ from pink? a. Red has more hue than pink. b. Red has more saturation than pink. c. Red has more brightness than pink. d. Pink has more hue than red. e. Pink has more saturation than red.

Answer: b Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.1 Describe the various ways that the three-dimensional color space is represented and indexed.

Bloom’s Level: 3. Applying 23. According to the opponent color theory, the perception of color is based on the output of _______ cones, each of them an opponency between _______ colors. a. two; two b. three; two c. three; three d. four; two e. four; three Answer: b Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 2. Understanding

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24. Which of the following correctly lists the color-opponent pairs coded by the visual system? a. Blue versus red; yellow versus green; black versus white b. Blue versus white; yellow versus green; black versus red c. Blue versus green; red versus yellow; black versus white d. Blue versus yellow; red versus green; black versus white e. Blue versus yellow; red versus green; gray versus white Answer: d Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 2. Understanding 25. Which color is “illegal” for our visual systems? a. Bluish green b. Reddish yellow c. Yellowish green d. Reddish blue e. Greenish red Answer: e Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 2. Understanding 26. Which of the following is not a unique hue? a. Red b. Blue c. Green d. Yellow e. Magenta Answer: e Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 2. Understanding 27. A unique blue is a blue that has no _______ or green tint. a. yellow b. red c. purple d. orange e. cyan Answer: b Textbook Reference: 5.4 Step 3: Color Appearance

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Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 2. Understanding 28. In the hue cancellation experiments described in the textbook, if the starting color were too reddish, you would add a. yellow. b. blue. c. green. d. purple. e. orange.

Answer: c Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 3. Applying 29. Suppose you are the lighting director for a theater production. The current spotlight on the stage is too blue and you want to make it whiter. What colored spotlight would you shine on the same area to cancel out the blue? a. Yellow b. Blue c. Green d. Purple e. Orange Answer: a Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 3. Applying 30. _______ is the inability to perceive colors due to damage to the central nervous system. a. Achromatopsia b. Deuteranopia c. Agnosia d. Anomia e. Akinisthesia Answer: a Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.3 Explain the phenomenon of achromatopsia.

Bloom’s Level: 1. Remembering 31. Which of the following is not a basic color term? a. Red b. Green

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c. Blue d. Light blue e. Brown Answer: d Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.1 Summarize the ways in which language does or does not influence our perception of color.

Bloom’s Level: 2. Understanding 32. Suppose a new, previously isolated culture is discovered and their language only has four color words. Which color is least likely to be one of the color terms in that language? a. Black b. Tan c. Red d. Yellow e. White Answer: b Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.1 Summarize the ways in which language does or does not influence our perception of color.

Bloom’s Level: 3. Applying 33. _______ is the idea that basic perceptual experiences may be determined in part by the cultural environment. a. Cultural determination b. Culturalism c. Cultural perceptualism d. Cultural relativism e. Chromatic adaptation Answer: d Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.1 Summarize the ways in which language does or does not influence our perception of color.

Bloom’s Level: 2. Understanding 34. A(n) _______ is an individual who suffers from color blindness that is due to the absence of M-cones. a. deuteranope b. protanope c. tritanope d. isotope e. color-anomalous individual Answer: a Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.

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Bloom’s Level: 1. Remembering 35. A(n) _______ is an individual who suffers from color blindness that is due to the absence of L-cones. a. deuteranope b. protanope c. tritanope d. isotope e. color-anomalous individual Answer: b Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.

Bloom’s Level: 1. Remembering 36. A(n) _______ is an individual who suffers from color blindness that is due to the absence of S-cones. a. deuteranope b. protanope c. tritanope d. isotope e. color-anomalous individual Answer: c Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.

Bloom’s Level: 1. Remembering 37. Which genetic difference in color vision would cause someone to see the most color metamers when doing a color-matching experiment? a. Deuteranopia b. Protanopia c. Tritanopia d. Color-anomaly e. Rod monochromatism Answer: e Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.

Bloom’s Level: 3. Applying 38. If a video game labels friendly characters as green and enemy characters as red, who might have a hard time seeing the difference between friendly and enemy characters? a. A deuteranope b. A protonope c. A tritanope d. Both deuteranopes and protonopes e. Both deuteranopes and tritanopes Answer: d

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Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.

Bloom’s Level: 3. Applying 39. _______ describes an individual with no cones of any type. a. A cone monochromat b. Cone-anomalous c. A protanope d. A rod monochromat e. A deuteranope Answer: d Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.

Bloom’s Level: 1. Remembering 40. What is the term for an inability to name objects or colors despite being able to see and recognize them? a. Agnosia b. Prosopagnosia c. Achromatopsia d. Anomia e. Akinetopsia Answer: d Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.

Bloom’s Level: 1. Remembering 41. Which term describes the experience of seeing colors when hearing music or perceiving a letter as having a color, even if it is printed in black ink? a. Achromatopsia b. Synesthesia c. Deuteranopia d. Protanopia e. Tritanopia Answer: b Textbook Reference: 5.5 Individual Differences in Color Perception Learning Objective: 5.5.3 Explain the concept of synesthesia.

Bloom’s Level: 1. Remembering 42. _______ is a color perception effect in which the color of one region induces the opponent color in a neighboring region. a. Afterimage b. Achromatopsia c. Color contrast d. Color assimilation e. Color constancy

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Answer: c Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.

Bloom’s Level: 2. Understanding 43. Suppose you have a red surface and want it to seem as red as possible. What sort of background should you put behind it, according to the color contrast effect? a. Red b. Green c. Blue d. Yellow e. Orange Answer: b Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.

Bloom’s Level: 3. Applying 44. _______ is a color perception effect in which two colors bleed into each other, each taking on some of the chromatic quality of the other. a. Afterimage b. Achromatopsia c. Color contrast d. Color assimilation e. Color constancy Answer: d Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.

Bloom’s Level: 2. Understanding 45. Which of the following is a related color? a. Orange b. Purple c. Blue d. Green e. Brown Answer: e Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.

Bloom’s Level: 1. Remembering 46. A(n) _______ is a visual image seen after the stimulus has been removed. a. adapting stimulus

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b. afterimage c. neutral point d. metamer e. hallucination Answer: b Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.

Bloom’s Level: 1. Remembering 47. Suppose you are shown a red circle for a moment, and then shown two color choices and asked which of these colors you saw before. Which color pairing would present the most difficult choice? a. Red versus yellow b. Red versus green c. Red versus maroon d. Red versus blue e. Red versus orange Answer: c Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.

Bloom’s Level: 3. Applying 48. In the case of a negative afterimage, a yellow stimulus would produce a _______ afterimage. a. blue b. green c. red d. brown e. black Answer: a Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.

Bloom’s Level: 2. Understanding 49. Refer to the figure.

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If you stare at the right-hand image of the figure for 20 seconds, and then look at the lefthand image, which colors do the top three circles appear to be, from left to right (i.e., 11, 12, and 1 o’clock positions)? a. Blue, green, yellow b. Red, blue, orange c. Red, green, yellow d. Yellow, green, red e. Purple, green, orange Answer: c Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.

Bloom’s Level: 3. Applying 50. The tendency of a surface to appear the same color under a fairly wide range of illuminations is known as a. color invariance. b. color constancy. c. color anomaly. d. reflectance. e. illuminance.

Answer: b Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.

Bloom’s Level: 2. Understanding 51. What is the function relating the wavelength of light to the percentage of that wavelength that is reflected from the surface? a. Spectral power distribution b. Spectral illuminant c. Spectral reflectance function d. Color absorption function

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e. Wavelength absorption function Answer: c Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.

Bloom’s Level: 1. Remembering 52. What is the term for the light that shines onto a surface? a. Light b. Reflectant c. Source d. Spectrant e. Illuminant Answer: e Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.

Bloom’s Level: 1. Remembering 53. Which of the following is an argument from the textbook about the usefulness of color vision? a. It helps animals during migration. b. It helps animals identify predators and avoid them. c. It aids in night vision. d. It improves peripheral vision. e. It helps animals find food and mates.

Answer: e Textbook Reference: 5.7 What Is Color Vision Good For? Learning Objective: 5.7.1 Describe some of the ways that color vision is useful for humans and animals.

Bloom’s Level: 1. Remembering 54. Some animals achieve color vision not with different photopigments, but rather with a. multi-colored lenses. b. drops of colored oil over their photoreceptors. c. specially evolved aqueous humor that filters ultraviolet light. d. extra-sensory perception. e. pigmented corneas that filter different wavelengths of light.

Answer: b Textbook Reference: 5.7 What Is Color Vision Good For? Learning Objective: 5.7.1 Describe some of the ways that color vision is useful for humans and animals.

Bloom’s Level: 2. Understanding 55. When white wine is tinted to have a rosé color, what flavors do people report that are different than what they report with normal white wine?

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a. More red fruit and less white fruit flavor b. More white fruit and less red fruit flavor c. More citrus flavor d. More bitter green flavor e. Less sweetness Answer: a Textbook Reference: 5.7 What Is Color Vision Good For? Learning Objective: 5.7.2 Describe some of the ways that color can influence perceived flavor.

Bloom’s Level: 2. Understanding Short Answer 56. Name the three steps in color perception as discussed in the textbook, and briefly describe each one.

Answer: The three steps are detection, during which wavelengths must be sensed by the photoreceptors; discrimination, during which different wavelengths and combinations of wavelengths are compared to each other; and appearance, during which colors are intelligently assigned to objects in the world based on both their sensed color and scene layout.

Textbook Reference: 5.1 Basic Principles of Color Perception Learning Objective: 5.1.1 Describe the three steps to color perception: detection, discrimination, and appearance.

Bloom’s Level: 2. Understanding 57. What is the difference between additive and subtractive color mixing?

Answer: Additive color mixing involves combinations of light, while subtractive color mixing (usually) involves mixtures of pigments. In additive color mixing, the parts of the visible spectrum contained in each colored light are combined, while in subtractive color mixing, the parts of the visible spectrum that are absorbed in each color pigment are combined.

Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.

Bloom’s Level: 3. Applying 58. What is a unique hue?

Answer: A unique hue is either red, green, blue, or yellow and contains no elements of any other color. For example, a unique yellow is one that contains no red or green in it, a unique green is one that contains no blue or yellow, and so on. Unique hues are determined through color cancellation experiments in which, for example, some red is added to a greenish-blue light to cancel out the green and leave only blue. The ability to cancel out red, green, yellow, or blue from a hue demonstrates the existence of coloropponent mechanisms.

Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied

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with color cancellation experiments.

Bloom’s Level: 2. Understanding 59. What is an afterimage and what does it reveal about how color perception works?

Answer: An afterimage is the continued sensory experience of a stimulus after the stimulus is no longer being viewed. Due to color neurons fatiguing (or, more accurately, habituating), the afterimage takes on the opposite color of the inducing stimulus, thereby demonstrating that color perception involves opponent pairs of colors (red versus green, blue versus yellow, and white versus black).

Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.

Bloom’s Level: 4. Analyzing Essay 60. What is the principle of univariance and what are the implications of the principle for color perception?

Answer: The principle of univariance refers to the fact that a single photoreceptor cannot make color discriminations based on wavelength because an infinite number of wavelength-intensity combinations can elicit the same response from that photoreceptor.

There are several implications of the principle, including the idea that at least two photoreceptor types (i.e., photoreceptors that respond to different wavelengths of light) are necessary to perceive color, and also that in scotopic conditions during which vision is dominated by rods, we perceive little color in the world because we only have a single type of photoreceptor that is active.

Textbook Reference: 5.3 Step 2: Color Discrimination Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.

Bloom’s Level: 4. Analyzing 61. What are the similarities and differences between the trichromatic and opponent color theories of color perception?

Answer: The trichromatic theory of color vision states that human color perception is based on three different color receptors corresponding approximately to red, green, and blue (or, more accurately, long, medium, and short wavelengths of light). According to this theory, any perceivable color may be created with a combination of three different lights of the proper wavelengths. The opponent color theory of color vision goes beyond the coding of color in terms of just red, green, and blue lights and introduces the idea of three color-pairs: red-green, blue-yellow, and white-black. Each color pair represents a dimension along which color can vary, meaning that we can never experience a reddishgreen or bluish-yellow. Whereas trichromatic theory emphasizes the ways that three colors are combined, opponent color theory emphasizes the ways that colors are contrasted with each other. Both theories rely on similar colors (red, green, and blue), but color opponency introduces the color yellow and sets up pairs of contrasts between the colors. Trichromatic theory is more related to how colors are detected in the retina

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whereas opponent color theory is better suited to explain the appearance of colors as calculated by the LGN and visual cortex.

Textbook Reference: 5.4 Step 3: Color Appearance Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.

Bloom’s Level: 5. Evaluating 62. What is color constancy, and how does the visual system achieve it?

Answer: Color constancy is the tendency of surfaces to appear to be the same color under a wide range of illumination conditions, despite the fact that the spectral reflectance function of the surface changes dramatically under different light sources. Color constancy allows for a stability of perceptual experience across different lighting situations. The visual system achieves color constancy by taking the illuminant (light source) into account when determining the final appearance of colors. Essentially, the spectral power distribution of a scene is registered by the visual system and subtracted away from the final percept to yield perceptions of color that are stable across vast changes in the illuminant.

Textbook Reference: 5.6 From the Color of Lights to a World of Color Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.

Bloom’s Level: 4. Analyzing

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Wolfe, Sensation & Perception, Sixth Edition

Chapter 6: Space Perception and Binocular Vision Test Bank Type: multiple choice question Title: Chapter 06 Question 01 1. The philosophical position arguing that there is a real world to sense is known as Feedback: Textbook Reference: 6.0 Introduction Learning Objective: 6.0.1 Explain the benefits of having two eyes rather than one, including the advantages and disadvantages of them facing forward.

Bloom’s Level: 1. Remembering a. Euclidean philosophy. b. positivism. c. materialism. d. structuralism. *e. realism.

Type: multiple choice question Title: Chapter 06 Question 02 2. In the movie The Matrix, what the main character Neo thought was real life instead turned out to be a computer simulation. Which philosophical position would most readily account for such a situation?

Feedback: Textbook Reference: 6.0 Introduction Learning Objective: 6.0.1 Explain the benefits of having two eyes rather than one, including the advantages and disadvantages of them facing forward.

Bloom’s Level: 3. Applying a. Realism *b. Positivism c. Negativism d. Stoicism e. Existentialism Type: multiple choice question Title: Chapter 06 Question 03 3. According to Euclidean geometry, parallel lines _______ as they extend through space.

Feedback: Textbook Reference: 6.0 Introduction Learning Objective: 6.0.1 Explain the benefits of having two eyes rather than one, including the advantages and disadvantages of them facing forward.

Bloom’s Level: 2. Understanding a. converge b. diverge c. bend *d. remain parallel e. cross Type: multiple choice question Title: Chapter 06 Question 04 4. In humans, evolution may have favored two eyes facing forward because it statistically increases the chance of detecting a stimulus. The combination of signals from the two eyes that enhances performance on many tasks is called Feedback: Textbook Reference: 6.0 Introduction Learning Objective: 6.0.1 Explain the benefits of having two eyes rather than one, including the advantages and disadvantages of them facing forward.

Bloom’s Level: 2. Understanding

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Wolfe, Sensation & Perception, Sixth Edition a. binocular vision. b. stereoacuity. c. depth perception. d. disparity. *e. binocular summation.

Type: multiple choice question Title: Chapter 06 Question 05 5. If you build a machine to detect an exotic particle, which principle explains why having two particle detectors in the machine are better than having just one?

Feedback: Textbook Reference: 6.0 Introduction Learning Objective: 6.0.1 Explain the benefits of having two eyes rather than one, including the advantages and disadvantages of them facing forward.

Bloom’s Level: 3. Applying a. Realism b. Positivism c. Particle physics *d. Probability summation e. Euclidean geometry Type: multiple choice question Title: Chapter 06 Question 06 6. _______ is the difference between the two retinal images of the same scene and is the basis of stereopsis.

Feedback: Textbook Reference: 6.0 Introduction Learning Objective: 6.0.2 Describe the notions of monocular and binocular depth cues.

Bloom’s Level: 1. Remembering *a. Binocular disparity b. Depth perception c. Stereopsis d. Binocular summation e. Accommodation Type: multiple choice question Title: Chapter 06 Question 07 7. Which of the following is not a monocular cue?

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 2. Understanding a. Occlusion b. Relative size *c. Convergence d. Texture gradient e. Aerial perspective Type: multiple choice question Title: Chapter 06 Question 08 8. Using the depth cue of _______ you can tell how far away something is based on how much detail is visible in the elements on the ground between you and the object.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 3. Applying a. occlusion b. aerial perspective c. linear perspective

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Wolfe, Sensation & Perception, Sixth Edition d. relative height *e. texture gradient Type: multiple choice question Title: Chapter 06 Question 09 9. Refer to the figure.

This figure depicts the _______ depth cue.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 3. Applying a. occlusion b. linear perspective *c. texture gradient d. haze/aerial perspective e. anamorphic projection Type: multiple choice question Title: Chapter 06 Question 10 10. Refer to the figure.

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Wolfe, Sensation & Perception, Sixth Edition

This figure depicts the depth cue of Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 3. Applying a. occlusion. b. aerial perspective. c. linear perspective. d. relative height. *e. familiar size.

Type: multiple choice question Title: Chapter 06 Question 11 11. Refer to the image.

The scene pictured demonstrates the _______ depth cue.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

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Wolfe, Sensation & Perception, Sixth Edition Bloom’s Level: 3. Applying a. motion parallax *b. haze/aerial perspective c. linear perspective d. accommodation e. convergence Type: multiple choice question Title: Chapter 06 Question 12 12. Refer to the figure.

This figure illustrates the _______ depth cue.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 3. Applying a. motion parallax b. aerial perspective *c. linear perspective d. accommodation e. convergence Type: multiple choice question Title: Chapter 06 Question 13 13. Suppose you are looking at a road that recedes into the distance. Which depth cue describes the way the edges of the road seem to converge in the retinal image?

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 3. Applying a. Motion parallax b. Aerial perspective c. Convergence d. Accommodation *e. Linear perspective Type: multiple choice question Title: Chapter 06 Question 14 14. Parallel lines in the world appear to meet at a single location called the Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 1. Remembering a. parallax. b. singularity. c. linear convergence.

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Wolfe, Sensation & Perception, Sixth Edition *d. vanishing point. e. horopter.

Type: multiple choice question Title: Chapter 06 Question 15 15. _______ is any sort of depth cue that can be depicted by an artist on a canvas.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 2. Understanding *a. A pictorial depth cue b. Convergence c. Motion parallax d. An absolute metrical depth cue e. Accommodation Type: multiple choice question Title: Chapter 06 Question 16 16. When an artist paints trees on a landscape extending into the distance, she distributes the trees vertically to simulate _______, and makes trees that are farther away smaller, simulating _______.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 3. Applying a. relative height; aerial perspective b. aerial perspective; relative size c. relative size; relative height *d. relative height; relative size e. relative size; aerial perspective Type: multiple choice question Title: Chapter 06 Question 17 17. A(n) _______ is an image that appears distorted unless viewed from a very specific angle.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.1 Recognize the various pictorial depth cues.

Bloom’s Level: 2. Understanding a. random dot stereogram *b. anamorphic projection c. horopter d. stereoscope e. Cyclopean image Type: multiple choice question Title: Chapter 06 Question 18 18. Which of the following is not a metrical depth cue?

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.2 Describe the difference between metrical and non-metrical depth cues.

Bloom’s Level: 4. Analyzing a. Motion parallax b. Relative size c. Relative height d. Stereopsis *e. Occlusion Type: multiple choice question Title: Chapter 06 Question 19

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Wolfe, Sensation & Perception, Sixth Edition 19. _______ provide(s) precise quantitative information about distance in the third dimension.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.2 Describe the difference between metrical and non-metrical depth cues.

Bloom’s Level: 1. Remembering a. Relative height *b. Metrical depth cues c. Nonmetrical depth cues d. Aerial perspective e. Occlusion Type: multiple choice question Title: Chapter 06 Question 20 20. Which depth cue can provide information about precise distance from the observer?

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.2 Describe the difference between metrical and non-metrical depth cues.

Bloom’s Level: 2. Understanding a. Relative height b. Aerial perspective c. Occlusion d. Linear perspective *e. Familiar size Type: multiple choice question Title: Chapter 06 Question 21 21. As a depth cue, occlusion provides _______ information.

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.2 Describe the difference between metrical and non-metrical depth cues.

Bloom’s Level: 2. Understanding a. relative height b. motion parallax *c. nonmetrical depth d. relative metrical depth e. absolute metrical depth Type: multiple choice question Title: Chapter 06 Question 22 22. Which depth cue gives you the most precise metrical information about object distance?

Feedback: Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.2 Describe the difference between metrical and non-metrical depth cues.

Bloom’s Level: 5. Evaluating a. Relative height b. Relative size c. Texture gradient d. Haze/aerial perspective *e. Stereopsis Type: multiple choice question Title: Chapter 06 Question 23 23. _______ is an important depth cue that comes into play during head movements or while moving through an environment.

Feedback: Textbook Reference: 6.2 Triangulation Cues to Three-Dimensional Space Learning Objective: 6.2.1 Describe the triangulation cue of motion parallax.

Bloom’s Level: 2. Understanding *a. Motion parallax b. Familiar size

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Wolfe, Sensation & Perception, Sixth Edition c. Convergence d. Vanishing point e. Stereopsis Type: multiple choice question Title: Chapter 06 Question 24 24. When driving in a car, the fact that light posts by the side of the road move faster across your eye than do distant buildings is the visual cue known as Feedback: Textbook Reference: 6.2 Triangulation Cues to Three-Dimensional Space Learning Objective: 6.2.1 Describe the triangulation cue of motion parallax.

Bloom’s Level: 3. Applying a. relative height. b. occlusion. c. linear perspective. d. stereo disparity. *e. motion parallax.

Type: multiple choice question Title: Chapter 06 Question 25 25. Turning the two eyes inward to place the two images of a feature in the world on corresponding locations in the two retinal images is known as Feedback: Textbook Reference: 6.2 Triangulation Cues to Three-Dimensional Space Learning Objective: 6.2.2 Describe the triangulation cues of accommodation and convergence.

Bloom’s Level: 1. Remembering a. accommodation. b. divergence. *c. convergence. d. disparity. e. linear perspective.

Type: multiple choice question Title: Chapter 06 Question 26 26. If a fly lands on your nose and you turn your eyes inward to look at it, what kind of eye movement are you making?

Feedback: Textbook Reference: 6.2 Triangulation Cues to Three-Dimensional Space Learning Objective: 6.2.2 Describe the triangulation cues of accommodation and convergence.

Bloom’s Level: 2. Understanding *a. Convergent b. Divergent c. Saccadic d. Reflexive e. Smooth pursuit Type: multiple choice question Title: Chapter 06 Question 27 27. The process by which the eye changes its focus by adjusting the lens is called Feedback: Textbook Reference: 6.2 Triangulation Cues to Three-Dimensional Space Learning Objective: 6.2.2 Describe the triangulation cues of accommodation and convergence.

Bloom’s Level: 1. Remembering *a. accommodation. b. divergence. c. convergence. d. disparity. e. linear perspective.

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Wolfe, Sensation & Perception, Sixth Edition Type: multiple choice question Title: Chapter 06 Question 28 28. If a camera judges the distance of an object based on the lens setting that causes the object to appear in focus, then the camera is using the depth cue of Feedback: Textbook Reference: 6.2 Triangulation Cues to Three-Dimensional Space Learning Objective: 6.2.2 Describe the triangulation cues of accommodation and convergence.

Bloom’s Level: 3. Applying a. aerial perspective. b. motion parallax. c. stereo vision. *d. accommodation. e. convergence.

Type: multiple choice question Title: Chapter 06 Question 29 29. Refer to the figure.

The imaginary (gray) circle in the figure is known as Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.1 Explain the concept of retinal disparity, including both crossed and uncrossed disparity.

Bloom’s Level: 2. Understanding a. the vanishing point. *b. the horopter. c. Panum’s circle. d. the convergence point. e. the stereo circle.

Type: multiple choice question Title: Chapter 06 Question 30 30. Refer to the figure.

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Wolfe, Sensation & Perception, Sixth Edition

In this figure, what do the red and blue circles have in common?

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.1 Explain the concept of retinal disparity, including both crossed and uncrossed disparity.

Bloom’s Level: 4. Analyzing a. They have the same retinal sizes. b. They have the same linear perspective. *c. They both have the same disparity. d. They both have uncrossed disparity. e. They both have crossed disparity.

Type: multiple choice question Title: Chapter 06 Question 31 31. _______ is the surface of zero disparity, or the location of objects whose images lie on corresponding points in the two eyes.

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.1 Explain the concept of retinal disparity, including both crossed and uncrossed disparity.

Bloom’s Level: 1. Remembering a. The vanishing point *b. The Vieth-Müller circle c. Panum’s circle d. The convergence point e. The stereo circle Type: multiple choice question Title: Chapter 06 Question 32 32. The difference between crossed disparity and uncrossed disparity is that crossed disparity involves objects that are _______ the plane of fixation, while uncrossed disparity involves objects that are _______ the plane of fixation.

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.1 Explain the concept of retinal disparity, including both crossed and

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Wolfe, Sensation & Perception, Sixth Edition uncrossed disparity.

Bloom’s Level: 2. Understanding a. below; above b. above; below c. behind; in front of *d. in front of; behind e. exactly at; in front of Type: multiple choice question Title: Chapter 06 Question 33 33. Refer to the figure.

This figure depicts a(n) Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.2 Describe how stereoscopes and stereograms create the impression of objects distributed in depth.

Bloom’s Level: 2. Understanding a. convergence test. b. occluder. c. metronome. *d. stereoscope. e. accommodation test.

Type: multiple choice question Title: Chapter 06 Question 34 34. Virtual reality headsets have a separate display for each eye. What is another technical name for such a device?

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.2 Describe how stereoscopes and stereograms create the impression of objects distributed in depth.

Bloom’s Level: 3. Applying a. Heads up display

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Wolfe, Sensation & Perception, Sixth Edition *b. Stereoscope c. Corrective lenses d. Random dot stereogram e. Autostereogram Type: multiple choice question Title: Chapter 06 Question 35 35. During free fusion, the eyes _______ in order to view a stereogram without a stereoscope.

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.2 Describe how stereoscopes and stereograms create the impression of objects distributed in depth.

Bloom’s Level: 3. Applying *a. converge or diverge b. are half closed c. use the motion parallax d. use the pictorial depth cue e. glaze over Type: multiple choice question Title: Chapter 06 Question 36 36. Virtual reality headsets display a different image to each eye, which is technically a form of _______ presentation.

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.2 Describe how stereoscopes and stereograms create the impression of objects distributed in depth.

Bloom’s Level: 3. Applying a. biopic b. monoptic c. stereoptic d. chronoptic *e. dichoptic Type: multiple choice question Title: Chapter 06 Question 37 37. A random dot stereogram contains Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 2. Understanding a. many monocular cues. b. a horopter. *c. no monocular cues. d. a vanishing point. e. occlusion cues.

Type: multiple choice question Title: Chapter 06 Question 38 38. Refer to the figure.

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Wolfe, Sensation & Perception, Sixth Edition

This figure is an example of Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 1. Remembering *a. a random dot stereogram. b. motion parallax. c. strabismus. d. stereoblindness. e. diplopia.

Type: multiple choice question Title: Chapter 06 Question 39 39. The theoretical significance of random dot stereograms is that they show that Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 4. Analyzing a. accommodation and convergence cannot be uncoupled. b. stereo vision can be achieved only with identifiable shapes. *c. stereo vision can be achieved without identifiable shapes. d. the parvocellular system cannot perceive stereo. e. the magnocellular system cannot perceive stereo.

Type: multiple choice question Title: Chapter 06 Question 40 40. The problem of determining which bit of the image in the left eye should be matched with which bit of image in the right eye is known as the Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 1. Remembering a. Cyclopean problem. *b. correspondence problem. c. motion paradox. d. disparity paradox. e. convergence problem.

Type: multiple choice question

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Wolfe, Sensation & Perception, Sixth Edition Title: Chapter 06 Question 41 41. Which of the following cannot be used to solve the correspondence problem?

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 2. Understanding a. A low spatial frequency version of the image b. The uniqueness constraint c. The continuity constraint *d. The disparity constraint e. Binocular neurons in primary visual cortex.

Type: multiple choice question Title: Chapter 06 Question 42 42. Stereoblindness usually results from Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.4 Describe the physiological basis of stereopsis and depth perception.

Bloom’s Level: 2. Understanding a. stroke. b. visual neglect. *c. childhood disorders. d. agnosia. e. glaucoma.

Type: multiple choice question Title: Chapter 06 Question 43 43. Which of the following is evidence for neurons that encode the horopter?

Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.4 Describe the physiological basis of stereopsis and depth perception.

Bloom’s Level: 4. Analyzing *a. Binocular neurons that respond best when retinal images are on corresponding points in the two retinas. b. Binocular neurons that respond best when retinal images are on different points in the two retinas. c. Binocular neurons that respond best to the right eye. d. Binocular neurons that respond best to the left eye. e. Binocular neurons that respond best when a feature is seen in one eye but not the other.

Type: multiple choice question Title: Chapter 06 Question 44 44. If you are able to free-fuse a display and get it to appear in focus but not perceive any apparent depth, then you might be Feedback: Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.4 Describe the physiological basis of stereopsis and depth perception.

Bloom’s Level: 4. Analyzing a. esotropic. b. exotropic. c. strabismic. *d. stereoblind. e. an object agnostic.

Type: multiple choice question Title: Chapter 06 Question 45 45. _______ is based on the idea that prior knowledge could influence the estimates of the probability of a current event.

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Wolfe, Sensation & Perception, Sixth Edition Feedback: Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.1 Explain how the Bayesian approach can be applied to depth perception.

Bloom’s Level: 2. Understanding a. Binocular rivalry philosophy b. Euclidean philosophy *c. The Bayesian approach d. The uniqueness constraint e. The correspondence problem Type: multiple choice question Title: Chapter 06 Question 46 46. If you want to know the probability that the world is in a particular state given a particular observation, which formal approach should you use?

Feedback: Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.1 Explain how the Bayesian approach can be applied to depth perception.

Bloom’s Level: 3. Applying a. Binocular summation *b. Bayesian approach c. Probability summation d. Critical period analysis e. Positivism Type: multiple choice question Title: Chapter 06 Question 47 47. Refer to the figure.

In this figure, the viewer mistakes the two horizontal lines to be Feedback: Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.2 Describe how the (mis)application of depth cues can lead to illusions.

Bloom’s Level: 2. Understanding a. not parallel to one another. b. closer to each other than they actually are. c. farther away from each other than they actually are. d. the same length. *e. of different lengths.

Type: multiple choice question Title: Chapter 06 Question 48 48. Refer to the figure.

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Wolfe, Sensation & Perception, Sixth Edition

In this figure, why might the top horizontal line appear to be longer than the bottom line?

Feedback: Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.2 Describe how the (mis)application of depth cues can lead to illusions.

Bloom’s Level: 3. Applying a. Relative height makes the top line appear closer, which means it must be longer. *b. Linear perspective makes the top line appear farther away, which means it must be longer. c. Relative size makes the top line appear closer, which means it must be longer. d. Binocular disparity makes the top line appear farther away, which means it must be longer. e. Motion parallax makes the top line appear farther away, which means it must be longer.

Type: multiple choice question Title: Chapter 06 Question 49 49. Refer to the figure.

If these two images are free-fused, it leads to Feedback: Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.3 Explain the concepts of binocular rivalry and suppression.

Bloom’s Level: 2. Understanding a. stereoblindness. b. absolute disparity. c. relative disparity. *d. binocular rivalry. e. stereopsis.

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Wolfe, Sensation & Perception, Sixth Edition

Type: multiple choice question Title: Chapter 06 Question 50 50. _______ is a measure of the smallest binocular disparity that can generate a sensation of depth.

Feedback: Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.3 Explain the concepts of binocular rivalry and suppression.

Bloom’s Level: 1. Remembering a. Minimum disparity *b. Stereoacuity c. Stereo sensitivity d. Disparity threshold e. Stereo parallax Type: multiple choice question Title: Chapter 06 Question 51 51. _______ refers to the presentation of two stimuli, one to each eye.

Feedback: Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.3 Explain the concepts of binocular rivalry and suppression.

Bloom’s Level: 1. Remembering a. Biopic b. Monoptic *c. Dichoptic d. Stereoptic e. Chronoptic Type: multiple choice question Title: Chapter 06 Question 52 52. If normal binocular visual stimulation is not experienced during _______, then proper stereo vision might not develop.

Feedback: Textbook Reference: 6.5 Development of Binocular Vision and Stereopsis Learning Objective: 6.5.1 Outline the stages in the normal development of stereopsis.

Bloom’s Level: 2. Understanding a. gestation b. adulthood c. adolescence *d. the critical period e. the early period Type: multiple choice question Title: Chapter 06 Question 53 53. _______ disrupts binocular vision because one or both eyes are not aligned properly.

Feedback: Textbook Reference: 6.5 Development of Binocular Vision and Stereopsis Learning Objective: 6.5.2 Describe the various ways in which visual problems early in life can lead to abnormal visual development and stereoblindness.

Bloom’s Level: 1. Remembering *a. Strabismus b. Hyperopia c. Emmetropia d. Presbyopia e. Free fusion Type: multiple choice question Title: Chapter 06 Question 54

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Wolfe, Sensation & Perception, Sixth Edition 54. If the two eyes are not aligned properly the brain tends to ignore information from one eye.

This phenomenon is known as Feedback: Textbook Reference: 6.5 Development of Binocular Vision and Stereopsis Learning Objective: 6.5.2 Describe the various ways in which visual problems early in life can lead to abnormal visual development and stereoblindness.

Bloom’s Level: 1. Remembering a. esotropia. b. exotropia. *c. suppression. d. strabismus. e. Cyclopean vision.

Type: essay/short answer question Title: Chapter 06 Question 55 55. What is the difference between metrical and nonmetrical depth cues?

Feedback: Metrical depth cues provide precise information about the distance of objects from the observer. Nonmetrical depth cues provide information about depth ordering or relative distance in depth, but do not tell the observer the absolute distance of objects.

Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.2 Describe the difference between metrical and non-metrical depth cues.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 06 Question 56 56. What is a random dot stereogram and why is it theoretically important?

Feedback: A random dot stereogram is a collection of black and white dots that, on their own, do not seem to contain any objects. However, when the images are fused (either free-fused or with a stereoscope), one or more surfaces or shapes appear to pop out of the image. Random dot stereograms are theoretically interesting because they prove that the brain may solve the correspondence problem before perceiving objects, which surprised many researchers who had the opposite theory.

Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 06 Question 57 57. What is the correspondence problem in stereo vision?

Feedback: The correspondence problem is the problem of figuring out which pieces of an image in one eye match up with which pieces of an image in the other eye. The brain must solve the correspondence problem to compute binocular disparity and perceive images in stereoscopic depth.

Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 06 Question 58 58. What happens when two different images are presented to the two eyes?

Feedback: When different images are presented to each eye and the visual system is not able to combine them into a single Cyclopean image, perceptual awareness of the images seems to shift back and forth between the two eyes. All or part of the image from one eye will seem to be dominant at one time before switching over to the other eye.

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Wolfe, Sensation & Perception, Sixth Edition Textbook Reference: 6.3 Binocular Vision and Stereopsis Learning Objective: 6.3.3 Describe the correspondence problem in stereoscopic vision and how it is solved by the visual system.

Bloom’s Level: 3. Applying Type: essay/short answer question Title: Chapter 06 Question 59 59. Define and compare the following monocular depth cues: occlusion, relative height, relative size, texture gradient, and familiar size.

Feedback: Occlusion is when one object covers up another object; the object that is covered is behind and the one doing the covering is in front. This informs the observer about relative depth.

In the case of relative height, for objects on the ground plane, the higher up they are in the visual field, the farther they are away from the observer. This is a relative depth cue. In the case of relative size, all else being equal, smaller objects appear to be farther away from the observer than larger objects. Texture gradient is a combination of relative size and relative height. Texture on the ground appears to be larger and more detailed the closer it is to the observer. In the case of familiar size, if the typical size of an object is known, its distance from the observer can be inferred based on its current relative size.

Textbook Reference: 6.1 Monocular Cues to Three-Dimensional Space Learning Objective: 6.1.2 Describe the difference between metrical and non-metrical depth cues.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 06 Question 60 60. What is the Bayesian approach and why is it important for visual perception?

Feedback: The Bayesian approach addresses with how the brain combines information from multiple sources to arrive at a best guess about the layout of the world. Since the world is threedimensional and the retinal image(s) are two-dimensional, one dimension of information is lost.

Therefore, the brain needs to make intelligent guesses about the three-dimensional world that probably gave rise to the two-dimensional image being perceived. It does this by taking into account the prior probability of certain events occurring and incorporating those probabilities into the final percept via Bayes’ theorem, or the probability of a certain observation given certain kinds of evidence.

Textbook Reference: 6.4 Combining Depth Cues Learning Objective: 6.4.1 Explain how the Bayesian approach can be applied to depth perception.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 06 Question 61 61. What is a critical period and how does it relate to the development of stereo vision?

Feedback: A critical period is a window of time during which the brain must receive specific kinds of input in order for certain developmental milestones to be achieved. In the case of stereo vision, if the two eyes are not aligned properly (strabismus) or do not have the same acuity during the critical period, the ability to see in stereo will not develop. There is some evidence that individuals may develop stereo vision later in life, but for the most part, the brain must receive the proper input during the critical period for stereo vision to develop.

Textbook Reference: 6.5 Development of Binocular Vision and Stereopsis Learning Objective: 6.5.2 Describe the various ways in which visual problems early in life can lead to abnormal visual development and stereoblindness.

Bloom’s Level: 2. Understanding

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Wolfe, Sensation & Perception, Sixth Edition

Chapter 7: Attention and Scene Perception Test Bank Type: multiple choice question Title: Chapter 07 Question 01 1. Attention is generally thought of as Feedback: Textbook Reference: 7.0 Introduction Learning Objective: 7.0.1 Define attention.

Bloom’s Level: 2. Understanding a. consisting of a single locus in the brain. *b. consisting of a family of selection mechanisms. c. consisting of a big filter. d. the perception of many small objects. e. the power to focus on two things at once.

Type: multiple choice question Title: Chapter 07 Question 02 2. There is more information in the world than we can process at once. What do you call processing some information at the expense of other information?

Feedback: Textbook Reference: 7.0 Introduction Learning Objective: 7.0.1 Define attention.

Bloom’s Level: 2. Understanding a. Sensation b. Perception *c. Attention d. Recognition e. Memory Type: multiple choice question Title: Chapter 07 Question 03 3. _______ attention involves restricting processing to a subset of the possible stimuli.

Feedback: Textbook Reference: 7.0 Introduction Learning Objective: 7.0.2 Describe the varieties of attention.

Bloom’s Level: 1. Remembering a. Covert b. Overt c. Divided *d. Selective e. Sustained Type: multiple choice question Title: Chapter 07 Question 04 4. When measuring reaction time (RT), we measure the Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.1 Describe the Posner cueing task and how response times change when a location cue is valid or invalid.

Bloom’s Level: 2. Understanding *a. time from the onset of a stimulus to a response. b. time before the stimulus appears. c. time between the end of one trial and the beginning of the next. d. total time it takes for a subject to complete the experiment. e. total number of correct trials.

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Wolfe, Sensation & Perception, Sixth Edition Type: multiple choice question Title: Chapter 07 Question 05 5. A _______ is a stimulus that might indicate where (or what) a subsequent stimulus might be.

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.1 Describe the Posner cueing task and how response times change when a location cue is valid or invalid.

Bloom’s Level: 1. Remembering a. probe b. set *c. cue d. distractor e. target Type: multiple choice question Title: Chapter 07 Question 06 6. When you watch TV you can determine the length of a commercial break by measuring the time the commercials begin until your TV show resumes. What are you measuring?

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.1 Describe the Posner cueing task and how response times change when a location cue is valid or invalid.

Bloom’s Level: 3. Applying a. Set size *b. Stimulus onset asynchrony c. Reaction time d. Inhibition of return e. Search slope Type: multiple choice question Title: Chapter 07 Question 07 7. SOA refers to Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.1 Describe the Posner cueing task and how response times change when a location cue is valid or invalid.

Bloom’s Level: 1. Remembering *a. stimulus onset asynchrony. b. stimulus of action. c. switching of attention. d. sets of asynchronies. e. signs of optimal attention.

Type: multiple choice question Title: Chapter 07 Question 08 8. This is the amount of time that passes between the appearance of one stimulus to the appearance of a second stimulus.

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.1 Describe the Posner cueing task and how response times change when a location cue is valid or invalid.

Bloom’s Level: 1. Remembering a. Stimulus Duration (SD) b. Interstimulus Interval (ISI) c. Response Time (RT) *d. Stimulus Onset Asynchrony (SOA) e. 100 ms Type: multiple choice question

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Wolfe, Sensation & Perception, Sixth Edition Title: Chapter 07 Question 09 9. The _______ is the period of time between the onset of one stimulus and the onset of another.

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.1 Describe the Posner cueing task and how response times change when a location cue is valid or invalid.

Bloom’s Level: 1. Remembering a. inter-stimulus interval b. lag c. stimulus delay interval d. duration *e. stimulus onset asynchrony Type: multiple choice question Title: Chapter 07 Question 10 10. Suppose you are at a party, standing by yourself for a moment. The group next to you is having an interesting conversation, full of gossip, and you are listening in. If you do not give any external signs that you are paying attention to their conversation, what kind of attention are you using?

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.2 Summarize the differences between endogenous and exogenous attention cues.

Bloom’s Level: 3. Applying a. Divided b. Sustained c. Overt *d. Covert e. Internal Type: multiple choice question Title: Chapter 07 Question 11 11. In directing attention, an _______ cue is located out at the desired final location of attention.

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.2 Summarize the differences between endogenous and exogenous attention cues.

Bloom’s Level: 1. Remembering a. extraordinary b. endemic c. exotic d. endogenous *e. exogenous Type: multiple choice question Title: Chapter 07 Question 12 12. In directing attention, an _______ cue is located in or near the current location of attention.

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.2 Summarize the differences between endogenous and exogenous attention cues.

Bloom’s Level: 1. Remembering a. extraordinary b. endemic c. exotic *d. endogenous e. exogenous Type: multiple choice question

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Wolfe, Sensation & Perception, Sixth Edition Title: Chapter 07 Question 13 13. In a probe detection experiment, an invalid cue is a Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.2 Summarize the differences between endogenous and exogenous attention cues.

Bloom’s Level: 2. Understanding a. cue that appears at the wrong time. b. wrong choice by the subject. *c. cue that signals the wrong location of the target. d. cue that signals the right location of the target but at the wrong time. e. cue that does not appear.

Type: multiple choice question Title: Chapter 07 Question 14 14. According to the _______ theory, attention moves from point to point.

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.3 Describe the “spotlight” metaphor of attention.

Bloom’s Level: 1. Remembering a. visual search *b. spotlight of attention c. zoom lens d. selective attention e. flashlight attention Type: multiple choice question Title: Chapter 07 Question 15 15. Suppose one evening you watch a beautiful sunset and take a photograph of it. Later, when you look at the picture, the sunset appears much smaller in the scene than you remember it.

What theory of attention explains this discrepancy?

Feedback: Textbook Reference: 7.1 Selection in Space Learning Objective: 7.1.3 Describe the “spotlight” metaphor of attention.

Bloom’s Level: 3. Applying a. Divided attention b. Spotlight of attention *c. Zoom lens of attention d. Selective attention e. Sustained attention Type: multiple choice question Title: Chapter 07 Question 16 16. Looking around a room and trying to find the coffee mug that you misplaced is an example of Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.1 Describe the visual search paradigm and how search efficiency is measured.

Bloom’s Level: 3. Applying *a. visual search. b. inhibition of return. c. the RSVP paradigm. d. divided attention. e. depth perception.

Type: multiple choice question Title: Chapter 07 Question 17 17. In visual search studies, a _______ is any stimulus other than the target.

Feedback: Textbook Reference: 7.2 Visual Search

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Wolfe, Sensation & Perception, Sixth Edition Learning Objective: 7.2.1 Describe the visual search paradigm and how search efficiency is measured.

Bloom’s Level: 1. Remembering a. set item b. display item c. cued object *d. distractor e. filler Type: multiple choice question Title: Chapter 07 Question 18 18. Suppose you are picking up your friend from the airport. You watch people exit from the terminal while you search for your friend. In terms of visual search, your friend is the _______ and all the other people are _______.

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.1 Describe the visual search paradigm and how search efficiency is measured.

Bloom’s Level: 3. Applying a. stimulus; elements b. distractor; targets *c. target; distractors d. element; stimuli e. stimulus; distractors Type: multiple choice question Title: Chapter 07 Question 19 19. The number of items in the display in a visual search experiment is referred to as the Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.1 Describe the visual search paradigm and how search efficiency is measured.

Bloom’s Level: 2. Understanding a. parameter of the experiment. b. experimental display. *c. set size. d. count. e. complexity.

Type: multiple choice question Title: Chapter 07 Question 20 20. If you look for a red delicious apple among green granny smith apples and red tomatoes, what kind of visual search are you conducting?

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 3. Applying a. Feature *b. Conjunction c. Spatial configuration d. Pop-out e. Non-selective Type: multiple choice question Title: Chapter 07 Question 21 21. Refer to the figure.

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Wolfe, Sensation & Perception, Sixth Edition

What types of search tasks are shown in the figure, from left to right?

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 2. Understanding a. Conjunction; spatial configuration; feature b. Conjunction; feature; spatial configuration *c. Feature; conjunction; spatial configuration d. Feature; spatial configuration; conjunction e. Spatial configuration; conjunction; feature Type: multiple choice question Title: Chapter 07 Question 22 22. If you search for a yellow square among a bunch of blue squares, what is your RT ´ set size slope, approximately?

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 3. Applying *a. 0 ms/item b. 10 ms/item c. 20 ms/item d. 30 ms/item e. 40 ms/item Type: multiple choice question Title: Chapter 07 Question 23 23. In an “efficient” search, the slope of the function relating _______ time to set size is about 0 ms/item.

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Wolfe, Sensation & Perception, Sixth Edition Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 2. Understanding a. total *b. reaction c. item display d. subject’s rest e. accuracy Type: multiple choice question Title: Chapter 07 Question 24 24. In a _______ task, the target is defined by the presence of a single feature, or attribute, such as a salient color or orientation.

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 1. Remembering *a. feature search b. cueing c. visual search d. reaction time e. conjunction search Type: multiple choice question Title: Chapter 07 Question 25 25. You’re searching your bedroom for your lucky neon pink shirt, which is the only neon pink thing you own. What kind of search is that?

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 3. Applying a. Spatial configuration search b. Conjunction search *c. Feature search d. Scene-based guidance e. Serial search Type: multiple choice question Title: Chapter 07 Question 26 26. _______ refers to the vividness of a stimulus relative to its neighbors.

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 1. Remembering *a. Salience b. Uniqueness c. Brightness d. Intensity e. Vibrancy Type: multiple choice question Title: Chapter 07 Question 27 27. Your lucky neon yellow shirt should be easy to find in your bedroom because its color is bright and distinct compared to your other clothing items. In other words, your neon yellow shirt has

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Wolfe, Sensation & Perception, Sixth Edition high Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 2. Understanding *a. salience b. conspicuity c. sentimental value d. feature strength e. intensity value Type: multiple choice question Title: Chapter 07 Question 28 28. In a(n) _______ search, multiple stimuli are processed at the same time.

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 2. Understanding a. multidimensional b. inefficient c. spatial configuration d. serial *e. parallel Type: multiple choice question Title: Chapter 07 Question 29 29. A _______ search proceeds from item to item, ending when the target is found.

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 1. Remembering a. looping b. speed c. real-world conjunction *d. serial self-terminating e. feature Type: multiple choice question Title: Chapter 07 Question 30 30. A _______ search is a search for a target that is defined by the combination of two or more attributes (e.g., a big and yellow target among big blue and small yellow distractors).

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 1. Remembering a. salient b. spatial configuration c. serial self-terminating d. feature *e. conjunction Type: multiple choice question Title: Chapter 07 Question 31 31. A _______ search is one in which attention can be restricted to a subset of possible items on the basis of information about the target item's basic features (e.g., its color).

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Wolfe, Sensation & Perception, Sixth Edition Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.3 Describe the idea of guidance in visual search.

Bloom’s Level: 1. Remembering a. spatial configuration b. serial self-terminating *c. guided d. salient e. stimulus Type: multiple choice question Title: Chapter 07 Question 32 32. If you are searching for your car keys and you restrict your attention to horizontal surfaces near the front door, you are using Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.3 Describe the idea of guidance in visual search.

Bloom’s Level: 3. Applying *a. scene-based guidance. b. a serial self-terminating search. c. a feature search. d. a conjunction search. e. spatial configuration.

Type: multiple choice question Title: Chapter 07 Question 33 33. According to Treisman’s feature integration theory, Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.4 Describe feature integration theory and the binding problem.

Bloom’s Level: 2. Understanding a. visual search depends on the construction of geons. *b. a limited set of features can be processed in parallel preattentively. c. parallel processing is impossible. d. the correct binding of features to objects does not require attention. e. all feature processing is serial and self-terminating.

Type: multiple choice question Title: Chapter 07 Question 34 34. _______ stage processing of a stimulus occurs before selective attention is deployed to that stimulus.

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.4 Describe feature integration theory and the binding problem.

Bloom’s Level: 2. Understanding a. Search b. Sensory registry c. Attentive d. Preparation *e. Preattentive Type: multiple choice question Title: Chapter 07 Question 35 35. The _______ problem refers to the challenge of tying different attributes of visual stimuli (e.g., color, orientation, motion), which are handled by different brain circuits, to the appropriate object so that we perceive a unified object (e.g., blue, horizontal, moving to the left).

Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.4 Describe feature integration theory and the binding problem.

Bloom’s Level: 2. Understanding

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Wolfe, Sensation & Perception, Sixth Edition a. conjunction b. correspondence c. connection *d. binding e. unification Type: multiple choice question Title: Chapter 07 Question 36 36. Seeing a blue cup when the cupboard contains blue mugs and yellow cups, but no blue cups, is referred to as a(n) Feedback: Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.4 Describe feature integration theory and the binding problem.

Bloom’s Level: 3. Applying a. visual search illusion. *b. illusory conjunction. c. erroneous feature integration. d. perceptual illusion. e. perceptual fallacy.

Type: multiple choice question Title: Chapter 07 Question 37 37. Which of the following is an experimental procedure in which stimuli appear in a stream in one location at a quick rate?

Feedback: Textbook Reference: 7.3 Attending in Time: RSVP and the Attentional Blink Learning Objective: 7.3.1 Describe the rapid serial visual presentation (RSVP) paradigm.

Bloom’s Level: 2. Understanding a. Spatiotemporal attention probe (STAP) b. Reaction time (RT) analysis c. Repetition blindness (RB) d. Attentional blink (AB) *e. Rapid serial visual presentation (RSVP) Type: multiple choice question Title: Chapter 07 Question 38 38. The _______ is the difficulty in perceiving and responding to the second of two target stimuli amid a rapid stream of stimuli if the observer has responded to the first target stimulus within 200 to 500 ms before the second stimulus is presented.

Feedback: Textbook Reference: 7.3 Attending in Time: RSVP and the Attentional Blink Learning Objective: 7.3.2 Explain the attentional blink phenomenon.

Bloom’s Level: 1. Remembering *a. attentional blink b. spotlight challenge c. illusory conjunction d. stimulus processing difficulty e. visual search illusion Type: multiple choice question Title: Chapter 07 Question 39 39. Research suggests that you could reduce the magnitude of your attentional blink by Feedback: Textbook Reference: 7.3 Attending in Time: RSVP and the Attentional Blink Learning Objective: 7.3.2 Explain the attentional blink phenomenon.

Bloom’s Level: 3. Applying a. studying perception. b. meditating. c. playing Tetris.

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Wolfe, Sensation & Perception, Sixth Edition d. exercising. *e. playing action video games.

Type: multiple choice question Title: Chapter 07 Question 40 40. Refer to the figure.

The figure depicts an attention phenomenon known as the Feedback: Textbook Reference: 7.3 Attending in Time: RSVP and the Attentional Blink Learning Objective: 7.3.2 Explain the attentional blink phenomenon.

Bloom’s Level: 2. Understanding

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Wolfe, Sensation & Perception, Sixth Edition a. illusory conjunction. *b. attentional blink. c. RSVP paradigm. d. binding problem. e. search performance deficit.

Type: multiple choice question Title: Chapter 07 Question 41 41. Which of the following is not a way that the responses of a cell could be changed by attention?

Feedback: Textbook Reference: 7.4 The Physiological Basis of Attention Learning Objective: 7.4.1 Summarize the ways in which attention might affect neural activity.

Bloom’s Level: 2. Understanding a. Enhancement only b. Sharper tuning only c. Altered tuning only *d. Neurotransmitter change e. Increased firing rate for attended stimuli Type: multiple choice question Title: Chapter 07 Question 42 42. The _______ is the brain area that responds preferentially to faces in fMRI studies.

Feedback: Textbook Reference: 7.4 The Physiological Basis of Attention Learning Objective: 7.4.1 Summarize the ways in which attention might affect neural activity.

Bloom’s Level: 1. Remembering a. reticular face formation (RFF) b. striate cortex (SC) c. hippocampal face analyzer (HFA) *d. fusiform face area (FFA) e. temporal face area (TFA) Type: multiple choice question Title: Chapter 07 Question 43 43. The _______ is the brain area that responds preferentially to places in fMRI studies.

Feedback: Textbook Reference: 7.4 The Physiological Basis of Attention Learning Objective: 7.4.1 Summarize the ways in which attention might affect neural activity.

Bloom’s Level: 1. Remembering a. temporal place area (TPA) b. striate cortex (SC) *c. parahippocampal place area (PPA) d. fusiform place area (FPA) e. parietal location region (PLR) Type: multiple choice question Title: Chapter 07 Question 44 44. During response enhancement, a neuron responding to an attended stimulus might have a _______ response.

Feedback: Textbook Reference: 7.4 The Physiological Basis of Attention Learning Objective: 7.4.2 Describe how individual neurons may implement attention through enhancement, sharper tuning, or altered tuning.

Bloom’s Level: 3. Applying *a. bigger b. smaller c. slower d. surprising

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Wolfe, Sensation & Perception, Sixth Edition e. delayed Type: multiple choice question Title: Chapter 07 Question 45 45. Suppose you are looking at an image of a face superimposed on a house. What would we expect to happen in terms of neural activity if you are attending to the house?

Feedback: Textbook Reference: 7.4 The Physiological Basis of Attention Learning Objective: 7.4.2 Describe how individual neurons may implement attention through enhancement, sharper tuning, or altered tuning.

Bloom’s Level: 3. Applying a. The PPA becomes less active. *b. The PPA becomes more active. c. The FFA becomes less active. d. The FFA becomes more active. e. Both the FFA and PPA become less active.

Type: multiple choice question Title: Chapter 07 Question 46 46. Patients with _______ damage have problems directing attention to objects and places on their left.

Feedback: Textbook Reference: 7.5 Disorders of Visual Attention Learning Objective: 7.5.1 Describe the phenomenon of attentional neglect that can result from parietal lobe damage.

Bloom’s Level: 1. Remembering *a. right parietal lobe b. left parietal lobe c. right hippocampal d. left hippocampal e. right temporal Type: multiple choice question Title: Chapter 07 Question 47 47. If a male patient with right parietal lobe damage were to shave their face, what might happen?

Feedback: Textbook Reference: 7.5 Disorders of Visual Attention Learning Objective: 7.5.1 Describe the phenomenon of attentional neglect that can result from parietal lobe damage.

Bloom’s Level: 3. Applying a. They might shave the top half of their face but not the bottom. b. They might shave the bottom half of their face but not the top. c. They might shave the left side of their face but not their right. *d. They might shave the right side of their face but not their left. e. They would shave their face with their left hand only.

Type: multiple choice question Title: Chapter 07 Question 48 48. The “line cancellation test” is used to assess Feedback: Textbook Reference: 7.5 Disorders of Visual Attention Learning Objective: 7.5.1 Describe the phenomenon of attentional neglect that can result from parietal lobe damage.

Bloom’s Level: 2. Understanding a. visual field defects. b. memory problems. *c. neglect. d. occipital lobe damage. e. temporal lobe damage.

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Type: multiple choice question Title: Chapter 07 Question 49 49. Refer to the figure.

This figure depicts what can happen when a patient with _______ tries to copy a drawing.

Feedback: Textbook Reference: 7.5 Disorders of Visual Attention Learning Objective: 7.5.1 Describe the phenomenon of attentional neglect that can result from parietal lobe damage.

Bloom’s Level: 2. Understanding *a. neglect b. scotoma c. a lesioned left temporal lobe d. a lesioned left parietal lobe e. a lesioned right temporal lobe Type: multiple choice question Title: Chapter 07 Question 50 50. _______ is a common childhood disorder that can continue into adulthood and has symptoms such as difficulty focusing attention, as well as problems with controlling behavior.

Feedback: Textbook Reference: 7.5 Disorders of Visual Attention Learning Objective: 7.5.1 Describe the phenomenon of attentional neglect that can result from parietal lobe damage.

Bloom’s Level: 1. Remembering a. Inattentional blindness b. Dyslexia *c. Attention deficit hyperactivity disorder (ADHD) d. Simultanagnosia e. Prosopagnosia Type: multiple choice question Title: Chapter 07 Question 51 51. The phenomenon of _______ refers to the inability to perceive a stimulus to one side of the point of fixation in the presence of another stimulus.

Feedback: Textbook Reference: 7.5 Disorders of Visual Attention

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Wolfe, Sensation & Perception, Sixth Edition Learning Objective: 7.5.2 Describe the phenomenon of attentional extinction that can result from parietal lobe damage.

Bloom’s Level: 1. Remembering a. lateralized neglect b. exhaustion c. lateral prioritization d. visual ignorance *e. extinction Type: multiple choice question Title: Chapter 07 Question 52 52. The average and distribution of properties, like orientation or color, over a set of objects or a region in a scene are called the _______ of the scene and is/are computed by the _______ pathway.

Feedback: Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.1 Describe the types of visual information encoded as ensemble statistics in the nonselective pathway.

Bloom’s Level: 2. Understanding a. ensemble statistics; selective *b. ensemble statistics; nonselective c. guiding features; selective d. guiding features; nonselective e. layout; selective Type: multiple choice question Title: Chapter 07 Question 53 53. Suppose you go to a sporting event in a large stadium. At a glance, you can tell that there are more people rooting for the home team than the away team, based on the distribution of the two teams’ colors in the stands. What aspects of attention support this rapid assessment?

Feedback: Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.1 Describe the types of visual information encoded as ensemble statistics in the nonselective pathway.

Bloom’s Level: 3. Applying a. Guided search from the selective pathway b. Guided search from the nonselective pathway c. Ensemble statistics from the selective pathway *d. Ensemble statistics from the nonselective pathway e. Sustained attention from the selective pathway Type: multiple choice question Title: Chapter 07 Question 54 54. _______ describes the structure of a scene without reference to the identity of specific objects in the scene.

Feedback: Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.1 Describe the types of visual information encoded as ensemble statistics in the nonselective pathway.

Bloom’s Level: 1. Remembering a. Spatial organization b. Physical setting c. Physical organization d. Setting *e. Spatial layout Type: multiple choice question Title: Chapter 07 Question 55

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Wolfe, Sensation & Perception, Sixth Edition 55. Change blindness is a failure to Feedback: Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.2 Describe the phenomenon of change blindness.

Bloom’s Level: 2. Understanding a. pay attention to an ever-changing part of the visual field. *b. notice a change between two scenes. c. notice changes in the right side of the visual field due to left hemisphere damage. d. notice anything constant in a scene and only attend to the changes. e. notice changes in the left side of the visual field due to right hemisphere damage.

Type: multiple choice question Title: Chapter 07 Question 56 56. _______ refers to the failure to notice—or at least to report—a stimulus that would be easily reportable if it were attended.

Feedback: Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.3 Describe the phenomenon of inattentional blindness.

Bloom’s Level: 2. Understanding a. Simultagnosia b. Extinction c. Hemifield neglect *d. Inattentional blindness e. Change blindness Type: multiple choice question Title: Chapter 07 Question 57 57. Suppose you lose your keys. You look everywhere and can’t find them until you notice them on the table right in front of you, clearly within view the whole time. What phenomenon have you just experienced?

Feedback: Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.3 Describe the phenomenon of inattentional blindness.

Bloom’s Level: 3. Applying *a. Inattentional blindness b. Hemifield neglect c. Extinction d. Simultagnosia e. Change blindness Type: essay/short answer question Title: Chapter 07 Question 58 58. Define selective attention and give at least one example of it.

Feedback: Selective attention is the form of attention involved when processing is restricted to a subset of the possible stimuli. It implies the focusing of mental energy on some stimuli and withdrawing of attention from others. Some examples of selective attention include reading a book in a noisy room, concentrating while studying, and paying attention to the road while driving.

Textbook Reference: 7.0 Introduction Learning Objective: 7.0.2 Describe the varieties of attention.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 07 Question 59 59. What makes a visual search easy?

Feedback: Visual search is the process of locating a target item among distractor items. If the target item contains a unique feature that distinguishes it from the distractor items, then it will be

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Wolfe, Sensation & Perception, Sixth Edition very easy to find. When a target is easy to find, the slope of reaction time ´ set size will be flat, meaning that reaction time does not increase as more items are added to the search display.

Textbook Reference: 7.2 Visual Search Learning Objective: 7.2.2 Explain why feature, conjunction, and spatial configuration searches differ in their search efficiency.

Bloom’s Level: 5. Evaluating Type: essay/short answer question Title: Chapter 07 Question 60 60. What are ensemble statistics?

Feedback: Ensemble statistics are rapidly extracted representations of visual scenes that include the average and distribution of properties like orientation or color over a set of objects or a region of space. Ensemble statistics represent knowledge about the properties of a group of objects rather than individual objects themselves.

Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.1 Describe the types of visual information encoded as ensemble statistics in the nonselective pathway.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 07 Question 61 61. What is change blindness?

Feedback: Change blindness is the failure to notice a change between two scenes. If the difference between the two scenes isn’t one that alters the gist or meaning of the scene, quite large changes can pass unnoticed. Change blindness indicates that our mental representations of scenes are a lot less detailed than they seem. We think we see or are aware of more of a scene than we really are.

Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.2 Describe the phenomenon of change blindness.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 07 Question 62 62. Describe the three ways that neurons might change their responses as the result of attention.

Feedback: They might 1) enhance neural activity for attended stimuli; 2) sharpen the tuning of the neuron around a dimension of interest; or 3) alter the tuning of the neuron toward the dimension of interest. With regard to enhanced neural activity, attending to a stimulus might increase the overall activation level of neurons that process the stimulus across the board. Thus, any neurons that are activated by the stimulus of interest would respond even more vigorously than they would otherwise. Alternatively, the notion of sharper tuning suggests that the receptive field properties of a neuron might respond more precisely to the dimension of interest. For example, an orientation sensitive cell might respond to vertical lines and to lines ±20 degrees from vertical, but if attention is being paid to vertical stimuli then the neuron might sharpen its tuning and only respond to lines ±10 degrees from vertical. Finally, neurons might alter their tuning towards attended stimuli by shifting their receptive fields towards the location of the attended stimulus or changing the sort of stimuli that they respond to. For example, a neuron that is normally tuned to respond best to tilted lines 10 degrees from vertical might alter its tuning and respond best to perfectly vertical lines if a vertical line was being attended to.

Textbook Reference: 7.4 The Physiological Basis of Attention Learning Objective: 7.4.2 Describe how individual neurons may implement attention through enhancement, sharper tuning, or altered tuning.

Bloom’s Level: 4. Analyzing Type: essay/short answer question

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Wolfe, Sensation & Perception, Sixth Edition Title: Chapter 07 Question 63 63. What causes visual field neglect and what are some of its symptoms?

Feedback: Visual neglect is a type of visual-field defect and is caused by damage to the right parietal lobe, which creates problems for the patient in the contralesional field. Patients who exhibit neglect tend to ignore the entire left half of the visual field even though they are not technically blind in that field. In the line cancelation task, a neglect patient might cancel of the lines on the right side of the paper and completely ignore all of the lines on the left side. When copying a drawing, a neglect patient will tend to copy the right side of the object and leave the left side blank. When eating, a neglect patient might eat everything on the right side of the plate and leave the left side untouched. Male neglect patients will shave only the right side their face (because they were only paying attention to the right side of the face in the mirror).

Textbook Reference: 7.5 Disorders of Visual Attention Learning Objective: 7.5.1 Describe the phenomenon of attentional neglect that can result from parietal lobe damage.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 07 Question 64 64. What are the two pathways to scene perception?

Feedback: There is both a selective and nonselective pathway for scene perception. The selective pathway involves the allocation of attention to one or a few objects at a time and is governed by the attentional bottleneck. Thus, there is selective processing of objects in the selective pathway, meaning that it is responsible for visual search, binding, and the existence of phenomena such as the attentional blink, change blindness, and inattentional blindness. The nonselective pathway, on the other hand, processes visual scenes holistically, encoding scene gist, spatial layout, and ensemble statistics very quickly. The representations in the nonselective pathway are generated as a whole and do not include descriptions of individual objects within the scene. The nonselective pathway has connections with the selective pathway and can, for instance, guide visual search for particular objects in a scene by helping the observer restrict attention to particular locations in the scene.

Textbook Reference: 7.6 Perceiving and Understanding Scenes Learning Objective: 7.6.1 Describe the types of visual information encoded as ensemble statistics in the nonselective pathway.

Bloom’s Level: 2. Understanding

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Chapter 8: Visual Motion Perception Test Bank Type: multiple choice question Title: Chapter 08 Question 01 1. _______ is the illusion that a stationary object is moving and occurs after prolonged exposure to a moving object.

Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.1 Define the motion aftereffect.

Bloom’s Level: 2. Understanding a. Illusory motion *b. Motion aftereffect c. Neural circuit d. Apparent motion e. Aperture problem Type: multiple choice question Title: Chapter 08 Question 02 2. Imagine that you are at Niagara Falls, staring at the falling water for a few minutes. When you look away from the water at the crowd of people, the people seem to be floating upward. What phenomenon have you just experienced?

Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.1 Define the motion aftereffect.

Bloom’s Level: 3. Applying a. Akinetopsia b. Tau c. Focus of expansion d. Vergence eye movements *e. Motion aftereffect Type: multiple choice question Title: Chapter 08 Question 03 3. That a strong motion aftereffect is obtained when one eye is adapted and the other is tested suggests that Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.2 Explain how interocular transfer can be used to localize the motion aftereffect.

Bloom’s Level: 2. Understanding a. the motion aftereffect works better with one eye. b. adaptation is responsible for the motion aftereffect. c. testing the other eye increases the chance of seeing a motion aftereffect. *d. the motion aftereffect occurs in a part of the visual system where information from the two eyes is combined. e. The motion aftereffect occurs at the level of the retina.

Type: multiple choice question Title: Chapter 08 Question 04 4. Imagine that you adapted to a motion stimulus with one eye and then switched to the other eye and did not experience a motion aftereffect in that eye. This lack of interocular transfer implies that the locus of the motion aftereffect is Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.2 Explain how interocular transfer can be used to localize the motion aftereffect.

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Bloom’s Level: 4. Analyzing *a. before V1. b. V1 or later. c. V2 or later. d. in V5/MT. e. definitely in the retina.

Type: multiple choice question Title: Chapter 08 Question 05 5. Interocular transfer is the transfer of Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.2 Explain how interocular transfer can be used to localize the motion aftereffect.

Bloom’s Level: 2. Understanding a. light from one eye to the other. *b. an effect from one eye to the other. c. focus from one eye to the other. d. electrical signals from both eyes to the brain. e. electrical signals from the brain to both eyes.

Type: multiple choice question Title: Chapter 08 Question 06 6. Which brain region is most specialized for motion processing?

Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.3 Describe the brain areas involved in processing motion.

Bloom’s Level: 1. Remembering a. Primary visual cortex (area V1) b. Optic chiasm *c. Middle temporal area (area V5/MT) d. Frontal lobe e. Lingual gyrus (area V3) Type: multiple choice question Title: Chapter 08 Question 07 7. _______ is a rare neuropsychological disorder in which the affected individual has no perception of motion.

Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.3 Describe the brain areas involved in processing motion.

Bloom’s Level: 1. Remembering *a. Akinetopsia b. Motion agnosia c. Motion blindness d. Prosopagnosia e. Hyperopia Type: multiple choice question Title: Chapter 08 Question 08 8. Damage to area MT/V5 can result in this neurological disorder, in which you no longer perceive motion.

Feedback: Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.3 Describe the brain areas involved in processing motion.

Bloom’s Level: 1. Remembering a. Object agnosia b. Motion agnosia c. Prosopagnosia

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*d. Akinetopsia e. Achromatopsia Type: multiple choice question Title: Chapter 08 Question 09 9. Refer to the figure.

What does D represent?

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.1 Explain how neurons could be connected together to create a motion detection circuit.

Bloom’s Level: 2. Understanding a. Direction b. Disparity *c. Delay d. Difference e. Distractor Type: multiple choice question Title: Chapter 08 Question 10 10. Refer to the figure.

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The M unit would best respond to a(n) _______ direction of motion.

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.1 Explain how neurons could be connected together to create a motion detection circuit.

Bloom’s Level: 4. Analyzing a. upward b. downward c. leftward *d. rightward e. diagonal Type: multiple choice question Title: Chapter 08 Question 11 11. If you want a motion detector circuit to respond to faster object motions, which changes should you make to the circuit?

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.1 Explain how neurons could be connected together to create a motion detection circuit.

Bloom’s Level: 4. Analyzing a. Reduce the distance between the detectors and/or decrease the time delay. *b. Increase the distance between the detectors and/or decrease the time delay. c. Reduce the distance between the detectors and/or increase the time delay. d. Increase the distance between the detectors and/or increase the time delay. e. Reduce the distance between the detectors and/or change which neurotransmitter they release.

Type: multiple choice question Title: Chapter 08 Question 12 12. The impression of smooth motion that comes from the rapid alternation of objects appearing in nearby locations in rapid succession is Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.2 Define apparent motion.

Bloom’s Level: 1. Remembering

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a. second-order motion. b. motion aftereffect. c. kinetic motion. d. aperture motion. *e. apparent motion.

Type: multiple choice question Title: Chapter 08 Question 13 13. The marquee outside of a theater has lights that blink on and off in rapid succession, leading to the impression that the lights are moving around the marquee. This is an example of which type of motion?

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.2 Define apparent motion.

Bloom’s Level: 3. Applying a. Second-order motion b. Motion aftereffect *c. Apparent motion d. Aperture motion e. Kinetic motion Type: multiple choice question Title: Chapter 08 Question 14 14. What is the “aperture problem”?

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.3 Explain what the aperture problem reveals about local and global motion perception.

Bloom’s Level: 4. Analyzing a. We cannot perceive motion seen through apertures. b. We cannot perceive forms seen through apertures. c. Global edge motion seen through several apertures is ambiguous. *d. Local edge motion seen through a single aperture is ambiguous. e. We perceive all motion seen through an aperture as horizontal motion.

Type: multiple choice question Title: Chapter 08 Question 15 15. The problem faced by the motion detection system of knowing which feature in Frame 2 corresponds to a particular feature in Frame 1 is known as the _______ problem.

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.4 Describe the correspondence problem for motion detection.

Bloom’s Level: 2. Understanding a. aperture *b. correspondence c. temporal lobe d. apparent motion e. disambiguation Type: multiple choice question Title: Chapter 08 Question 16 16. _______ is the motion of an object that is defined by changes in luminance.

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.5 Describe second order motion.

Bloom’s Level: 1. Remembering a. Anomalous motion *b. First-order motion c. Second-order motion

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d. Interocular motion e. Motion aftereffect Type: multiple choice question Title: Chapter 08 Question 17 17. A _______-defined object is one that is delineated by differences in reflected light.

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.5 Describe second order motion.

Bloom’s Level: 2. Understanding a. contrast b. texture *c. luminance d. color e. hue Type: multiple choice question Title: Chapter 08 Question 18 18. _______ is motion of an object that is defined by changes in contrast or texture, but not by luminance.

Feedback: Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.5 Describe second order motion.

Bloom’s Level: 1. Remembering a. Anomalous motion b. First-order motion c. Motion aftereffect d. Interocular motion *e. Second-order motion Type: multiple choice question Title: Chapter 08 Question 19 19. In the Newsome and Pare paradigm, an observer’s task is to Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 2. Understanding a. determine whether or not motion is observed. b. experience a motion aftereffect. *c. identify the direction of motion of the correlated dots. d. trace moving dots. e. perceive the dots as a moving person.

Type: multiple choice question Title: Chapter 08 Question 20 20. Suppose you are in a snowstorm and can tell which way the wind is blowing by what percentage of snowflakes are moving in the same direction. What type of motion perception is this most analogous to?

Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 3. Applying a. Apparent motion b. Motion aftereffect c. Second-order motion *d. Correlated-dot motion e. Multiple aperture motion Type: multiple choice question

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Title: Chapter 08 Question 21 21. The collection of light rays that interact with objects in the world in front of a viewer is Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 1. Remembering a. the optic flow field. b. tau. c. sigma. d. the focus of expansion. *e. the optic array.

Type: multiple choice question Title: Chapter 08 Question 22 22. _______ describes the changing angular positions of points in a perspective image that we experience as we move through the world.

Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 1. Remembering a. Biological motion b. First-order motion *c. Optic flow d. Second-order motion e. Apparent motion Type: multiple choice question Title: Chapter 08 Question 23 23. Refer to the figure.

This is an example of _______, which is the changing angular position of points in an image that one experiences as they move through the world.

Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 2. Understanding

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*a. an optic flow field b. a positional change c. an optic array d. motion perspective e. tau Type: multiple choice question Title: Chapter 08 Question 24 24. When space ships in Star Wars jump to light speed and the stars seem to stream outward from the center of the screen, giving the sense of forward motion, which kind of a stimulus is that?

Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 3. Applying a. Apparent motion *b. Optic flow c. Tau d. Biological motion e. Correlated-dot motion Type: multiple choice question Title: Chapter 08 Question 25 25. The “focus of expansion” informs you of the direction Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 2. Understanding a. in which you are looking. *b. in which you are moving. c. from which you came. d. of the largest object in your visual field. e. of the smallest object in your visual field.

Type: multiple choice question Title: Chapter 08 Question 26 26. A field of globally moving dots can make stationary targets in the periphery seem to disappear in a phenomenon known as Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.2 Explain the concepts of time to collision and tau.

Bloom’s Level: 2. Understanding a. motion aftereffect. b. motion-induced sensitivity. *c. motion-induced blindness. d. saccadic suppression. e. correlated dot motion.

Type: multiple choice question Title: Chapter 08 Question 27 27. What does tau tell you?

Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.2 Explain the concepts of time to collision and tau.

Bloom’s Level: 2. Understanding *a. Time to collision b. An object’s size on the retina c. An object’s rate of optical shrinkage d. The speed of an object e. Which direction you are heading

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Type: multiple choice question Title: Chapter 08 Question 28 28. The motion we interpret as people moving around from a few animated dots is called _______ motion.

Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.3 Define biological motion.

Bloom’s Level: 2. Understanding a. apparent b. induced c. real *d. biological e. ambiguous Type: multiple choice question Title: Chapter 08 Question 29 29. Motion capture in movies, in which points of light on each joint of the body allow computers to register the motion of actors, is which kind of motion?

Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.3 Define biological motion.

Bloom’s Level: 3. Applying a. Apparent motion *b. Biological motion c. Optic flow d. Correlated-dot motion e. Tau Type: multiple choice question Title: Chapter 08 Question 30 30. When fixating a central target, stationary targets in the periphery will seem to disappear when there is a global moving pattern superimposed. This is known as the phenomenon of Feedback: Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.4 Describe the phenomenon of motion-induced blindness.

Bloom’s Level: 2. Understanding a. apparent motion. b. biological motion. *c. motion-induced blindness. d. akinetopsia. e. temporary motion autokinesis.

Type: multiple choice question Title: Chapter 08 Question 31 31. During smooth pursuit, the eyes move Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 2. Understanding *a. steadily, to follow a moving object. b. rapidly, while jumping from one object to the next. c. independently. d. with the head. e. to the smoothest part of an object.

Type: multiple choice question Title: Chapter 08 Question 32 32. When you watch a bicyclist ride down the street, which kind of eye movement are you using?

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Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 3. Applying a. Saccade b. Convergent c. Divergent *d. Smooth pursuit e. Reflexive Type: multiple choice question Title: Chapter 08 Question 33 33. Which of the following is not a type of eye movement?

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 2. Understanding a. Vergence b. Saccade *c. Rapid pursuit d. Smooth pursuit e. Reflexive Type: multiple choice question Title: Chapter 08 Question 34 34. The _______ of the brain is important for initiating and guiding eye movements.

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 1. Remembering a. lateral rectus b. caudal midbrain c. pons *d. superior colliculus e. primary visual cortex Type: multiple choice question Title: Chapter 08 Question 35 35. Refer to the figure.

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The image on the right illustrates Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 2. Understanding a. the role of the comparator. b. saccadic suppression. *c. a pattern of eye movements. d. the phenomenon known as vergence. e. points of binocular disparity.

Type: multiple choice question Title: Chapter 08 Question 36 36. A(n) _______ eye movement rapidly changes fixation from one object or location to another.

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 1. Remembering a. tracking *b. saccade c. smooth pursuit d. scan e. adapting Type: multiple choice question Title: Chapter 08 Question 37 37. To look at the tip of your nose, which kind of eye movement must you make?

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 3. Applying a. Saccade b. Smooth pursuit c. Rapid pursuit

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d. Reflexive *e. Vergence Type: multiple choice question Title: Chapter 08 Question 38 38. This eye movement turns the eyes inward or outward to help you focus on an object.

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 1. Remembering a. Smooth pursuit b. Saccade *c. Vergence d. Reflexive e. Accommodation Type: multiple choice question Title: Chapter 08 Question 39 39. Optokinetic nystagmus (OKN) is an example of a _______ eye movement.

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 3. Applying a. saccadic b. smooth pursuit c. vergence *d. reflexive e. microsaccadic Type: multiple choice question Title: Chapter 08 Question 40 40. A movement of the eye that is automatic and involuntary is called Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 2. Understanding a. vergence. b. a saccade. *c. rapid pursuit movement. d. smooth pursuit movement. e. reflexive movement.

Type: multiple choice question Title: Chapter 08 Question 41 41. Which type of eye movements do we make while reading a book?

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 3. Applying *a. Saccadic b. Convergent c. Smooth pursuit d. Reflexive e. Divergent Type: multiple choice question Title: Chapter 08 Question 42 42. If you hear a loud noise and rapidly shift your eyes to point in the direction of where the noise came from, which kind of eye movement are you making?

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Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 3. Applying a. Reflexive b. Convergent c. Divergent d. Smooth pursuit *e. Saccade Type: multiple choice question Title: Chapter 08 Question 43 43. The reduction of visual sensitivity that occurs when we make saccadic eye movements is called Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.2 Describe saccadic suppression.

Bloom’s Level: 1. Remembering a. attentional blink. b. vigilance decrement. c. saccadic enhancement. *d. saccadic suppression. e. saccadic blindness.

Type: multiple choice question Title: Chapter 08 Question 44 44. When one makes a saccadic eye movement, there is a(n) _______ sensitivity known as saccadic suppression.

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.2 Describe saccadic suppression.

Bloom’s Level: 2. Understanding *a. reduction of visual b. increase of visual c. acceleration of motion d. increase of motion e. increase of color Type: multiple choice question Title: Chapter 08 Question 45 45. An area of the visual system that receives one copy of the order issued by the motor system when the eyes move is called Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.3 Explain the concept of the comparator and why it is needed for motion perception.

Bloom’s Level: 1. Remembering *a. a comparator. b. the superior colliculus. c. the caudal midbrain. d. the parietal lobe. e. the cerebellum.

Type: multiple choice question Title: Chapter 08 Question 46 46. The purpose of the comparator is to _______ eye movements.

Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.3 Explain the concept of the comparator and why it is needed for motion perception.

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Bloom’s Level: 2. Understanding a. plan and execute vergence b. plan and execute smooth pursuit c. plan and execute saccadic d. compare saccades with smooth pursuit *e. keep track of which image movements on the retina are due to Type: multiple choice question Title: Chapter 08 Question 47 47. Receptive field updating occurs when receptive fields transiently remap towards the point of fixation and Feedback: Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.4 Describe how some visual receptive fields transiently remap during eye movements.

Bloom’s Level: 2. Understanding a. increase their response at the current point of fixation. b. become insensitive to new stimuli during a saccade. *c. neurons shift their receptive fields just before a saccade. d. neurons shift their receptive fields just after a saccade. e. neurons maintain the same receptive fields as they had before the saccade.

Type: multiple choice question Title: Chapter 08 Question 48 48. Which statement about the development of motion perception in humans is false?

Feedback: Textbook Reference: 8.5 Development of Motion Perception Learning Objective: 8.5.1 Describe the developmental milestones in motion perception.

Bloom’s Level: 2. Understanding a. Reflexive eye movements to moving targets are present in newborns. b. V1 neurons in newborns have adult-like sensitivity. c. Sensitivity to global motion matures at about 3–4 years of age. *d. Sensitivity to visual motion is fully developed at birth. e. Sensitivity to motion-defined form and biological motion takes more than three years to develop.

Type: multiple choice question Title: Chapter 08 Question 49 49. The development of motion perception may be impaired by which of the following?

Feedback: Textbook Reference: 8.5 Development of Motion Perception Learning Objective: 8.5.2 Describe what can cause abnormal motion perception development.

Bloom’s Level: 2. Understanding a. Poor nutrition *b. Congenital cataracts c. Too much TV watching d. Extremely bright environments e. Parental interference Type: essay/short answer question Title: Chapter 08 Question 50 50. What is apparent motion?

Feedback: Apparent motion is the illusory impression of smooth motion resulting from the rapid alternation of objects that appear in different locations in rapid succession. All television, movies, and computers use apparent motion in the sense that a series of static frames are presented in rapid succession and the visual system perceives the stimuli in the frames as moving.

Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.2 Define apparent motion.

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Bloom’s Level: 1. Remembering Type: essay/short answer question Title: Chapter 08 Question 51 51. What is the difference between first-order and second-order motion?

Feedback: First-order motion is the motion of an object that is defined by changes in luminance and is the type of motion perception we normally experience. Second-order motion is the motion of an object that is defined by changes in contrast or texture, but not luminance. Nothing actually moves in second-order motion displays, which makes them similar to apparent motion displays in that sense. Neurological patients with damage to the visual system have shown impairments to first-order motion processing with spared second-order motion perception or the opposite, with impairment to second-order motion processing and intact first-order motion perception. This constitutes a double-dissociation, which is strong evidence for two separate motion systems.

Textbook Reference: 8.2 Computation of Visual Motion Learning Objective: 8.2.5 Describe second-order motion.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 08 Question 52 52. What is the optic flow and how do we use it to navigate in the world?

Feedback: Optic flow is the changing angular positions of points in a perspective image that we experience as we move through the world. Points in the optic array move outward as we move forward in the world. The location from which the points spread out is called the focus of expansion and it indicates the current direction of heading. We rely on optic flow information when moving to register our current heading direction and our rate of travel.

Textbook Reference: 8.3 Using Motion Information Learning Objective: 8.3.1 Explain the concepts of optic array, optic flow, and focus of expansion.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 08 Question 53 53. What is the difference between smooth pursuit and saccadic eye movements?

Feedback: A smooth pursuit eye movement is a voluntary eye movement in which the eyes move smoothly to track an object as it travels across the visual field. A saccadic eye movement is a rapid change in fixation from one object or location to another and may be voluntary or involuntary.

Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.1 List the different types of eye movements and their characteristics.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 08 Question 54 54. What is a motion aftereffect and what does it tell us about how the brain processes motion stimuli?

Feedback: A motion aftereffect is the illusion of motion of a stationary object that occurs after prolonged exposure to a moving object. For example, in the “waterfall illusion,” one watches a waterfall for a few moments and then looks away at a stationary stimulus. The stationary stimulus will seem to be moving upwards even though it is not. The explanation for the motion aftereffect is that neurons responding to the direction of motion in the stimulus first being observed become fatigued over time and thus respond weakly afterwards. Since motion is processed in an opponent-process system, weakened responses to motion in one direction will create the illusion of motion in the opposite direction. Importantly, motion aftereffects exhibit interocular transfer, meaning that you could look at a motion stimulus with one eye, close that eye, and look at a stationary object with the other eye and the motion aftereffect would still occur. The implication of interocular transfer is that motion processing occurs in a part of the brain after information from

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the two eyes is combined. This implies primary visual cortex or later. In fact, motion processing seems to occur in the middle temporal (MT) lobe, downstream from primary visual cortex.

Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.2 Explain how interocular transfer can be used to localize the motion aftereffect.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 08 Question 55 55. Why is the middle temporal area (MT) important for motion perception, and how has it been studied?

Feedback: MT appears to be the area of brain where motion information is specifically processed. The vast majority of cells in MT respond to motion of a particular direction but they do not have selective responses to variations in form or color. Cells in MT have been studied using Newsome and Pare’s correlated-dot motion paradigm in which a percentage of dots in a display move in one direction while the rest of the dots move in random directions. Observers are tested to determine what percentage of dots moving in a particular direction is needed for that direction of motion to be reliably detected. When monkeys were trained to perform this task, they could do it with only 2–3% of the dots moving in the same direction. Later, their MT was lesioned and it took them 10 times as many dots moving in a particular direction for them to be able to perceive the direction of motion.

Textbook Reference: 8.1 Motion Aftereffects Learning Objective: 8.1.3 Describe the brain areas involved in processing motion.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 08 Question 56 56. What is the comparator and what role does it play in eye movements and motion perception?

Feedback: Eye movements cause images on the retina to move, which could make it difficult to tell the difference between objects that shift positions on the retina because they are actually moving in a scene versus objects that only appear to move due to eye movements. Without knowledge of which eye movements were planned and executed, the visual system would have a difficult time interpreting object motion in a scene. The comparator is an area of the visual system that receives one copy of the command issued by the motor system when the eyes move (the other copy goes to the eye muscles). The comparator compares the image motion signal with the eye motion signal and can compensate for the image changes caused by the eye movement.

Textbook Reference: 8.4 Eye Movements Learning Objective: 8.4.3 Explain the concept of the comparator and why it is needed for motion perception.

Bloom’s Level: 4. Analyzing

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Test Bank

by Evan M. Palmer to accompany

Sensation & Perception, Sixth Edition Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 9: Hearing: Physiology and Psychoacoustics Multiple Choice 1. Which of the following is not an advantage of hearing over vision? a. Our hearing does not need to adjust to the dark while our vision does. b. We can hear objects that are behind us. c. We can hear through barriers that light cannot penetrate. d. We can tell the distances of objects better with hearing than vision. e. Our ears are still open when we sleep.

Answer: d Textbook Reference: 9.1 The Function of Hearing Learning Objective: 9.1.1 Describe the function of hearing.

Bloom’s Level: 2. Understanding 2. The amplitude of a sound is the a. amount of sound energy falling on a unit area. b. frequency of the sound. c. magnitude of displacement of a sound pressure wave. d. psychological aspect of sound related to frequency. e. pitch.

Answer: c Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 1. Remembering 3. Refer to the figure.

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The bottom portion of the figure depicts the simplest kind of sound, known as a a. sine wave. b. simple sound. c. period. d. phase. e. noise.

Answer: a Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 2. Understanding 4. Frequency is usually measured in units called a. mm. b. Hz. c. mL. d. dB. e. arcmin.

Answer: b Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 1. Remembering 5. A computer CPU’s processing power is measured in Hz (usually giga-Hz, GHz) because it depends on the a. amount of heat the chip generates. b. complexity of each operation it performs. c. amount of electricity it requires. d. amplitude of the operations it performs.

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e. number of operations it performs per second.

Answer: e Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 3. Applying 6. _______ is the psychological aspect of sound related to perceived intensity or magnitude. a. Loudness b. Pitch c. Frequency d. Intensity e. Tone Answer: a Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 1. Remembering 7. The physical intensity of sound is measured in units called a. mm. b. Hz. c. mL. d. dB. e. arcmin.

Answer: d Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 1. Remembering 8. A machine can create 10 lollipops per second. How many Hz is that? a. 1 b. 2 c. 10 d. 20 e. 100 Answer: c Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 1. Remembering 9. Which sound is the loudest? a. 2 dB

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b. 4 dB c. 6 dB d. 8 dB e. 10 dB Answer: e Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 3. Applying 10. _______ is the psychological aspect of sound related mainly to the fundamental frequency. a. Loudness b. Pitch c. Frequency d. Intensity e. Tone Answer: b Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.

Bloom’s Level: 1. Remembering 11. Which instrument can create a noise with the lowest fundamental frequency? a. Violin b. Piccolo c. Tuba d. Flute e. Harp Answer: b Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.

Bloom’s Level: 3. Applying 12. The lowest-frequency component of a complex period sound is its a. first-order phasic frequency. b. amplitude. c. bass. d. treble. e. fundamental frequency.

Answer: e Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.

Bloom’s Level: 1. Remembering

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13. A complex sound consists of a. many sinusoidal components of different frequencies. b. several cycles. c. phases. d. periods originating from the same sinusoidal component. e. cycles at more than 1000 Hz. Answer: a Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.

Bloom’s Level: 1. Remembering 14. Refer to the figure.

This figure depicts the _______ of four different sounds. a. “high risk” thresholds b. pain thresholds

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c. harmonic spectra d. normal atmospheric pressure e. audible range Answer: c Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.

Bloom’s Level: 2. Understanding 15. Refer to the figure.

The shapes of each function depicted in this figure determines the _______ of each the four sounds. a. timbre b. notes c. pitch d. white noise e. threshold

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Answer: a Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.3 Define timbre.

Bloom’s Level: 2. Understanding 16. Refer to the figure.

Which two of the sounds listed in this figure would be the most different, in terms of their timbre? a. Pure tone and tenor saxophone b. Pure tone and trombone c. Pure tone and piano d. Trombone and piano e. They would all sound the same.

Answer: b Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.3 Define timbre.

Bloom’s Level: 3. Applying

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17. Sounds are first collected from the environment by the a. cochlea. b. tympanic membrane. c. ossicles. d. pinna. e. ear canal.

Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 1. Remembering 18. The purpose of the ear canal is to conduct sound vibrations to the tympanic membrane and a. prevent damage to the tympanic membrane. b. dampen loud sounds so they do not damage the inner ear. c. transduce sound waves into electric signals. d. provide vestibular feedback to the nervous system. e. code the amplitude and frequency of sounds.

Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 2. Understanding 19. The _______ is a thin sheet of skin at the end of the outer ear canal that vibrates in response to sound. a. cochlea b. tympanic membrane c. ossicle d. cochlear partition e. vestibular canal Answer: b Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 1. Remembering 20. What happens if the ear canal is blocked, as when wearing earplugs? a. The pinna is no longer be able to collect sounds from the environment. b. The ossicles within the ear canal are blocked from moving. c. Sounds echo in the ear canal, making them seem louder. d. The tympanic membrane vibrates less vigorously. e. The tympanic membrane shrinks, causing temporary deafness.

Answer: d

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Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 3. Applying 21. Which of the following is part of the middle ear? a. Pinna b. Ear Canal c. Malleus d. Tympanic Membrane e. Ear Lobe Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 3. Applying 22. The _______ consists of three tiny bones called ossicles. a. tympanic membrane b. middle ear c. inner ear d. cochlea e. outer ear Answer: b Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 1. Remembering 23. One of the roles of the ossicles is to a. amplify sounds. b. muffle sounds. c. prevent the cochlea from vibrating. d. transmit sound waves back to the environment. e. protect the ear canal.

Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 2. Understanding 24. What is the correct order of the vibrations from the eardrum as they pass through the ossicles? a. Incus, malleus, stapes b. Incus, stapes, malleus c. Malleus, incus, stapes

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d. Malleus, stapes, incus e. Stapes, incus, malleus Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 2. Understanding 25. The ossicles transfer sound vibrations between the _______ and _______. a. ear canal; tympanic membrane b. ear canal; cochlea c. cochlea; vestibular canal d. vestibular canal; basilar membrane e. tympanic membrane; oval window Answer: e Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 2. Understanding 26. Vibrations transmitted through the tympanic membrane and middle-ear bones cause the _______ to push and pull the flexible window in and out of the vestibular canal at the base of the cochlea. a. helicotrema b. basilar membrane c. round window d. stapes e. pinna Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 1. Remembering 27. The acoustic reflex protects the ear from intense sounds by a. transmitting only low-frequency sounds to the brain. b. contraction of the stapedius and tensor tympani muscles. c. opening the oval window to transmit vibrations to the round window. d. transmitting loud noises back to the ear canal. e. stiffening the round tympanic membrane.

Answer: b Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 2. Understanding

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28. What would happen if you did not have the stapedius and tensor tympani muscles? a. The vestibular canals would be permanently misaligned, resulting in hearing and equilibrium problems. b. The cochlea would not be secured in place and might move around. c. The ear canal would stay permanently open. d. Loud sounds would cause the ossicles to move too much, potentially causing damage to the inner ear. e. The ear canal would stay permanently closed.

Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 3. Applying 29. Which of the following is involved in the acoustic reflex that helps to protect the auditory system from extremely loud sounds? a. Pinna b. Stapedius c. Cochlea d. Oval window e. Tectorial membrane Answer: b Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 2. Understanding 30. The tympanic, vestibular, and middle canals are filled with which substance? a. Muscle b. Skin c. Bone d. Fluid e. Air Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 2. Understanding 31. Most of the information about sound waves is conveyed to the brain by the a. outer hair cells. b. inner hair cells. c. cochlear membrane. d. tympanic membrane. e. oval window.

Answer: b

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Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 1. Remembering 32. The _______ is where fine changes in sound pressure in the environment are translated into neural signals. a. outer ear b. middle ear c. inner ear d. tympanic canal e. oval window Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.

Bloom’s Level: 1. Remembering 33. The organ of Corti is a structure on the basilar membrane composed of _______ and dendrites of auditory nerve fibers. a. hair cells b. tiny bones c. fluid-filled chambers d. muscles e. mucous Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.

Bloom’s Level: 1. Remembering 34. Refer to the figure.

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This figure shows what happens when _______ causes a displacement along the cochlear partition. a. neural firing b. the auditory system c. vibration d. place code e. head tilt Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.

Bloom’s Level: 2. Understanding 35. Which of the following is a spiral structure in the inner ear that has three parallel canals filled with watery fluids? a. Pinna b. Tensor tympani c. Cochlea d. Ossicle e. Helicotrema Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.3 Describe how the cochlea encodes frequencies using a place code.

Bloom’s Level: 1. Remembering 36. Why is it important for the basilar membrane to move? a. Movement of the basilar membrane causes hair cells to bend, releasing neurotransmitters. b. Movement of the basilar membrane causes the ossicles to transmit energy to the oval window, releasing neurotransmitters. c. Movement of the basilar membrane blocks loud sounds from entering the inner ear, preventing damage to the inner ear structures. d. Movement of the basilar membrane causes neurons to spike in the ear canal. e. It’s not; the basilar membrane doesn’t move.

Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.3 Describe how the cochlea encodes frequencies using a place code.

Bloom’s Level: 4. Analyzing 37. Refer to the figure.

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This figure demonstrates how a. the cochlea produces sounds of different frequencies. b. sound waves can travel at different speeds. c. complex sounds are made of simple sounds. d. the auditory nerve transmits information to the brain. e. the cochlea is tuned to different frequencies.

Answer: e Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.3 Describe how the cochlea encodes frequencies using a place code. © Oxford University Press

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Bloom’s Level: 2. Understanding 38. How is the harmonic spectrum of sound analogous to the color spectrum of light? a. We have sound-opponent cells in the auditory nerve just like we have color-opponent cells in the optic nerve. b. Both sound and light perception depend on sensing small molecules in the air, which vibrate at different frequencies. c. Both sound and light depend on photoreceptors for sensation and perception. d. Both sounds and lights consist of many different wavelengths that are encoded independently. e. Both sound and light are processed by the anterior horn of the dorsolateral prefrontal cortex.

Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 4. Analyzing 39. A(n) _______ is a map plotting the responses of a neuron or fiber to sine waves with varying frequencies at the lowest intensity that will give rise to a response. a. spectrum b. isointensity function c. threshold tuning curve d. characteristic frequency e. place code Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 2. Understanding 40. The phenomenon known as two-tone suppression occurs when a. a second tone of a slightly different frequency is added to the first tone. b. three tones are heard together. c. the hair cells are not tuned properly to the particular frequencies heard. d. several tones are heard at the same time. e. any more than two tones cannot be heard.

Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 2. Understanding 41. Refer to the graph.

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Which frequency and volume combination would be most likely to suppress the firing of the 8000-Hz auditory nerve fiber? a. 500 Hz at 20 dB b. 500 Hz at 40 dB c. 1000 Hz at 40 dB d. 1000 Hz at 70 dB e. 8000 Hz at 60 dB Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 4. Analyzing 42. Rate saturation occurs when a nerve fiber is firing as rapidly as possible and a. further stimulation cannot increase the firing rate. b. signal transmission stops because the nerve is firing too rapidly. c. a second nerve fiber stops firing. d. a second nerve fiber slows its firing. e. then slows down.

Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 2. Understanding 43. Refer to the graph.

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Based on the graph, why would a song sound “muddy” if the volume is turned up really high? a. Some of the auditory nerve fibers would be overwhelmed by the volume and stop responding to the song. b. The auditory nerve fibers would respond to a wider range of wavelengths, making individual frequencies in the song less precisely encoded. c. The increased volume would cause the auditory nerve fibers to become even more selective in terms of which frequencies they respond to. d. The increased volume would cause the ossicles in the middle ear to “rattle,” interfering with sound perception. e. Louder sounds have an overrepresentation of lower frequencies, which overstimulates the basilar membrane, causing it to induce too much shearing motion on the hair cells in the cochlea.

Answer: b Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 4. Analyzing 44. Which of these choices refers to a graph that plots an auditory nerve fiber’s firing rate to a wide range of frequencies, all at the same volume? a. Characteristic frequency b. Threshold tuning curves c. Isosensitivity curves

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d. Rate-intensity function e. Weber’s law Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 4. Analyzing 45. The _______ refers to a graph that plots the firing rate of an auditory nerve fiber in response to a sound of a constant frequency at increasing intensities. a. threshold tuning curve b. frequency tuning curve c. relative amplitude function d. spike histogram e. rate-intensity function Answer: e Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 1. Remembering 46. Refer to the graph.

This graph illustrates the phenomenon of a. rate saturation. b. phase locking. c. spontaneous firing. d. threshold tuning. e. characteristic frequency.

Answer: b Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

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Bloom’s Level: 2. Understanding 47. Refer to the graph.

What change to the sound wave depicted in the top graph would cause the neuron in the bottom graph to fire less often? a. Increasing the amplitude b. Decreasing the amplitude c. Increasing the frequency d. Decreasing the frequency e. Increasing both frequency and amplitude.

Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 4. Analyzing 48. Some auditory nerves fire in synchrony at a particular point in the period of a sound wave, which is called a. phase locking. b. place code. c. rate saturation. d. threshold tuning. e. branching.

Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 4. Analyzing 49. _______ refers to the idea that multiple neurons can provide a temporal code for frequency if each neuron fires first at a distinct point in the period of a sound wave but does not fire on every period.

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a. Phase locking b. Two-tone suppression c. The volley principle d. Place code e. Rate saturation Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 2. Understanding 50. Refer to the figure.

What principle is illustrated in this figure? a. Two-tone suppression b. Auditory transduction principle c. Frequency saturation d. The volley principle e. The isointensity principle Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System © Oxford University Press

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Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 2. Understanding 51. All auditory nerve fibers initially synapse in the a. cochlear nucleus. b. cerebellum. c. belt area. d. parabelt area. e. primary auditory cortex.

Answer: a Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.

Bloom’s Level: 1. Remembering 52. What is the correct order for the structures through which sound information is transferred from the cochlea to the auditory cortex? a. Medial geniculate nucleus, superior olive, inferior colliculus b. Medial geniculate nucleus, inferior colliculus, superior olive c. Superior olive, medial geniculate nucleus, inferior colliculus d. Superior olive, inferior colliculus, medial geniculate nucleus e. Inferior colliculus, medial geniculate nucleus, superior olive Answer: d Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.

Bloom’s Level: 4. Analyzing 53. The primary auditory cortex (A1) is organized in a _______ manner. a. center-surround b. topographic c. tonotopic d. rows-and-columns e. retinotopic Answer: c Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.

Bloom’s Level: 1. Remembering 54. The first area within the temporal lobes that is responsible for processing acoustic information is called the a. lateral auditory cortex. b. medial auditory cortex. c. belt area. d. parabelt area. e. primary auditory cortex.

Answer: e

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Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.

Bloom’s Level: 1. Remembering 55. The belt area has neurons that respond to a. simple characteristics of sound. b. more complex characteristics of sound. c. particular frequencies. d. low frequencies only. e. language.

Answer: b Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.

Bloom’s Level: 2. Understanding 56. _______ is the study of the psychological correlates of the physical dimensions of acoustics. a. Psychoanalysis b. Psychophysics c. Psychoacoustics d. Psychologies e. Acoustometrics Answer: c Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.1 Define psychoacoustics.

Bloom’s Level: 1. Remembering 57. If you are building a pair of high-tech headphones and want to have the best sound possible for listening to music, what kind of scientist should you hire to help you develop the product? a. Ophthalmologist b. Psychoacoustician c. Audiologist d. Radiologist e. Optometrist Answer: b Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.1 Define psychoacoustics.

Bloom’s Level: 3. Applying 58. Refer to the graph.

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What is being plotted in this graph? a. Auditory response curves b. Equal frequency curves c. Psychoacoustic threshold curves d. Equal sound-level curves e. Equal-loudness curves Answer: e Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.2 Describe the concept of equal loudness curves.

Bloom’s Level: 2. Understanding 59. Refer to the graph.

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When you play piano, why might you have to hit the keys harder with your left hand (lower notes) than your right hand (higher notes) to make them sound the same volume? a. Low-frequency sounds are more condensed, making them sound louder. b. High-frequency sounds are less condensed, making them sound softer. c. Higher-frequency tones require higher dB levels to sound the same volume as lowerfrequency tones. d. Lower-frequency tones require higher dB levels to sound the same volume as higherfrequency tones. e. The audibility threshold curve is lower for low-frequency sounds and higher for highfrequency sounds.

Answer: d Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.2 Describe the concept of equal loudness curves.

Bloom’s Level: 3. Applying 60. _______ is the process by which a sound at a constant level is perceived as being louder when it is of a greater duration. a. Auditory synthesis b. Temporal synthesis c. Auditory analysis d. Auditory intensification e. Temporal integration Answer: e Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.

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Bloom’s Level: 1. Remembering 61. The phenomenon of _______ occurs when a second sound, frequently noise, is added to make the detection of another sound more difficult. a. obstruction b. overshadowing c. auditory suppression d. interference e. masking Answer: e Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.

Bloom’s Level: 2. Understanding 62. Experimenters often use _______ as masking in their studies involving sound. a. white noise b. critical bandwidth sounds c. low-frequency sounds d. high-frequency sounds e. inverse phasic sounds Answer: a Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.

Bloom’s Level: 1. Remembering 63. Why is white noise the best choice for masking random sounds in an environment? a. White noise consists mostly of low frequencies, which are the best at masking random sounds since they also tend to be mostly low frequencies. b. White noise consists mostly of medium frequencies, which are the best at masking random sounds since they also tend to be mostly medium frequencies. c. White noise consists mostly of high frequencies, which are the best at masking random sounds since they also tend to be mostly high frequencies. d. Since white noise includes energy at all frequencies, it is good at masking random sounds of any frequency. e. The structured and cyclical nature of white noise provides a clear pattern that interferes with the perception of random sounds in the environment.

Answer: d Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.

Bloom’s Level: 4. Analyzing 64. Hearing loss that is caused by problems with bones of the middle ear is called a. masking.

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b. ototoxia. c. auditory suppression. d. sensorineural hearing loss. e. conductive hearing loss.

Answer: e Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 1. Remembering 65. Which of the following is not a cause of hearing loss? a. Otitis media b. Use of ototoxic drugs c. Masking d. Excessive exposure to noise e. Otosclerosis Answer: c Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 2. Understanding 66. Which type of hearing loss is due to inflammation of the middle ear, occurs commonly in children as a result of infection, and is most often temporary? a. Otosclerosis b. Ototoxic c. Sensorineural d. Ottitis media e. Cochlear atrophy Answer: d Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 1. Remembering 67. Why would inflammation of the middle ear result in hearing loss? a. The ear canal would close, blocking sounds from entering the ear. b. The ossicles would have a hard time moving, therefore preventing waves from being transmitted into the cochlea. c. Swelling of the vestibular canal would prevent sounds from traveling through the cochlea. d. Swelling of the tympanic canal would prevent sounds from traveling through the cochlea. e. Swelling of the middle canal would prevent sounds being transduced into neural firing by the hair cells.

Answer: b

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Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 4. Analyzing 68. Which type of hearing loss is due to defects in the cochlea or auditory nerve? a. Otosclerosis b. Ototoxic c. Sensorineural d. Ottitis media e. Cochlear atrophy Answer: c Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 1. Remembering 69. Which type of hearing loss is due to abnormal growth of the middle-ear bones? a. Otosclerosis b. Ototoxic c. Sensorineural d. Ottitis media e. Cochlear atrophy Answer: a Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 1. Remembering 70. Which type of hearing loss is due to chemicals, such as antibiotics, or cancer drugs that kill hair cells in the inner ear? a. Otosclerosis b. Ototoxic c. Sensorineural d. Ottitis media e. Cochlear atrophy Answer: b Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 1. Remembering 71. Suppose you attend a rock concert one night and do not use hearing protection (e.g., ear plugs). Why might you have a hard time understanding somebody in a noisy restaurant the next day? a. Auditory hair cell loss

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b. Ottitis media c. Otosclerosis d. Auditory masking e. Hidden hearing loss Answer: e Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 3. Applying 72. _______ can give some people who are deaf the ability to hear. a. Ototoxic therapy b. Cochlear implants c. Otosclerosis d. Sensorineural implants e. Cochlear transplant Answer: b Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.2 Describe some of the approaches for treating hearing loss.

Bloom’s Level: 1. Remembering Short Answer 73. How are sound waves described, and what psychological aspects do they correspond to?

Answer: Sound waves are described and measured in terms of their amplitude (or intensity) and frequency. Amplitude is measured in decibels (dB) and corresponds to the psychological aspect of loudness. Frequency is measured in hertz (Hz) and corresponds to the psychological aspect of pitch.

Textbook Reference: 9.2 What Is Sound?

Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.

Bloom’s Level: 4. Analyzing 74. How is amplitude coded in the cochlea?

Answer: The higher the amplitude of a sound wave, the more the tympanic membrane and oval window move in and out with every pressure fluctuation. This causes the bulge in the vestibular canal to be bigger, which in turn moves the cochlear partition farther up and down. The larger displacements of the vestibular canal cause larger displacements of the tectorial membrane in the organ of Corti, creating more shearing force of the hair cells. This shearing force causes the hair cells to release more neurotransmitters more quickly, which drives the auditory nerve fibers to fire more vigorously, communicating the higher amplitudes (i.e., loudness) to the auditory system.

Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.

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Bloom’s Level: 4. Analyzing 75. How is frequency coded in the cochlea?

Answer: The basilar membrane is thick and narrow at the base and thin and wide near the apex, which means that different frequencies of sound cause different portions of the basilar membrane to vibrate in sympathy. Thus, the basilar membrane acts like an acoustic prism, separating out the complex mix of frequencies in a sound according to which portion of the membrane is vibrated by them. This is known as the “place code” for frequency perception in the cochlea.

Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.

Bloom’s Level: 4. Analyzing 76. What are equal-loudness curves?

Answer: For the same amplitude or intensity of sound, different frequencies yield different levels of perceived loudness by the auditory system. For a tone to sound equally loud at different frequencies, different amplitudes must be played. The curve describing the combinations of amplitudes and frequencies that sound equally loud to a listener is known as the equal-loudness curve.

Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System Learning Objective: 9.4.2 Describe the concept of equal loudness curves.

Bloom’s Level: 3. Applying Essay 77. Describe the process of audition, following a sound wave from the outer ear through the middle ear and into the inner ear. How are auditory neurons ultimately activated?

Answer: Sound is actually compression waves in the air, and when they reach the pinna, they are funneled along the auditory canal towards the tympanic membrane. The tympanic membrane vibrates in response to the pressure changes in the air, causing it to move inwards and outwards. The bones of the middle ear (the ossicles) connect the tympanic membrane to the oval window of the inner ear. The vibrations of the tympanic membrane transfer energy first to the malleus, then the incus, and then the stapes, which connects to the oval window and causes it to push in and out on the cochlea. The movement of the oval window causes pressure to be transferred into the fluid within the cochlea, creating traveling waves. These traveling waves move along the vestibular canal to the apex, where they transfer into the tympanic canal and travel through it until they reach the round window. Traveling waves that reach the round window cause it to move in and out, thus releasing their energy out of the cochlea. As the traveling waves move through the vestibular canal, they cause bulges that put pressure on the middle canal, which displaces the basilar membrane. Displacements of the basilar membrane cause hair cells embedded in the membrane and connected to the tectorial membrane above to undergo shearing force. The shearing force causes the hair cells to bend, which causes tip links connecting the hair cells to open ion pores that allow K+ ions to enter the cells. The K+ ions cause the cells to rapidly depolarize, releasing neurotransmitter onto the

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connected auditory nerve fibers, in turn causing them to fire and send auditory signals to the brain.

Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.

Bloom’s Level: 3. Applying 78. Describe the pathway of auditory nerve signals from the auditory nerve to primary auditory cortex.

Answer: Auditory nerve fibers leaving the cochlea first synapse in the cochlear nucleus in the brain stem, which contains many types of specialized neurons for processing various aspects of sound. From there, signals go to both the ipsilateral and contralateral superior olive structures, where signals from both ears are compared for the first time. The superior olive sends signals to the inferior colliculi, which mostly receive input from the contralateral ear. Information from the inferior colliculi is then transferred to the medial geniculate nuclei in the thalamus, which send signals both upstream to the brain and back downstream to earlier structures. The inferior colliculi send signals to primary auditory cortex (A1), which performs even more sophisticated analyses of the auditory signals.

Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.

Bloom’s Level: 3. Applying 79. Describe both conductive and sensorineural hearing loss and why they occur. Can they be treated?

Answer: Conductive hearing loss occurs when the bones of the middle ear are prevented from working properly. The most common cause is otitis media, which is when the middle ear becomes swollen and filled with mucus due to an infection. Otitis media typically resolves on its own after the body fights off the infection and the mucus is reabsorbed by the body, a process that might take up to several months. Otosclerosis, however, which is abnormal growth of the middle ear bones causing conductive hearing loss, will not naturally resolve on its own and requires surgery. Sensorineural hearing loss most commonly occurs inside the cochlea and can be due to damage to the auditory nerve fibers but more often is due to hair cells in the inner ear becoming damaged or destroyed.

Drugs that are ototoxic can destroy hair cells directly, leading to sensorineural hearing loss. The most common source of damage to hair cells in the inner ear is from exposure to excessively noisy environments such as construction zones or extremely loud concerts.

Hearing aids can help people to overcome sensorineural hearing loss by amplifying sound for frequencies that are severely impacted. Finally, cochlear implants may provide the ability to hear for people who are completely deaf due to a lack of hair cells in the cochlea.

Textbook Reference: 9.5 Hearing Loss Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.

Bloom’s Level: 5. Evaluating

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Test Bank

by Evan M. Palmer to accompany

Sensation & Perception, Sixth Edition Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 10: Hearing in the Environment Multiple Choice 1. The _______ is the difference in time between a sound arriving at one ear versus the other and helps us localize sound. a. azimuth b. interaural time difference c. interaural level difference d. cone of confusion e. sound shadow Answer: b Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 1. Remembering 2. The azimuth is the a. distance between the sound and the ears. b. location of the sound in space. c. angle of a sound source on the horizontal plane relative to a point in the center of the head between the ears. d. idea that the ears receive slightly different inputs when the sound source is located to one side or the other. e. difference in time between a sound arriving at one ear versus the other.

Answer: c Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 1. Remembering 3. Suppose you are in the woods and hear a high-pitched screech (above 1000 Hz).

Which auditory localization cue will help you determine where the sound came from? a. Interaural timbre difference b. Interaural attack difference c. Interaural decay difference d. Interaural level difference e. Interaural time difference Answer: d

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Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 3. Applying 4. Refer to the figure.

The blue circles in this interaural time difference diagram refer to locations from which sound reaches the _______ first. a. right ear b. left ear c. brain stem d. pons e. superior olive Answer: b Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 2. Understanding 5. Which method(s) of sound localization between the two ears is/are used most often for tones of very low frequencies? a. Interaural time difference b. Interaural level difference

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c. Interaural frequency difference d. Interaural echo difference e. Both interaural time and level differences Answer: a Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 2. Understanding 6. Which method(s) of sound localization between the two ears is/are used most often for tones of very high frequencies? a. Interaural time difference b. Interaural level difference c. Interaural frequency difference d. Interaural echo difference e. Both interaural time and level differences Answer: b Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 2. Understanding 7. Refer to the graph.

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This graph shows _______ for tones of different frequencies presented at different positions around the head. a. interaural level differences b. cones of confusion c. pitch differences d. loudness differences e. interaural time differences Answer: a Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 2. Understanding 8. Which direction on the azimuth would have the largest interaural time difference? a. 0°

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b. 30° c. 60° d. 90° e. 120° Answer: d Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 3. Applying 9. _______ refers to the region of positions in space where all the sounds produce the same time and level (intensity) differences. a. Cochlear region b. Sound source c. Cone of confusion d. Medial region e. Azimuth Answer: c Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 2. Understanding 10. Which of the following do(es) not contribute to sound localization? a. Interaural time difference b. Interaural level difference c. Lateral superior olives d. The cone of confusion e. Turning the head Answer: d Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 2. Understanding 11. Refer to the figure.

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What concept does this figure illustrate? a. Sound ambiguities cannot be resolved even if the observer turns their head. b. After hearing a noise, people usually turn their heads reflexively. c. Interaural time differences do not allow for sound localization. d. Interaural level differences do not allow for sound localization. e. Turning one’s head can help with sound localization.

Answer: e Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.

Bloom’s Level: 3. Applying 12. The _______ is a function that describes how the pinna, ear canal, head, and torso change the intensity of sounds with different frequencies that arrive at each ear from different locations in space. a. combination function b. directional transfer function c. inverse-square law d. localization function e. azimuth Answer: b Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.

Bloom’s Level: 1. Remembering 13. Refer to the graphs.

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These graphs illustrate the a. cone of confusion. b. localization functions. c. combination functions. d. inverse-square law. e. directional transfer functions.

Answer: e Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.

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Bloom’s Level: 2. Understanding 14. If someone’s lateral superior olive structures are destroyed, they are most likely to experience difficulty using a. interaural time differences to localize low-frequency sounds. b. interaural time differences to localize high-frequency sounds. c. interaural level differences to localize low-frequency sounds. d. interaural level differences to localize high-frequency sounds. e. timbre to localize low-frequency sounds.

Answer: d Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.

Bloom’s Level: 3. Applying 15. If someone’s medial superior olive structures are destroyed, they are most likely to experience difficulty using a. interaural time differences to localize low-frequency sounds. b. interaural time differences to localize high-frequency sounds. c. interaural level differences to localize low-frequency sounds. d. interaural level differences to localize high-frequency sounds. e. timbre to localize low-frequency sounds.

Answer: a Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.

Bloom’s Level: 3. Applying 16. The _______ is the relay station in the brain stem where inputs from both ears contribute to the detection of interaural time differences. a. medial superior olive b. cochlea c. pons d. lateral superior olive e. frontal lobe Answer: a Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.

Bloom’s Level: 1. Remembering 17. The _______ is a relay station in the brain stem where inputs from both ears contribute to the detection of interaural level differences. a. medial superior olive b. cochlea c. pons d. lateral superior olive e. hypothalamus Answer: d

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Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.

Bloom’s Level: 1. Remembering 18. Neurons that are sensitive to intensity differences between the two ears can be found in the a. medial superior olives. b. lateral superior olives. c. brain stem. d. cochlear muscles. e. ossicles.

Answer: b Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.

Bloom’s Level: 1. Remembering 19. Damage to which structure would specifically impair computations of interaural time differences? a. Cochlear nucleus b. Lateral superior olive c. Medial superior olive d. Medial nucleus of the trapezoid body e. Inferior colliculus Answer: c Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.

Bloom’s Level: 3. Applying 20. Damage to which structure would specifically impair computations of interaural level differences? a. Cochlear nucleus b. Lateral superior olive c. Medial superior olive d. Medial nucleus of the trapezoid body e. Inferior colliculus Answer: b Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.

Bloom’s Level: 3. Applying 21. According to the inverse-square law, as distance from a source _______, intensity _______ faster such that the _______ in intensity is the distance squared. a. increases; increases; increase b. decreases; decreases; decrease c. decreases; decreases; increase d. increases; decreases; decrease

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e. increases; increases; decrease Answer: d Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.4 Describe how listeners can judge the distance of sounds.

Bloom’s Level: 1. Remembering 22. Refer to the figure.

This figure demonstrates that the relative amounts of direct and reverberant energy coming from the listener’s neighbor and the singer will inform him of the a. location of the prime sound source. b. intensity level of the sound source. c. time it takes for sound to arrive to his ears. d. relative distances of the two sound sources. e. absolute distance of the direct energy source.

Answer: d Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.4 Describe how listeners can judge the distance of sounds.

Bloom’s Level: 2. Understanding 23. Suppose you get a new ear piercing that dramatically changes the shape of your pinna and causes you to have trouble localizing sounds. From which direction will you have the hardest time localizing sounds, and why? a. Sounds from the side, due to changes in interaural time differences b. Sounds from the side, due to changes in interaural level differences c. Sounds from above, due to changes in interaural time differences d. Sounds from above, due to changes in interaural level differences e. Sounds from above, due to changes in the direction transfer function Answer: e Textbook Reference: 10.1 Sound Localization

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Learning Objective: 10.1.4 Describe how listeners can judge the distance of sounds.

Bloom’s Level: 5. Evaluating 24. Which term describes the spectrum of a complex sound in which energy is at integer multiples of the fundamental frequency? a. Inverse-square law b. Harmonic spectrum c. Missing fundamental d. Resonance e. Timbre Answer: b Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.1 Describe the concept of a harmonic spectrum.

Bloom’s Level: 1. Remembering 25. _______ is the lowest-frequency component of a complex periodic sound. a. Harmonic sound b. Missing fundamental c. Fundamental frequency d. Timbre e. Pitch Answer: c Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.2 Explain the concept of a fundamental frequency.

Bloom’s Level: 1. Remembering 26. Refer to the figure.

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Even if the lowest frequency of a harmonic sound is removed (as in the figure), listeners still hear the pitch of this a. timbre. b. missing fundamental. c. vibration. d. attack. e. chord.

Answer: b Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.2 Explain the concept of a fundamental frequency.

Bloom’s Level: 2. Understanding 27. Refer to the figure.

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This figure demonstrates that when only three harmonics of the same fundamental frequency are presented (B–D), listeners still hear the pitch of the fundamental frequency because the harmonics all a. share a common energy fluctuation of 250 Hz. b. have the same intensity. c. occur at the same time. d. peak at the same amplitude which changes the frequency into a 250-Hz signal. e. share the same pitch.

Answer: a Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.2 Explain the concept of a fundamental frequency.

Bloom’s Level: 2. Understanding 28. _______ is the psychological sensation by which a listener can judge that two sounds with the same loudness and pitch are dissimilar. a. Attack b. Decay c. Timbre d. Consonance e. Dissonance Answer: c Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.3 Define timbre.

Bloom’s Level: 1. Remembering 29. _______ is the complex quality of sound that lets us distinguish a note played on the piano from the same note played on a trumpet. © Oxford University Press

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a. Consonance b. Dissonance c. Attack d. Decay e. Timbre Answer: e Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.3 Define timbre.

Bloom’s Level: 3. Applying 30. The part of a sound during which amplitude increases is known as a. decay. b. start note. c. attack. d. octave. e. pitch.

Answer: c Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.4 Define the concepts of attack and decay.

Bloom’s Level: 1. Remembering 31. The part of a sound during which amplitude decreases is known as a. instrumental decrease. b. sound decline. c. end note. d. decay. e. tone.

Answer: d Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.4 Define the concepts of attack and decay.

Bloom’s Level: 1. Remembering 32. When you pluck the string on a violin rather than use a bow to play the same note, which sound aspect is the most different? a. Attack b. Decay c. Tone d. Octave e. Fundamental frequency Answer: a Textbook Reference: 10.1 Sound Localization Learning Objective: 10.2.4 Define the concepts of attack and decay.

Bloom’s Level: 3. Applying 33. Source segregation involves the a. distinction of various harmonic sounds in the broader environment.

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b. tuning to one particular sound. c. combination of various harmonic sounds into one. d. missing fundamental. e. distinction of auditory events in the broader environment.

Answer: e Textbook Reference: 10.3 Auditory Scene Analysis Learning Objective: 10.3.1 Explain the concept of auditory scene analysis.

Bloom’s Level: 2. Understanding 34. _______ is the perceptual organization of a complex acoustic signal into separate auditory events. a. Auditory stream segregation b. Source segregation c. Harmonic sound perception d. Grouping by onset e. Acoustic grouping Answer: a Textbook Reference: 10.3 Auditory Scene Analysis Learning Objective: 10.3.1 Explain the concept of auditory scene analysis.

Bloom’s Level: 1. Remembering 35. Which of the following describes the phenomenon of, for example, being able to identify the different instruments in a composition based on their distinctive sound characteristics? a. Grouping by onset b. Grouping by timbre c. Grouping by continuity d. Grouping by decay e. Restoration effects Answer: b Textbook Reference: 10.3 Auditory Scene Analysis Learning Objective: 10.3.1 Explain the concept of auditory scene analysis.

Bloom’s Level: 3. Applying 36. A very simple example of auditory stream segregation involves two tones with similar frequencies that are a. played continuously together. b. alternated. c. started together at the same time. d. different in amplitude. e. missing fundamentals.

Answer: b Textbook Reference: 10.3 Auditory Scene Analysis Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.

Bloom’s Level: 2. Understanding

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37. Which of the following does not contribute to auditory stream segregation? a. The perceived locations of the sound sources b. The onset of the different sound sources c. The timbre of the different sound sources d. The pitch of the different sound sources e. The different sound sources added together Answer: e Textbook Reference: 10.3 Auditory Scene Analysis Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.

Bloom’s Level: 1. Remembering 38. Which of the following describes the phenomenon of grouping sounds that begin at the same time? a. Grouping by onset b. Grouping by timbre c. Grouping by continuity d. Grouping by decay e. Restoration effects Answer: a Textbook Reference: 10.3 Auditory Scene Analysis Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.

Bloom’s Level: 1. Remembering 39. _______ effects have been demonstrated in the laboratory with a wide variety of target sounds and interrupting sounds. The simplest version of such an experiment is to delete portions of a pure tone and replace them with noise. a. Alternating b. Decay c. Continuity d. Restoration e. Auditory segregation Answer: c Textbook Reference: 10.4 Continuity and Restoration Effects Learning Objective: 10.4.1 Describe how the auditory system uses a form of good continuation to perceive sounds.

Bloom’s Level: 3. Applying 40. _______ is a process by which missing or degraded acoustic signals are perceptually replaced. a. Good continuation b. Appropriate grouping rule c. Perceptual filling d. Perceptual restoration

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e. Auditory stream segregation Answer: d Textbook Reference: 10.4 Continuity and Restoration Effects Learning Objective: 10.4.2 Describe how the auditory system can restore missing parts of complex sounds.

Bloom’s Level: 1. Remembering 41. _______ describes the very rapid motor response to a sudden sound. a. Knee-jerk reaction b. Acoustic surprise reaction c. Acoustic startle reflex d. Auditory surprise effect e. Auditory defense reaction Answer: c Textbook Reference: 10.5 Auditory Attention Learning Objective: 10.5.1 Describe the acoustic startle reflex.

Bloom’s Level: 1. Remembering 42. Suppose you watch a scary movie in a theater and a loud noise causes you to jump in your seat. You have just experienced a. a knee-jerk reaction. b. an acoustic surprise reaction. c. the auditory surprise effect. d. an auditory defense reaction. e. an acoustic startle reflex.

Answer: e Textbook Reference: 10.5 Auditory Attention Learning Objective: 10.5.1 Describe the acoustic startle reflex.

Bloom’s Level: 3. Applying 43. How many auditory streams can we humans accurately monitor at once? a. One b. Two c. Three d. Four e. Five Answer: a Textbook Reference: 10.5 Auditory Attention Learning Objective: 10.5.2 Explain the concept of inattentional deafness.

Bloom’s Level: 2. Understanding Short Answer 44. What is the directional transfer function?

Answer: The directional transfer function describes how sound waves are transformed by the pinna, ear canal, head, and torso. These structures can change the intensity of sounds

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at different frequencies, which must be taken into account for sound localization to work properly. The auditory system implicitly codes the directional transfer function and uses it in combination with interaural level and timing differences to determine the direction sounds are coming from.

Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.

Bloom’s Level: 2. Understanding 45. What is timbre?

Answer: Timbre allows two sounds of the same pitch and loudness to be distinguished from each other. Timbre is conveyed through the harmonics of a sound that add character and texture to the tone without altering the fundamental frequency and therefore the perceived pitch of the sound. Timbre is that quality that we use to tell the difference between the same musical note played on a piano versus flute or any other instrument.

Textbook Reference: 10.2 Complex Sounds Learning Objective: 10.2.3 Define timbre.

Bloom’s Level: 2. Understanding 46. What is a restoration effect in auditory perception?

Answer: An auditory restoration effect is when one is able to “hear through” interruptions in an auditory stimulus by sources such as white noise, bursts of static, or other sounds in the environment. This effect is analogous to the Gestalt principle of good continuation in the sense that the auditory stream is heard as continuing through the noise and connecting on either side of the interruption.

Textbook Reference: 10.4 Continuity and Restoration Effects Learning Objective: 10.4.2 Describe how the auditory system can restore missing parts of complex sounds.

Bloom’s Level: 2. Understanding 47. What is the acoustic startle reflex?

Answer: The acoustic startle reflex is a very quick body movement in response to a sudden noise. Emotions impact the acoustic startle reflex, in the sense that a person who is anxious or frightened will display a larger acoustic startle reflex than somebody who is relaxed or happy. The acoustic startle reflex is rapid because very few neurons are involved in the reflex, which speeds up its response to the surprising auditory stimulus.

Textbook Reference: 10.5 Auditory Attention Learning Objective: 10.5.1 Describe the acoustic startle reflex.

Bloom’s Level: 2. Understanding Essay 48. Describe the two major cues that our brain uses to localize sound waves.

Answer: The two major cues that our brains use to localize sound waves are interaural timing differences (ITDs) and interaural level differences (ILDs). ITDs are calculated based on when a sound wave arrives at the left ear versus the right ear and require precise

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encoding of timing differences by the auditory system. To achieve such processing, the medial superior olive structures in the brainstem code ITDs, which is the first place in the auditory system where inputs from both ears converge. ILDs are calculated based on the fact that the head casts a sound shadow such that the ear closest to a noise source will hear sound at a higher intensity than the ear father away from it. ILDs work best for high frequency sounds since they are better blocked by the head than are lower frequency sounds. ILDs are processed by the lateral superior olive structures in the brainstem, which receive excitatory input from the ipsilateral ear and inhibitory connections from the contralateral ear. For both ITDs and ILDs, sounds coming from both in front of and behind the listener will yield the same interaural differences, meaning that there are cones of confusion for both of these cues. To resolve the confusion, the listener will typically turn his or her head to resample the sounds coming in. When the head is turned, the true source of the sound will seem to come from the same location as before the head turn, while the illusory source will change. In this way, the cone of confusion can be overcome, and accurate sound localization can occur.

Textbook Reference: 10.1 Sound Localization Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.

Bloom’s Level: 3. Applying 49. What is auditory stream segregation and what cues does the brain use to achieve it?

Answer: Auditory stream segregation is when the listener can distinguish between several different sources of sound that are all arriving at the ears simultaneously. It is a form of auditory scene analysis or source segmentation, meaning that in such cases, each auditory stream is heard as a separate event and the listener can identify the various sound images being heard. Several cues are used to differentiate sound sources, including segregating sounds based on differences in their location and grouping sounds based on their timbre, onset, or familiarity. When sounds are segregated based on their spatial location, interaural timing and level differences are used to identify various sources for the sounds being heard, and stimuli from each location are typically treated as independent sound sources. Grouping by timbre, on the other hand, means that the auditory system tends to regard sounds with the same timbre as belonging to the same auditory stream and coming from the same source. This is how listeners can pick out the melody being played by different instruments in an orchestra. Grouping by onset is the idea that sound sources that begin at the same time tend to be from the same sound source, all else being equal. If sounds are separated by as little as 30 ms in their onset, then they tend to be regarded as different sound sources. Thus, in an orchestra, even though separate instruments are supposed to start at exactly the same time, they rarely do and these small differences in the timing of the onsets of the sounds allows the auditory system to better distinguish the sound sources as coming from different instruments. Finally, when a sound repeats it becomes more familiar, and familiar sounds are easier to pick out from the background than unfamiliar sounds. It only takes a few repetitions of a completely novel sound for people to become familiar with it and be able to segregate it from other sounds in the background.

Textbook Reference: 10.3 Auditory Scene Analysis

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Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.

Bloom’s Level: 4. Analyzing

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Test Bank

by Evan M. Palmer to accompany

Sensation & Perception, Sixth Edition Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 11: Music and Speech Perception Multiple Choice 1. _______ is the psychological aspect of a sound, related mainly to perceived frequency. a. Chroma b. Sound c. Tone d. Octave e. Pitch Answer: e Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 1. Remembering 2. An octave is the a. amplitude of a piece of music. b. interval between two sound frequencies having a ratio of 2:1. c. frequency range of a particular piece of music. d. musical distance between two chords. e. absolute frequency difference between two notes in the same interval.

Answer: b Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 1. Remembering 3. _______ is a sound quality whereby a sound is heard to be of higher or lower pitch. a. Tone height b. Octave c. Tone chroma d. Musical pitch e. Missing fundamental Answer: a Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 2. Understanding

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4. If the frequency of a sound is doubled, what happens to the tone height and tone chroma of the sound? a. The tone height increases and the tone chroma increases. b. The tone height increases and the tone chroma decreases. c. The tone height increases but the tone chroma stays the same. d. The tone height decreases and the tone chroma stays the same. e. The tone height decreases and the tone chroma decreases.

Answer: c Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 3. Applying 5. Which sound frequency would have the most similar tone chroma to a 220-Hz tone? a. 200 Hz b. 320 Hz c. 400 Hz d. 440 Hz e. 500 Hz Answer: d Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 3. Applying 6. _______ is a sound quality shared by tones that have the same octave interval. a. Tone height b. Chord c. Tone chroma d. Musical pitch e. Missing fundamental Answer: c Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 1. Remembering 7. Refer to the figure.

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The vertical arrow refers to the a. tone chroma. b. musical scale. c. frequency range. d. tone height. e. timbre.

Answer: d Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 2. Understanding 8. Refer to the figure.

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The colors of the ribbon refer to the a. tone chroma. b. musical scale. c. frequency range. d. tone height. e. timbre.

Answer: a Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 2. Understanding 9. A _______ is a combination of three or more musical notes with different pitches played simultaneously. a. melody b. tempo c. chord d. sonata

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e. tone Answer: c Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 1. Remembering 10. What is the effect of culture on the perception of music? a. People who are from cultures without music cannot perceive tone chroma. b. People who are from cultures without music cannot perceive tone height. c. People from all cultures hear musical notes in the same way. d. People tend to hear musical notes in ways that are dependent on their genetic heritage. e. People tend to hear musical notes in ways that correspond to their culture.

Answer: e Textbook Reference: 11.1 Music Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.

Bloom’s Level: 2. Understanding 11. Suppose a new culture is discovered that has nine notes per octave in their musical scale, as opposed to the seven notes per octave in traditional Western music. What might we predict about their hearing of pitches? a. They will perceive a wider range of pitches that qualify for a given note. b. They will perceive a narrower range of pitches that qualify for a given note. c. They will perceive the same range of pitches that qualify for a given note. d. After a few moments listening to music in the seven-note Western scale, their hearing of pitches will switch over to the Western scale. e. They will have difficulty hearing the difference between consonant and dissonant chords.

Answer: e Textbook Reference: 11.1 Music Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.

Bloom’s Level: 5. Evaluating 12. The rare ability whereby some people are able to very accurately name or produce notes without comparison to other notes is called _______ pitch. a. direct b. natural c. absolute d. relative e. super Answer: c Textbook Reference: 11.1 Music Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.

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Bloom’s Level: 2. Understanding 13. A person who can tune a guitar or piano by ear alone, without using an electronic tuning device, has _______ pitch. a. direct b. absolute c. natural d. super e. relative Answer: b Textbook Reference: 11.1 Music Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.

Bloom’s Level: 3. Applying 14. A melody is defined by the _______, rather than by an exact sequence of sound frequencies. a. tempo b. chords c. increasing frequency pattern d. pattern of rises and falls in pitch e. tone height Answer: d Textbook Reference: 11.1 Music Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.

Bloom’s Level: 2. Understanding 15. If you transform a sequence of notes by raising all of their frequencies by exactly 100 Hz, which aspect would not change? a. Melody b. Tone height c. Tone chroma d. Pitch e. Musical scale Answer: a Textbook Reference: 11.1 Music Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.

Bloom’s Level: 3. Applying 16. _______ is the perceived speed of the presentation of sounds. a. Melody b. Pitch c. Tempo d. Musical scale

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e. Octave Answer: c Textbook Reference: 11.1 Music Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.

Bloom’s Level: 1. Remembering 17. Refer to the figure.

According to the figure, when two rhythms are played together a. one rhythm tends to dominate, and the nondominant rhythm is perceptually adjusted to correspond to the dominant rhythm. b. one rhythm tends to dominate, and the dominant rhythm is perceptually adjusted to correspond to the nondominant rhythm. c. neither rhythm dominates. d. the rhythm with the higher frequency dominates. e. the rhythm with the richer tone chroma dominates.

Answer: a Textbook Reference: 11.1 Music Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.

Bloom’s Level: 2. Understanding 18. _______ is a deviation from a regular rhythm. a. Phonation b. Articulation c. Modulation d. Syncopation e. Coarticulation Answer: d Textbook Reference: 11.1 Music Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.

Bloom’s Level: 1. Remembering 19. Jazz musicians often “swing” the timing of when they play notes in a song such that there is a systematic deviation from the regular rhythm. This is an example of a. syncopation. b. articulation. © Oxford University Press

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c. modulation. d. phonation. e. coarticulation.

Answer: a Textbook Reference: 11.1 Music Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.

Bloom’s Level: 3. Applying 20. Refer to the figure.

In the figure, phonation occurs in the a. oral tract. b. larynx. c. vocal folds. d. lungs. e. esophagus.

Answer: c Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 2. Understanding 21. Which part of speed production would be most affected if the vocal folds are anesthetized to be immobile? © Oxford University Press

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a. Respiration b. Phonation c. Articulation d. Enunciation e. Syncopation Answer: b Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 4. Analyzing 22. _______ is the process through which the vocal folds are made to vibrate when air pushes out of the lungs. a. Articulation b. Phonation c. Enunciation d. Syncopation e. Respiration Answer: b Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 1. Remembering 23. The _______ is the airway above the larynx that is used for the production of speech and includes the oral and nasal tracts. a. throat b. esophagus c. trachea d. epiglottis e. vocal tract Answer: e Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 1. Remembering 24. To initiate speech sound, the _______ pushes air out of the lungs, through the trachea, and up to the larynx. a. diaphragm b. tongue c. palate d. oral tract e. esophagus Answer: a Textbook Reference: 11.2 Speech

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Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 2. Understanding 25. Snoring happens during sleep because air is pushed out from the lungs and the _______ is/are engaged, thus making noise. a. diaphragm b. esophagus c. soft palate d. vocal folds e. oral tract Answer: d Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 3. Applying 26. The three basic components of the production of speech are respiration, phonation, and a. resonation. b. tempo perception. c. articulation. d. rhythm keeping. e. melody.

Answer: c Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 2. Understanding 27. _______ is the act or manner of producing speech sound using the vocal tract. a. Articulation b. Phonation c. Enunciation d. Resonation e. Voicing Answer: a Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 1. Remembering 28. Each consonant we produce can be classified according to three articulatory dimensions: place of articulation, manner of articulation, and a. coarticulation. b. phonation.

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c. resonation of sound. d. voicing. e. formants.

Answer: d Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 2. Understanding 29. Refer to the graph.

In this graph, the peaks are referred to as a. troughs. b. formants. c. sine waves. d. positive values. e. maxima.

Answer: b Textbook Reference: 11.2 Speech Learning Objective: 11.2.2 Explain how speech sounds are visualized in a spectrogram.

Bloom’s Level: 2. Understanding 30. A(n) _______ is a pattern for sound analysis that provides a three-dimensional display, plotting time on the horizontal axis, frequency on the vertical axis, and intensity in color or gray scale? a. vocalization plot b. sine wave c. encephalogram d. cartogram e. spectrogram Answer: e Textbook Reference: 11.2 Speech Learning Objective: 11.2.2 Explain how speech sounds are visualized in a spectrogram.

Bloom’s Level: 2. Understanding

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31. Refer to the figure.

This figure shows _______ of sounds. a. graphs b. frequencies c. articulations d. spectrograms e. vocalization plots Answer: d Textbook Reference: 11.2 Speech Learning Objective: 11.2.2 Explain how speech sounds are visualized in a spectrogram.

Bloom’s Level: 2. Understanding 32. The phenomenon in speech whereby attributes of successive speech units overlap in articulatory or acoustic patterns is known as a. articulation. b. coarticulation. c. voicing. d. obstruction. e. resonance.

Answer: b Textbook Reference: 11.2 Speech Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.

Bloom’s Level: 2. Understanding 33. Understanding human speech is a challenge for computers because the same phoneme might be pronounced differently depending on the phonemes coming before or after it.

This is called a. voicing. b. resonance. c. obstruction. d. articulation. e. coarticulation.

Answer: e

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Textbook Reference: 11.2 Speech Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.

Bloom’s Level: 3. Applying 34. In categorical perception, listeners a. discriminate sounds that are labeled differently. b. discriminate the intensity of sounds. c. articulate various sounds. d. choose the correct sound. e. recognize melodies.

Answer: a Textbook Reference: 11.2 Speech Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.

Bloom’s Level: 2. Understanding 35. The theory stating that the processes used to produce speech are run in reverse to understand speech is called the _______ theory. a. special speech b. speech-specific c. motor d. speech perception e. melodic inference Answer: c Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 1. Remembering 36. _______ is the phenomenon whereby a person repeats the sound “gah” while the sound “bah” comes from a speaker and the observer hears the sound “dah”? a. The phonemic restoration effect b. The McGurk effect c. The speech continuity effect d. The cone of confusion e. Noncategorical perception Answer: b Textbook Reference: 11.2 Speech Learning Objective: 11.2.5 Explain how visual cues can affect how speech sounds are heard.

Bloom’s Level: 2. Understanding 37. Refer to the figure.

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This figure demonstrates the concept of a. transformation. b. blending. c. articulation. d. contrast. e. categorical perception.

Answer: e Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 2. Understanding 38. Amazing evidence supporting the idea of “learning to listen” comes from a. dogs. b. newborns. c. the elderly. d. stroke patients. e. monkeys.

Answer: b Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 2. Understanding 39. If someone listens to a series of phonemes that smoothly and continuously morphs between “bah” and “dah” in four steps, she most likely hears a. sounds in the middle as a combination of “bah” and “dah.” b. all of the sounds as “bah.” c. all of the sounds as “dah.” d. the sounds in the middle as either “bah” or “dah.” e. the sounds in the middle as “lah.”

Answer: d Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 3. Applying 40. Native listeners learn to

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a. pronounce all possible sounds in all languages. b. pronounce vowels first. c. listen attentively to foreign languages. d. filter out irrelevant acoustic information. e. pronounce consonants first.

Answer: d Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 2. Understanding 41. Suppose a baby grows up in a home with its parents and grandparents. The parents speak one language and the grandparents speak another, so the baby hears both languages in the home. What will most likely happen to the baby’s ability to perceive and produce phonemes from the two languages at about one year old? a. The baby will be able to perceive and produce phonemes from the parents’ language but not the grandparents’ language. b. The baby will be able to perceive and produce phonemes from the grandparents’ language but not the parents’ language. c. The baby will be able to perceive and produce phonemes from both languages. d. The baby will not be able to perceive and produce phonemes from either language. e. The baby will be able to perceive and produce phonemes from every language in the world, including languages not heard in the home.

Answer: c Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 3. Applying 42. After listening to manufactured sentence streams such as tupirogolabudapikutiladogolabutupirotiladodapiku for just two minutes, infants a. stopped responding to words in their native language. b. learned how to articulate new sounds. c. can repeat the phrase perfectly. d. listen more intently to words from the stream than to novel words. e. listen more intently to novel words than words from the stream.

Answer: e Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 3. Applying 43. The development of _______ has made it possible for us to learn about how speech is processed in the brain. a. spectrograms b. frequency graphs

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c. imaging techniques d. speech indicators e. Fourier analysis Answer: c Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 2. Understanding 44. If you image the brain of somebody who was listening to speech, what lobe of the brain is the most active? a. Frontal b. Temporal c. Parietal d. Medial e. Occipital Answer: b Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 3. Applying Short Answer 45. Explain the concepts of tone height and tone chroma.

Answer: Tone height is monotonically related to frequency and refers to the level of pitch of a tone. Tone chroma is more categorical and relates to the sound quality shared by musical notes that are separated by octaves from each other. For instance, the notes C3, C4, and C5 all have the same tone chroma but differ in tone height.

Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 2. Understanding 46. What are chords, and what makes some chords sound “better” than others?

Answer: Chords are combinations of three or more musical notes with different pitches that are played at the same time. Whether a tone sounds consonant (pleasing) or dissonant (displeasing) depends on the ratios of the frequencies of the notes making up the chord.

Chords with simple frequency ratios are perceived as consonant while chords with complicated frequency ratios are perceived as dissonant.

Textbook Reference: 11.1 Music Learning Objective: 11.1.1 Describe the musical helix and how it relates to the concepts of tone height, tone chroma, octaves, and chords.

Bloom’s Level: 2. Understanding 47. What is syncopation and what does it have to do with rhythm?

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Answer: Rhythm is the regular repeating of a sound in time, and syncopation is a deviation from a regular rhythm. For instance, syncopation may occur when a note that was expected to be accented according to the rhythm goes unaccented or unplayed.

Textbook Reference: 11.1 Music Learning Objective: 11.1.3 Explain the musical concepts of melody, tempo, rhythm, and syncopation.

Bloom’s Level: 2. Understanding 48. How do children learn to recognize speech sounds?

Answer: Children are aware of the statistics of the sounds they hear in their environment, and these statistics influence which vowel and consonant sounds they attend to or ignore.

By as early as 6 months of age, evidence shows that infants are more sensitive to acoustic differences that distinguish vowels in the language being spoken in their environment than they are to those distinguishing vowels in other languages. By about one year of age, babies also begin to ignore acoustic differences that distinguish consonants in their language and ignore those that differentiate consonants in other languages.

Textbook Reference: 11.2 Speech Learning Objective: 11.2.4 Describe some of the ways that auditory perception is affected by learning.

Bloom’s Level: 2. Understanding Essay 49. What are some influences of culture on music perception?

Answer: Different cultures may have different musical scales that distinguish between more or fewer notes in an octave than other cultures. For instance, the Western musical scale is based on seven notes in an octave while some Asian cultures base their music on five notes in an octave. The Javanese sléndro and pélog scales have fewer than seven notes in an octave and they also are willing to accept more variation in a note’s acceptable frequency. Therefore, differences in culture lead to differences in the expectations about musical scales as well as the way those musical scales are perceived.

Furthermore, some languages use pitch as a way to distinguish meaning of words, and those languages have larger variations in the range of pitches typically used while communicating. These variations in language pitch correspond with variations in music in the sense that musical pitch changes in Asian cultures tend to be larger and occur more frequently than pitch changes in music from Western cultures.

Textbook Reference: 11.1 Music Learning Objective: 11.1.2 Describe some of the cultural differences in music scales and absolute pitch.

Bloom’s Level: 4. Analyzing 50. Describe the processes of respiration, phonation, and articulation in speech production.

Answer: For a speech sound to be produced, air must be pushed out of the lungs (respiration), up the trachea, and through the larynx where the vocal folds are located.

The vocal folds in the larynx can be adjusted by muscular contractions to vary the

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amount of air that freely passes between the opening separating them, a process known as phonation. The rate at which the vocal folds vibrate determines the pitch of the sound they produce, with faster vibrations producing higher pitched sounds and slower vibrations producing lower pitched sounds. Sounds from the larynx and vocal folds proceed up into the vocal tract, which consists of the oral and nasal tracts. The shape of the vocal tract can be manipulated through movements of the jaw, lips, tongue body, tongue tip, velum (soft palate), and other structures. These changes in the vocal tract shape the sounds by affecting how much sound energy is transmitted at different frequencies. Furthermore, the placement and movements of the tongue and lips during sound production dramatically alters the quality of the sounds produced. For instance, the difference between “bah,” “dah,” and “gah” is due to whether the “ah” sound is proceeded by the lips parting, the tip of the tongue moving off the front of the roof of the mouth, or the middle of the tongue moving off the back of the roof of the mouth.

Textbook Reference: 11.2 Speech Learning Objective: 11.2.1 Describe how speech sounds are produced using respiration, phonation, and articulation.

Bloom’s Level: 4. Analyzing 51. What is the concept of categorical perception, how is it measured, and what does it have to do with speech perception?

Answer: Categorical perception is the observation that stimuli that vary continuously from one to the other are nonetheless placed into sharply defined categories and perceived as only having a few distinctions. For instance, sounds that are morphed from “bah” to “dah” to “gah” vary continuously yet are perceived to fall into one of those three categories. Furthermore, sounds that differ in their physical characteristics but fall within the same level are difficult or impossible to tell apart while other sounds that have the same magnitude of difference between them yet fall into different categories are very easy to distinguish. Categorical perception results in distinct, sharp labels for certain stimuli and discrimination performance that is heightened across categories but suppressed within categories.

Textbook Reference: 11.2 Speech Learning Objective: 11.2.3 Describe how coarticulation affects speech perception.

Bloom’s Level: 5. Evaluating

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Chapter 12: Vestibular Sensation Test Bank Type: multiple choice question Title: Chapter 12 Question 01 1. The _______ system is the collective term for neurons in cranial nerve VIII and the set of organs located in the inner ear that sense head motion and head orientation with respect to gravity.

Feedback: Textbook Reference: 12.0 Introduction Learning Objective: 12.0.1 Define spatial orientation in terms of the perception of linear motion, angular motion, and tilt.

Bloom’s Level: 1. Remembering a. orientation b. balance *c. vestibular d. auditory e. gravity sensation Type: multiple choice question Title: Chapter 12 Question 02 2. Which five organs make up the vestibular system?

Feedback: Textbook Reference: 12.0 Introduction Learning Objective: 12.0.1 Define spatial orientation in terms of the perception of linear motion, angular motion, and tilt.

Bloom’s Level: 1. Remembering a. One semicircular canal and four otolith organs b. Two semicircular canals and three otolith organs *c. Three semicircular canals and two otolith organs d. Four semicircular canals and one otolith organ e. Five semicircular canals Type: multiple choice question Title: Chapter 12 Question 03 3. This term describes an illusory sense of spinning.

Feedback: Textbook Reference: 12.0 Introduction Learning Objective: 12.0.2 Define vertigo.

Bloom’s Level: 1. Remembering a. Kinesthesis b. Graviception c. Balance *d. Vertigo e. Yaw Type: multiple choice question Title: Chapter 12 Question 04 4. The _______ reflex helps us see visual stimuli clearly, even when the head is moving.

Feedback: Textbook Reference: 12.0 Introduction Learning Objective: 12.0.3 Describe the vestibulo-ocular reflex.

Bloom’s Level: 2. Understanding a. otolithic b. semicircular c. saccadic d. tracking

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*e. vestibulo-ocular Type: multiple choice question Title: Chapter 12 Question 05 5. The reason that videos shot with handheld cameras seem so shaky and hard to follow is because when we see something with our own eyes, our _______ allows us to compensate for our own motion and maintain a steady image on the retina.

Feedback: Textbook Reference: 12.0 Introduction Learning Objective: 12.0.3 Describe the vestibulo-ocular reflex.

Bloom’s Level: 3. Applying a. vection b. vestibular-autonomic integration *c. vestibular-ocular reflex d. sense of gravity e. sense of linear acceleration Type: multiple choice question Title: Chapter 12 Question 06 6. The _______ reflex is the term for eye movements that compensate for rotations of the head to maintain fixation on an object.

Feedback: Textbook Reference: 12.0 Introduction Learning Objective: 12.0.3 Describe the vestibulo-ocular reflex.

Bloom’s Level: 2. Understanding a. translational motion b. angular motion c. balance fixation d. torsional motion *e. vestibulo-ocular Type: multiple choice question Title: Chapter 12 Question 07 7. If a person fixates on an object and then rotates her head to the right, the _______ reflex will cause her eyes to rotate to the left to maintain fixation.

Feedback: Textbook Reference: 12.0 Introduction Learning Objective: 12.0.3 Describe the vestibulo-ocular reflex.

Bloom’s Level: 3. Applying *a. vestibulo-ocular b. torsional motion c. translational motion d. balance fixation e. angular motion Type: multiple choice question Title: Chapter 12 Question 08 8. The sense of _______ is comprised of three interacting sensory modalities: our sense of linear motion, angular motion, and tilt.

Feedback: Textbook Reference: 12.1 Vestibular Contributions Learning Objective: 12.1.1 Describe how the vestibular system contributes to balance, kinesthesia, and visual clarity.

Bloom’s Level: 1. Remembering a. spatial awareness *b. spatial orientation c. balance d. movement e. heading

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Type: multiple choice question Title: Chapter 12 Question 09 9. _______ flow inward to the central nervous system from sensors in the periphery, while _______ flow outward from the central nervous system to the periphery.

Feedback: Textbook Reference: 12.1 Vestibular Contributions Learning Objective: 12.1.1 Describe how the vestibular system contributes to balance, kinesthesia, and visual clarity.

Bloom’s Level: 1. Remembering *a. Afferent signals; efferent commands b. Efferent commands; afferent signals c. Kinesthetic signals; balance commands d. Balance commands; kinesthetic signals e. Amplitude signals; direction commands Type: multiple choice question Title: Chapter 12 Question 10 10. The neural processes of posture control by which weight is evenly distributed, enabling us to remain upright and stable, is called Feedback: Textbook Reference: 12.1 Vestibular Contributions Learning Objective: 12.1.1 Describe how the vestibular system contributes to balance, kinesthesia, and visual clarity.

Bloom’s Level: 1. Remembering a. the active sense. b. the vestibulo-ocular reflex. c. kinesthesis. *d. balance. e. the passive sense.

Type: multiple choice question Title: Chapter 12 Question 11 11. _______ combines information from efferent commands (such as motor commands to turn the head) and afferent signals (such as the sense of angular motion) to improve our vestibular sense.

Feedback: Textbook Reference: 12.1 Vestibular Contributions Learning Objective: 12.1.2 Describe the notion of active sensing by the vestibular system.

Bloom’s Level: 2. Understanding a. Vection b. Graviception c. Vertigo d. Illusory self-motion *e. Active sensing Type: multiple choice question Title: Chapter 12 Question 12 12. If you stand on the side of a hill you experience a tilt sensation which can also be described as Feedback: Textbook Reference: 12.2 Evolutionary Development and Vestibular Sensation Learning Objective: 12.2.1 Define graviception.

Bloom’s Level: 3. Applying a. orientation. b. balance. *c. graviception. d. angular motion. e. linear motion.

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Type: multiple choice question Title: Chapter 12 Question 13 13. Which of the following, according to Gibson (1966), provides a “stable permanent framework of the environment” that provides an “underlying and ceaseless awareness of what is permanent in the world”?

Feedback: Textbook Reference: 12.2 Evolutionary Development and Vestibular Sensation Learning Objective: 12.2.2 Explain the importance of graviception.

Bloom’s Level: 2. Understanding a. Vection *b. Graviception c. Vertigo d. Illusory self-motion e. Balance Type: multiple choice question Title: Chapter 12 Question 14 14. _______ are the toroidal tubes in the vestibular system that sense angular motion.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.1 Describe the contributions of the semicircular canals to vestibular sensation.

Bloom’s Level: 1. Remembering a. Otolith organs b. Ossicles c. Cochlea *d. Semicircular canals e. Saccules Type: multiple choice question Title: Chapter 12 Question 15 15. If you close your eyes and rotate your head from side to side, as if to say “no,” you are experiencing _______, which is registered by your _______.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.1 Describe the contributions of the semicircular canals to vestibular sensation.

Bloom’s Level: 3. Applying a. angular motion; otolith organs *b. angular motion; semicircular canals c. linear motion; otolith organs d. linear motion; semicircular canals e. tilt; otolith organs Type: multiple choice question Title: Chapter 12 Question 16 16. If you close your eyes and tilt your left ear towards your left shoulder, you are experiencing _______, which is registered by your _______.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.1 Describe the contributions of the semicircular canals to vestibular sensation.

Bloom’s Level: 3. Applying a. angular motion; otolith organs b. angular motion; semicircular canals c. linear motion; otolith organs d. tilt; semicircular canals *e. tilt; otolith organs

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Type: multiple choice question Title: Chapter 12 Question 17 17. The sense of _______ registers motion resulting from rotation.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.1 Describe the contributions of the semicircular canals to vestibular sensation.

Bloom’s Level: 1. Remembering a. orientation b. tilt c. balance *d. angular motion e. linear motion Type: multiple choice question Title: Chapter 12 Question 18 18. Suppose you are wearing virtual reality goggles and there is a delay between when you turn your head and when the computer updates the display in the goggles. This creates a(n) _______ that might result in motion sickness.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.1 Describe the contributions of the semicircular canals to vestibular sensation.

Bloom’s Level: 3. Applying a. angular acceleration b. sensory integration *c. sensory conflict d. linear acceleration e. tilt sensation Type: multiple choice question Title: Chapter 12 Question 19 19. When you accelerate in a car and are pushed back into your seat, you are experiencing _______, which is registered by your _______.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.2 Describe the contributions of the otolith organs to vestibular sensation.

Bloom’s Level: 3. Applying a. angular motion; otolith organs b. angular motion; semicircular canals c. tilt; otolith organs d. linear motion; semicircular canals *e. linear motion; otolith organs Type: multiple choice question Title: Chapter 12 Question 20 20. The sense of _______ registers head inclination with respect to gravity.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.2 Describe the contributions of the otolith organs to vestibular sensation.

Bloom’s Level: 1. Remembering a. orientation *b. tilt c. balance d. angular motion e. linear motion Type: multiple choice question

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Title: Chapter 12 Question 21 21. The sense of _______ registers motion resulting from translation.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.2 Describe the contributions of the otolith organs to vestibular sensation.

Bloom’s Level: 1. Remembering a. orientation b. tilt c. balance d. angular motion *e. linear motion Type: multiple choice question Title: Chapter 12 Question 22 22. _______ are the mechanical structures in the vestibular system that sense both linear acceleration and gravity.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.2 Describe the contributions of the otolith organs to vestibular sensation.

Bloom’s Level: 1. Remembering *a. Otolith organs b. Ossicles c. Semicircular canals d. Cochlea e. Saccules Type: multiple choice question Title: Chapter 12 Question 23 23. Which motion stimulus would yield the largest response from the vestibular system?

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.2 Describe the contributions of the otolith organs to vestibular sensation.

Bloom’s Level: 5. Evaluating a. Constant rotation b. Constant translation c. Constant tilt *d. Linear acceleration e. Angular motion Type: multiple choice question Title: Chapter 12 Question 24 24. The term for rotation around the x-axis is _______, rotation around the y-axis is _______, and rotation around the z-axis is _______.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.3 Describe the various axes of motion: roll, pitch, and yaw.

Bloom’s Level: 1. Remembering a. pitch; roll; yaw b. pitch; yaw; roll c. roll; yaw; pitch *d. roll; pitch; yaw e. yaw; pitch; roll Type: multiple choice question Title: Chapter 12 Question 25 25. When you take an elevator from the first floor to the fifth floor of a building, the motion you experience is called _______ translation.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.3 Describe the various axes of motion: roll, pitch, and yaw.

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Bloom’s Level: 3. Applying a. positive x-axis b. positive y-axis *c. positive z-axis d. negative x-axis e. negative z-axis Type: multiple choice question Title: Chapter 12 Question 26 26. When you drive forward in a car, the motion you experience is called _______ translation.

Feedback: Textbook Reference: 12.3 Modalities and Qualities of Spatial Orientation Learning Objective: 12.3.3 Describe the various axes of motion: roll, pitch, and yaw.

Bloom’s Level: 3. Applying *a. positive x-axis b. positive y-axis c. positive z-axis d. negative x-axis e. negative z-axis Type: multiple choice question Title: Chapter 12 Question 27 27. _______ have stereocilia that transduce mechanical movement in the vestibular labyrinth into neural activity sent to the brain stem.

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.1 Explain how hair cells operate as mechanical transducers in the vestibular system.

Bloom’s Level: 1. Remembering a. Semicircular canals b. Otolith organs c. Saccules d. Utricles *e. Hair cells Type: multiple choice question Title: Chapter 12 Question 28 28. A(n) _______ is the change in voltage of sensory receptor cells in response to stimulation.

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.2 Describe the physiological structures of the semicircular canals and their functions.

Bloom’s Level: 1. Remembering a. voltage gradient *b. receptor potential c. otolith response d. utricle response e. saccule response Type: multiple choice question Title: Chapter 12 Question 29 29. _______ are specialized detectors of angular motion located in each semicircular canal in a swelling called the ampulla.

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.2 Describe the physiological structures of the semicircular canals and their functions.

Bloom’s Level: 1. Remembering a. Cupulas

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b. Cilia c. Kinocilia d. Ampullae *e. Cristae Type: multiple choice question Title: Chapter 12 Question 30 30. If, for some unfortunate reason, your cristae are destroyed, which sense would you then lack?

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.2 Describe the physiological structures of the semicircular canals and their functions.

Bloom’s Level: 3. Applying *a. Angular motion b. Linear motion c. Linear acceleration d. Tilt e. Gravity Type: multiple choice question Title: Chapter 12 Question 31 31. Semicircular-canal neurons respond to _______ and _______, but not _______.

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.3 Explain how amplitude and direction are coded in the semicircular canals.

Bloom’s Level: 2. Understanding *a. acceleration; deceleration; constant velocity b. acceleration; constant velocity; deceleration c. deceleration; constant velocity; acceleration d. roll; pitch; yaw e. pitch; yaw; roll Type: multiple choice question Title: Chapter 12 Question 32 32. _______ are specialized detectors of linear acceleration and gravity found in each otolith organ.

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.4 Describe the physiological structures of the otolith organs and their functions.

Bloom’s Level: 1. Remembering a. Saccules b. Otoconia *c. Maculae d. Utricles e. Cristae Type: multiple choice question Title: Chapter 12 Question 33 33. If, for some unfortunate reason, your maculae are destroyed, which senses would you then lack?

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.4 Describe the physiological structures of the otolith organs and their functions.

Bloom’s Level: 3. Applying a. Linear motion and angular motion b. Angular rotation and gravity

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c. Angular rotation and tilt *d. Linear acceleration and gravity e. Linear acceleration and angular acceleration Type: multiple choice question Title: Chapter 12 Question 34 34. The two otolith organs are the _______ and the _______.

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.4 Describe the physiological structures of the otolith organs and their functions.

Bloom’s Level: 1. Remembering a. maculae; cristae b. saccule; maculae c. saccule; cristae d. utricle; maculae *e. utricle; saccule Type: multiple choice question Title: Chapter 12 Question 35 35. The _______ are tiny calcium carbonate stones in the ear that provide inertial mass for the otolith organs, enabling them to sense gravity and linear acceleration.

Feedback: Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.4 Describe the physiological structures of the otolith organs and their functions.

Bloom’s Level: 1. Remembering a. saccules *b. otoconia c. maculae d. utricles e. cristae Type: multiple choice question Title: Chapter 12 Question 36 36. Refer to the graph.

The data in this graph show that when subjects are rotated in the dark, they first feel a sense of

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motion consistent with their actual motion, but soon feel as if they are _______. After 30 seconds, they feel as if they have _______. If the motion abruptly stops, subjects feel as if they are rotating in the _______ direction.

Feedback: Textbook Reference: 12.5 Spatial Orientation Perception Learning Objective: 12.5.1 Explain how velocity storage affects rotation perception.

Bloom’s Level: 4. Analyzing a. slowing down; sped up; opposite *b. slowing down; stopped; opposite c. speeding up; slowed down; opposite d. speeding up; stopped; same e. slowing down; sped up; same Type: multiple choice question Title: Chapter 12 Question 37 37. _______ is an illusory sense of self motion produced when one is not, in fact, moving.

Feedback: Textbook Reference: 12.5 Spatial Orientation Perception Learning Objective: 12.5.1 Explain how velocity storage affects rotation perception.

Bloom’s Level: 1. Remembering *a. Vection b. Yaw c. Roll d. Pitch e. Tilt Type: multiple choice question Title: Chapter 12 Question 38 38. When participants are passively translated short distances while seated in a chair in the dark and then asked to use a joystick to actively move the chair to reproduce the distance that they just traveled, how do they do at this task?

Feedback: Textbook Reference: 12.5 Spatial Orientation Perception Learning Objective:12.5.2 Describe how translation perception has been studied.

Bloom’s Level: 2. Understanding a. They drastically underestimate the distance. b. They slightly underestimate the distance. *c. They estimate the distance quite accurately. d. They slightly overestimate the distance. e. They drastically overestimate the distance.

Type: multiple choice question Title: Chapter 12 Question 39 39. When participants stand on a tilted platform and then indicate which direction is “up” using a handheld haptic indicator, how do they do at this task?

Feedback: Textbook Reference: 12.5 Spatial Orientation Perception Learning Objective: 12.5.3 Describe how tilt perception has been studied.

Bloom’s Level: 2. Understanding a. They drastically underestimate the tilt. b. They slightly underestimate the tilt. *c. They estimate the tilt quite accurately. d. They slightly overestimate the tilt. e. They drastically overestimate the tilt.

Type: multiple choice question Title: Chapter 12 Question 40 40. Which situation might cause an illusory sense of self-motion due to multisensory integration?

Feedback: Textbook Reference: 12.6 Multisensory Integration

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Wolfe, Sensation & Perception, Sixth Edition

Learning Objective: 12.6.1 Give some examples of how the brain combines vestibular sensations with other senses.

Bloom’s Level: 3. Applying a. Thinking about riding a rollercoaster b. Sitting still in a rollercoaster car before it starts moving c. Riding a rollercoaster *d. Watching a first-person IMAX movie of a rollercoaster ride e. Watching an IMAX documentary about the history of rollercoasters Type: multiple choice question Title: Chapter 12 Question 41 41. Suppose you are sitting still in a chair, wearing virtual reality glasses and experiencing the visual input of a roller coaster. You might feel like you are actually moving due to the sense of Feedback: Textbook Reference: 12.6 Multisensory Integration Learning Objective: 12.6.2 Define vection.

Bloom’s Level: 3. Applying a. linear acceleration. *b. vection. c. tilt. d. angular acceleration. e. linear motion.

Type: multiple choice question Title: Chapter 12 Question 42 42. When someone looks at visual display that rolls clockwise, they may start to feel as if they are Feedback: Textbook Reference: 12.6 Multisensory Integration Learning Objective: 12.6.2 Define vection.

Bloom’s Level: 3. Applying a. moving forward. b. moving backward. *c. rotating counter-clockwise. d. rotating clockwise. e. falling.

Type: multiple choice question Title: Chapter 12 Question 43 43. _______ is a change in afference caused by self-generated activity.

Feedback: Textbook Reference: 12.7 Beyond Multisensory Integration: Active Sensing Learning Objective: 12.7.1 Explain why it is important for the vestibular system to distinguish between self-generated and externally-generated movements.

Bloom’s Level: 1. Remembering a. Vection *b. Sensory reafference c. Sensory exafference d. Illusory self-motion e. Active sensing Type: multiple choice question Title: Chapter 12 Question 44 44. _______ is a change in afference caused by external stimuli.

Feedback: Textbook Reference: 12.7 Beyond Multisensory Integration: Active Sensing Learning Objective: 12.7.2 Explain the purpose of efference copies of motor commands in the vestibular system.

Bloom’s Level: 1. Remembering a. Vection

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b. Sensory reafference *c. Sensory exafference d. Illusory self-motion e. Active sensing Type: multiple choice question Title: Chapter 12 Question 45 45. The _______ innervate(s) glands, the heart, and the digestive system, and is responsible for regulation of many involuntary actions.

Feedback: Textbook Reference: 12.8 Reflexive Vestibular Responses Learning Objective: 12.8.1 Describe how the vestibular system contributes to autonomic functions.

Bloom’s Level: 1. Remembering a. cranial nerves *b. autonomic nervous system c. otolith organs d. inferior rectus e. vestibular nerve Type: multiple choice question Title: Chapter 12 Question 46 46. When you switch from lying down to standing up, which system or structure(s) is/are responsible for regulating the blood pressure in your head so that you don’t faint?

Feedback: Textbook Reference: 12.8 Reflexive Vestibular Responses Learning Objective: 12.8.1 Describe how the vestibular system contributes to autonomic functions.

Bloom’s Level: 3. Applying a. Cranial nerves b. Otolith organs c. Inferior rectus *d. Autonomic nervous system e. Vestibular nerve Type: multiple choice question Title: Chapter 12 Question 47 47. _______ typically result(s) from a disagreement between the motion and orientation signals provided by the semicircular canals, otolith organs, and vision.

Feedback: Textbook Reference: 12.8 Reflexive Vestibular Responses Learning Objective: 12.8.1 Describe how the vestibular system contributes to autonomic functions.

Bloom’s Level: 2. Understanding a. Exhaustion b. The tilt aftereffect c. The vestibulo-ocular reflex *d. Motion sickness e. Hallucinations Type: multiple choice question Title: Chapter 12 Question 48 48. If you read your phone while riding in the car, your visual input will not match your vestibular input and you might experience Feedback: Textbook Reference: 12.8 Reflexive Vestibular Responses Learning Objective: 12.8.1 Describe how the vestibular system contributes to autonomic functions.

Bloom’s Level: 3. Applying

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Wolfe, Sensation & Perception, Sixth Edition

a. the tilt aftereffect. *b. motion sickness. c. the vestibulo-ocular reflex. d. hallucinations. e. exhaustion.

Type: multiple choice question Title: Chapter 12 Question 49 49. People with damage to their vestibular systems experience _______ in their blood pressure after whole body tilt motion, compared to people with normal vestibular systems.

Feedback: Textbook Reference: 12.8 Reflexive Vestibular Responses Learning Objective: 12.8.1 Describe how the vestibular system contributes to autonomic functions.

Bloom’s Level: 3. Applying *a. greater changes b. the same changes c. smaller changes d. no change at all e. gradually diminishing changes Type: multiple choice question Title: Chapter 12 Question 50 50. Loss of _______ would result in severely degraded balance, possibly causing one to fall.

Feedback: Textbook Reference: 12.8 Reflexive Vestibular Responses Learning Objective: 12.8.2 Describe how the vestibular system contributes to the sense of balance.

Bloom’s Level: 3. Applying a. the autonomic nervous system b. vestibulo-ocular reflexes *c. vestibulo-spinal responses d. tilt aftereffects e. vection Type: multiple choice question Title: Chapter 12 Question 51 51. Which brain area processes vestibular information?

Feedback: Textbook Reference: 12.9 Multisensory Spatial Orientation Cortex Learning Objective: 12.9.1 Describe the multisensory nature of how vestibular information is represented in cortex.

Bloom’s Level: 2. Understanding a. Parietal lobe b. Frontal lobe c. Occipital lobe d. Temporal lobe *e. All the above Type: multiple choice question Title: Chapter 12 Question 52 52. Vestibular information reaches the cortex via the _______ pathways.

Feedback: Textbook Reference: 12.9 Multisensory Spatial Orientation Cortex Learning Objective: 12.9.1 Describe the multisensory nature of how vestibular information is represented in cortex.

Bloom’s Level: 1. Remembering *a. thalamocortical b. temperoparietal

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c. occipitalparietal d. superior frontal e. inferior frontal Type: multiple choice question Title: Chapter 12 Question 53 53. Which of the following describes a way that higher cognitive knowledge can influence motion perceptions?

Feedback: Textbook Reference: 12.9 Multisensory Spatial Orientation Cortex Learning Objective: 12.9.2 Describe how higher cognitive knowledge can affect vestibular sensations.

Bloom’s Level: 3. Applying *a. If you are familiar with the curves in a road, the motion seems less intense. b. If you are familiar with the curves in a road, the motion seems more intense. c. The vestibular-ocular reflex can be affected by damage to the inner ear. d. When listening to music, people sometimes sway back and forth. e. When we get sleepy, we think about lying down.

Type: multiple choice question Title: Chapter 12 Question 54 54. Which symptom is quite common with vestibular dysfunctions?

Feedback: Textbook Reference: 12.10 When the Vestibular System Goes Bad Learning Objective: 12.10.1 Describe some of the problems that vestibular dysfunction can cause.

Bloom’s Level: 1. Remembering a. Tactile agnosia b. Hemifield neglect *c. Spatial disorientation d. Anosmia e. Object agnosia Type: multiple choice question Title: Chapter 12 Question 55 55. The illusory sense of swaying, rocking, or tilting perceptions that occur after spending time on a boat and then returning to land is called Feedback: Textbook Reference: 12.10 When the Vestibular System Goes Bad Learning Objective: 12.10.2 Describe mal de debarquement syndrome.

Bloom’s Level: 1. Remembering a. vection. b. motion sickness. c. Ménière’s syndrome. *d. mal de debarquement syndrome. e. vestibular flux.

Type: multiple choice question Title: Chapter 12 Question 56 56. If you spend the day at the ocean playing in the waves, you might experience an illusory sense of rocking motion while you are falling asleep at night. This is known as Feedback: Textbook Reference: 12.10 When the Vestibular System Goes Bad Learning Objective: 12.10.2 Describe mal de debarquement syndrome.

Bloom’s Level: 3. Applying a. Ménière’s syndrome. *b. mal de debarquement syndrome. c. vection. d. motion sickness.

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e. vestibular flux.

Type: multiple choice question Title: Chapter 12 Question 57 57. The sudden and unexpected onset of dizziness, imbalance, and spatial disorientation causing a patient to fall down or experience motion sickness so severe that they repeatedly vomit is called Feedback: Textbook Reference: 12.10 When the Vestibular System Goes Bad Learning Objective: 12.10.3 Describe Meniere’s syndrome.

Bloom’s Level: 1. Remembering a. vection. b. illusory tilt. *c. Ménière’s syndrome. d. mal de debarquement syndrome. e. vestibular flux.

Type: essay/short answer question Title: Chapter 12 Question 58 58. What are the three modalities of spatial orientation perception?

Feedback: The three modalities of spatial orientation perception are our senses of angular motion, linear motion, and tilt. Angular motion is the rotation of the body in space, similar to the motion of a top. Linear motion is the translational motion of the body in space, such as when riding in a car or train. Tilt motion is when the body is angled in a sloped position relative to the line of gravity, like the Leaning Tower of Pisa.

Textbook Reference: 12.0 Introduction Learning Objective: 12.0.1 Define spatial orientation in terms of the perception of linear motion, angular motion, and tilt.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 12 Question 59 59. What is the vestibulo-ocular reflex?

Feedback: The vestibulo-ocular reflex is the automatic compensation of the eyes to changes in head position such that the eyes maintain fixation on a target. This short-latency reflex counterrotates the eyes in response to head movements, allowing the observer to maintain focus on a target.

Textbook Reference: 12.0 Introduction Learning Objective: 12.0.3 Describe the vestibulo-ocular reflex.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 12 Question 60 60. What are the otolith organs and what do they sense?

Feedback: The otolith organs are structures in the inner ear that sense gravity and linear acceleration. The otolith organ in each ear is comprised of two structures: the utricle and the saccule.

Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.4 Describe the physiological structures of the otolith organs and their functions.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 12 Question 61 61. What is vection?

Feedback: Vection is the illusory sense of self-motion that results from visual cues indicating motion when the observer is not actually moving. Watching a movie of a roller coaster and feeling

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Wolfe, Sensation & Perception, Sixth Edition

as if one were spinning, turning, and going up and down would be an example of vection.

Textbook Reference: 12.6 Multisensory Integration Learning Objective: 12.6.2 Define vection.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 12 Question 62 62. Describe where and how motion signals are registered in the semicircular canals.

Feedback: The vestibular system contains five structures composed of three semicircular canals (anterior, posterior, and horizontal) and two otolith organs (saccule and utricle). The five vestibular structures each contain hair cells that act as mechanoreceptors to detect motion. In the vestibular canals, there is a swelling at the base called the ampullae, where the canals connect to the vestibule. The ampullae contain the cristae, which are specialized detectors of angular motion. The cristae contain stereocilia, or hair cells, that are a specialized form of mechanoreceptor. The semicircular canals also contain endolymph, and when the head turns, the endolymph lags behind and causes a deflection of the hair cells. When the hair cells are deflected in a particular direction they cause their connected nerve fibers to fire more vigorously. Therefore, the detection of motion occurs when the head turns and the endolymph within the semicircular canals causes the hair cells to be deflected, causing the nerve fibers to signal the detected motion.

Textbook Reference: 12.4 The Vestibular Organs Learning Objective: 12.4.2 Describe the physiological structures of the semicircular canals and their functions.

Bloom’s Level: 3. Applying Type: essay/short answer question Title: Chapter 12 Question 63 63. Describe two syndromes that result from failures of the vestibular system.

Feedback: In mal de debarquement syndrome, an affected person continues to experience the sensation or rocking or motion from being on a ship or in the waves at the beach for an extended period of time. It is normal for one to lie in bed at the end of a day at the beach and continue to experience the sensation of motion, but in mal de debarquement syndrome, these feelings do not subside and may continue for months or years. In Ménière’s syndrome, an affected person experiences a sudden attack of extreme dizziness and spatial disorientation that causes them to lose their balance and fall down. The symptoms are often completely debilitating and, worse yet, appear at unpredictable times.

Textbook Reference: 12.10 When the Vestibular System Goes Bad Learning Objective: 12.10.1 Describe some of the problems that vestibular dysfunction can cause.

Bloom’s Level: 4. Analyzing

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Test Bank

by Evan M. Palmer to accompany

Sensation & Perception, Sixth Edition Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 13: Touch Multiple Choice 1. Which term describes the perception of the position and movement of our limbs in space? a. Homunculus b. Thermoception c. Nociception d. Neural plasticity e. Kinesthesis Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering 2. Proprioception is perception mediated by a. positive attitudes. b. variations in vibrations. c. kinesthetic and vestibular receptors. d. cognitive and emotional processing. e. olfactory and gustatory contributions.

Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering 3. Which functionality would be most affected if you lost your SA I (Merkel) touch receptors? a. Texture perception and pattern/form perception, like for reading Braille b. Sensitivity to finger position and downward skin pressure, as when holding an object c. The ability to detect stable grasp and whether an object is slipping d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm e. The ability to sense cold and warmth of objects touching the skin

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Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying 4. Which functionality would be most affected if you lost your FA I (Meissner) touch receptors? a. Texture perception and pattern/form perception, like for reading Braille b. Sensitivity to finger position and downward skin pressure, as when holding an object c. The ability to detect stable grasp and whether an object is slipping d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm e. The ability to sense cold and warmth of objects touching the skin Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying 5. Which functionality would be most affected if you lost your SA II (Ruffini) touch receptors? a. Texture perception and pattern/form perception, like for reading Braille b. Sensitivity to finger position and downward skin pressure, as when holding an object c. The ability to detect stable grasp and whether an object is slipping d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm e. The ability to sense cold and warmth of objects touching the skin Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying 6. Which functionality would be most affected if you lost your FA II (Pacinian) touch receptors? a. Texture perception and pattern/form perception, like for reading Braille b. Sensitivity to finger position and downward skin pressure, as when holding an object c. The ability to detect stable grasp and whether an object is slipping d. The ability to feel when an object you are holding contacts another object, or a mosquito landing on your arm e. The ability to sense cold and warmth of objects touching the skin Answer: d

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Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying 7. Mechanoreceptors that have a slow adaptation rate and small receptive field size are called a. Meissner corpuscles. b. Ruffini endings. c. Pacinian corpuscles. d. Merkel cell neurite complexes. e. muscle spindles.

Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering 8. Mechanoreceptors that have a slow adaptation rate and large receptive field size are called a. Meissner corpuscles. b. Ruffini endings. c. Pacinian corpuscles. d. Merkel cell neurite complexes. e. muscle spindles.

Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering 9. Mechanoreceptors that have a fast adaptation rate and small receptive field size are called a. Meissner corpuscles. b. Ruffini endings. c. Pacinian corpuscles. d. Merkel cell neurite complexes. e. muscle spindles.

Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

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Bloom’s Level: 1. Remembering 10. Mechanoreceptors that have a fast adaptation rate and large receptive field size are called a. Meissner corpuscles. b. Ruffini endings. c. Pacinian corpuscles. d. Merkel cell neurite complexes. e. muscle spindles.

Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering 11. _______ fibers respond best to steady pressure, fine spatial details, and very low frequency vibrations of 5 Hz or less, and they terminate in Merkel cell neurite complexes. a. SA I b. SA II c. FA I d. FA II e. Extrafusal muscle Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding 12. _______ fibers respond best to sustained pressure and particularly to lateral skin stretch, and they terminate in Ruffini endings. a. SA I b. SA II c. FA I d. FA II e. Extrafusal muscle Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding 13. _______ fibers respond best to low-frequency vibrations from about 5 to 50 Hz, such as are produced when an object slips from one’s grasp, and they terminate in Meissner

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corpuscles. a. SA I b. SA II c. FA I d. FA II e. Extrafusal muscle Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding 14. _______ fibers respond best to high-frequency vibrations from about 50 to 700 Hz, which occur when an object first makes contact with the skin or when two objects contact each other, and they terminate in Pacinian corpuscles. a. SA I b. SA II c. FA I d. FA II e. Extrafusal muscle Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 2. Understanding 15. _______ are sensory receptors that signal information about changes in skin temperature. a. Thermoreceptors b. Thermal neurons c. Mechanoreceptors d. Kinesthetic receptors e. C tactile afferents Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 1. Remembering 16. Which sensation would you become insensitive to if you lost your thermoTRP receptors? a. The burn of chili peppers b. The cooling sensation from mint

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c. Pain associated with touching an extremely cold surface d. Pain associated with touching an extremely hot surface e. All of the above Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying 17. Touch receptors can be found in the epidermis and a. skull. b. dermis. c. muscle spindles. d. spinothalamic pathway. e. intrafusal muscle fibers.

Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding 18. Refer to the figure.

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The figure demonstrates the locations of four types of a. skin layers. b. muscle spindles. c. mechanoreceptors. d. neuronal axons. e. neurotransmitters.

Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding 19. Which of the following is not a type of mechanoreceptor? a. Meissner corpuscle b. Ruffini ending c. Pacinian corpuscle d. Retinal ganglion cell e. Merkel cell neurite complex Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding 20. The _______ horn is the region at the rear of the spinal cord that receives inputs from receptors in the skin. a. dorsal b. ventral c. medial d. lateral e. anterior Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering 21. The _______ pathway is the route from the spinal cord to the brain that carries most of the information about skin temperature and pain. a. dorsal column–medial lemniscal b. primary somatosensory c. dorsalateral d. spinothalamic

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e. ventricular Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding 22. If you stick your hand in a bucket of ice water for a few moments you will most likely feel both cold and pain sensations. Which pathway, from the spinal cord to the brain, carries this information? a. Dorsal column–medial lemniscal b. Primary somatosensory c. Dorsolateral d. Spinothalamic e. Ventricular Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying 23. The _______ pathway is the route from the spinal cord to the brain that carries signals from skin, muscles, tendons, and joints. a. dorsal column–medial lemniscal b. primary somatosensory c. dorsalateral d. spinothalamic e. ventricular Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding 24. When you walk on an uneven surface your brain senses the information from your skin, muscles, tendons, and joints to help you keep your balance. Which pathway, from the spinal cord to the brain, carries this information? a. Dorsal column–medial lemniscal b. Primary somatosensory c. Dorsolateral d. Spinothalamic e. Ventricular Answer: a

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Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying 25. Refer to the figure.

As shown in the figure, from the thalamus, much of the touch information is carried up to the cortex into a. the spinal cord. b. the homunculus. c. somatosensory area 1 (S1). d. somatosensory area 2 (S2). e. the central sulcus.

Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding 26. The _______ is a maplike representation of regions of the body processed in the brain. a. homunculus b. somatosensory receiving area c. topographic map d. tonotopic map e. retinotopic map

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Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering 27. Suppose you are a patient in one of Penfield’s famous experiments involving stimulation of the somatosensory cortex. During the procedure, the brain stimulation causes you to feel a tingling in your right arm. If Penfield moves the probe a centimeter along the cortex and stimulates the brain there, which part of your body will most likely feel a tingle? a. Lips b. Right leg c. Right foot d. Right elbow e. Eyes Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying 28. Which part of the body has the largest representation in the somatosensory map? a. Eye b. Forearm c. Back d. Neck e. Hand Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying 29. Suppose the amount of cortical area dedicated to processing skin sensations from your elbow dramatically increased. This would most likely result in a(n) _______ in your touch sensitivity and _______ in the two-point touch threshold in your elbow. a. increase; an increase b. decrease; a decrease c. decrease; an increase d. increase; a decrease e. increase; no change Answer: d

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Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 3. Applying 30. _______ means mapped in correspondence to the skin. a. Topographic b. Somatosensory c. Somatotopic d. Kinesthetic e. Skintopic Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 2. Understanding 31. In the brain, the _______ is associated with the perceived unpleasantness of pain sensation. a. primary somatosensory cortex (S1) b. secondary somatosensory cortex (S2) c. extrastriate body area (EBA) d. prefrontal cortex e. anterior cingulate cortex (ACC) Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering 32. Whereas _______ cortex processes the intensity of touch sensations, _______ cortex processes their pleasantness. a. somatosensory; anterior cingulate b. anterior cingulate; somatosensory c. homunculus; somatotopic d. somatotopic; homunculus e. anterior cingulate; somatotopic Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 1. Remembering

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33. Suppose two people experience the same painful stimulation (e.g., putting their hand in a bucket of ice water for one minute), but one feels less emotional unpleasantness than the other. Activation of which brain area probably differs between the two people? a. Primary somatosensory cortex (S1) b. Secondary somatosensory cortex (S2) c. Anterior cingulate cortex (ACC) d. Extrastriate body area (EBA) e. Prefrontal cortex Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying 34. In the brain, the _______ is associated with cognition and executive control and is involved when, for example, cancer patients dread facing another round of chemotherapy because they remember the pain of the first round. a. primary somatosensory cortex (S1) b. secondary somatosensory cortex (S2) c. extrastriate body area (EBA) d. prefrontal cortex e. anterior cingulate cortex (ACC) Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering 35. The story of soldiers in battle who did not feel painful wounds until the stress was over describes a reduction of pain sensations known as a. analgesia. b. blocked pain. c. delayed pain perception. d. phantom limb phenomenon. e. battle frenzy.

Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying 36. _______ are chemicals released by the body that block the release or uptake of neurotransmitters necessary to transmit pain sensations to the brain. a. Hyperalgesics b. Endogenous opiates

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c. Touch neurotransmitters d. Heterogeneous fibers e. Corticosteroids Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering 37. An increased or heightened response to a normally painful stimulus is called a. hyperalgesia. b. analgesia. c. the placebo effect. d. the endogenous opiate effect. e. habituation.

Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering 38. Which concept explains why a cut on your finger is more sensitive to pain until it heals? a. Analgesia b. The placebo effect c. Hyperalgesia d. The endogenous opiate effect e. Habituation Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying 39. Nociceptors transmit information about a. skin stretch and downward pressure. b. noxious or painful stimuli. c. muscular pain. d. high frequency vibrations on the skin. e. body position.

Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 2. Understanding

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40. The A-delta and C fibers are types of a. photoreceptors. b. thermoreceptors. c. nociceptors. d. mechanoreceptors. e. Both b and c Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 2. Understanding 41. When you stub your toe, you first feel a quick, sharp pain transmitted by _______, and then a moment later, a dull, throbbing pain transmitted by _______. a. C fibers; A-delta fibers b. C fibers; thermoTRP receptors c. A-delta fibers; C fibers d. A-delta fibers; thermoTRP receptors e. thermoTRP receptors; C fibers Answer: c Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying 42. _______ are narrow-diameter, unmyelinated sensory nerve fibers that transmit signals from pleasant touch. a. PT nerves b. P tactile efferents c. C tactile efferents d. P tactile afferents e. C tactile afferents Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 1. Remembering 43. The _______ describes the system that transmits pain and incorporates modulating signals from the brain. a. two-point threshold b. gate control theory c. pain sensitization theory d. theory of vestibulation e. theory of kinesthetics Answer: b

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Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 2. Understanding 44. Suppose you hit your shin on a piece of furniture and it starts to hurt. Which theory explains why rubbing your shin might make it hurt less? a. Theory of vestibulation b. Pain sensitization theory c. Theory of kinesthetics d. Two-point threshold e. Gate control theory Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.3 Describe the sensory, emotional, and cognitive aspects of pain perception, including gate control theory.

Bloom’s Level: 3. Applying 45. _______ are sensory receptors located in a muscle that sense the muscle’s tension. a. Thermoreceptors b. A-beta fibers c. A-delta fibers d. C fibers e. Spindles Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering 46. _______ refers to our mental representation of our bodies in space. a. Touch sense b. Touch image c. Body sense d. Body agnosia e. Body image Answer: e Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering 47. The perceived sensation from a physically amputated limb of the body is known as a. fake sensation. b. phantom limb. c. nonexistent limb.

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d. missing limb. e. illusory limb.

Answer: b Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering 48. Suppose you have surgery to amputate your left leg. You wake up from the surgery and still feel like your left leg is there. You are experiencing a(n) a. nonexistent limb. b. missing limb. c. fake sensation. d. phantom limb. e. illusory limb.

Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 2. Understanding 49. Which of the following describes the ability of neural circuits to undergo changes in function or organization as a result of previous activity? a. Neural rewiring b. Neural recoding c. Neural pliability d. Neural plasticity e. Neural regression Answer: d Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 1. Remembering 50. Which concept explains why people with an amputated arm might feel a touch on their face as occurring both on their face and on their missing arm? a. Neural plasticity b. Neural rewiring c. Neural recoding d. Neural pliability e. Neural regression Answer: a Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 3. Applying

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51. The _______ is the minimum distance at which two stimuli are just perceptible as separate. a. haptic separation threshold b. simultaneous touch threshold c. two-point touch threshold d. minimum amplitude e. minimum two-touch distance Answer: c Textbook Reference: 13.2 Tactile Sensitivity and Acuity Learning Objective: 13.2.1 Describe the various ways to measure tactile sensitivity pressure, vibration, and two-point touch thresholds and the experimental methods used to measure them.

Bloom’s Level: 1. Remembering 52. Which of the following is the correct order of body parts, from the largest two-point threshold to the smallest? a. Lips; back; forehead b. Forehead; back; lips c. Forehead; lips; back d. Back; lips; forehead e. Back; forehead; lips Answer: e Textbook Reference: 13.2 Tactile Sensitivity and Acuity Learning Objective: 13.2.1 Describe the various ways to measure tactile sensitivity pressure, vibration, and two-point touch thresholds and the experimental methods used to measure them.

Bloom’s Level: 3. Applying 53. For people who are blind, what typically happens to their tactile acuity as they get older? a. It decreases steadily as they age, starting in their 20s. b. It stays the same until their 70s, and then decreases rapidly. c. It stays the same for their entire life span. d. It improves steadily as they age, starting in their 20s. e. It stays the same until their 70s, and then improves rapidly.

Answer: c Textbook Reference: 13.2 Tactile Sensitivity and Acuity Learning Objective: 13.2.2 Explain how individual differences in age, sensory ability, and the autistic spectrum affect touch sensitivity.

Bloom’s Level: 2. Understanding 54. _______ perception is knowledge of the world that is derived from sensory receptors in skin, muscles, tendons, and joints, and usually involves active exploration. a. Comprehensive body b. Haptic

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c. Active d. External e. Reactive Answer: b Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 1. Remembering 55. Suppose you reach into the depths of your backpack without looking and find a pencil using your sense of touch alone. You have just engaged in _______ perception. a. comprehensive body b. active c. external d. somatosensory e. haptic Answer: e Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 3. Applying 56. If you pick up a novel object that you’ve never seen before and run your fingers along it to get a better sense of its shape, you are engaging in a. proprioceptive feedback. b. two-point touch. c. a haptic exploratory procedure. d. nociception. e. increased touch sensitivity.

Answer: c Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 3. Applying 57. Exploratory procedures are used to a. contact objects in order to perceive their properties. b. transmit touch signals from nerve endings to the brain. c. alert the brain to especially hot objects. d. filter out unnecessary stimuli in the environment. e. walk around a new environment to learn the layout.

Answer: a Textbook Reference: 13.3 Haptic Perception

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Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 2. Understanding 58. Refer to the figure.

This figure illustrates an apparatus used to a. measure bodily reaction to hot and cold stimuli. b. measure signals from the fingers to the brain. c. display targets to the fingertips. d. administer painful sensations to the fingertips. e. measure pain thresholds.

Answer: c Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 2. Understanding 59. _______ is a method of communication that uses touch sensations only. a. Kinesthesia b. Braille c. Affection

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d. Haptic perception e. Sign language Answer: b Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 1. Remembering 60. _______ is the inability to identify objects by touch. a. Somatosensory agnosia b. Sensorineural aphasia c. Prosopagnosia d. Tactile agnosia e. Kinesthagnosia Answer: d Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 1. Remembering 61. Refer to the figure.

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This figure illustrates the study of a. tactile stimuli. b. competition between sensory modalities. c. how hot and cold stimuli affect touch sensations. d. the response to painful sensations. e. cooperation between sensory modalities.

Answer: b Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 2. Understanding 62. Frame of reference is used to a. perceive touch. b. define locations in space. c. identify objects.

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d. refer to specific objects. e. envelope objects with the hand.

Answer: b Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.2 Explain how the sense of touch is used to perceive where objects are, including haptic frame of reference and tactile spatial attention.

Bloom’s Level: 2. Understanding 63. _______ describes the center of a reference frame. a. Haptic center b. Haptic origin c. Kinesthetic origin d. Somatosensory origin e. Egocenter Answer: e Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.2 Explain how the sense of touch is used to perceive where objects are, including haptic frame of reference and tactile spatial attention.

Bloom’s Level: 1. Remembering 64. Suppose a rat pup is born to a mother who does not lick and groom her offspring but is raised by a foster mother who does lick and groom the rat pup. What can we expect of the rat pup’s behavior as they mature? a. The rat pup will be less timid but still unlikely to groom its own offspring. b. The rat pup will be less timid and more likely to groom its own offspring. c. The rat pup will be more timid and unlikely to groom its own offspring. d. The rat pup will be more timid but more likely to groom its own offspring. e. The rat pup will be more timid but unchanged in its likelihood to groom its own offspring.

Answer: b Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.3 Describe the concept of social touch and how it affects human and animals.

Bloom’s Level: 3. Applying Short Answer 65. When you stub your toe, why is there a short delay between sensing that you hit your toe and feeling the pain from the impact?

Answer: There are two different types of nociceptors (pain receptors) involved when you stub your toe. One type is the myelinated A-delta fiber, which responds primarily to strong pressure or heat, and the other is the unmyelinated C fibers, which respond to intense stimulation such as pressure, heat or cold, or noxious chemicals. The difference in timing between these two sensations might explain why we experience a quick, sharp burst of pain followed by a throbbing sensation.

Textbook Reference: 13.1 Physical Inputs to Touch

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Learning Objective: 13.1.2 Describe the physiological pathways carrying signals from skin to cortex, including somatosensory fibers, the spinothalamic pathway, the dorsal column-medial lemniscal pathway, and the somatosensory brain regions.

Bloom’s Level: 4. Analyzing 66. What is the sensory homunculus?

Answer: The sensory homunculus is a representation of the maplike coding of touch sensations in primary somatosensory cortex. Adjacent regions of the skin are processed by adjacent regions of cortex, resulting in somatotopic mapping. Some regions of the skin (such as the lips, hands, and face) occupy larger regions of cortex than other regions (such as the forearms, back, and upper legs), meaning that the somatosensory map of the body in cortex is distorted. These distortions are often visualized by creating a sensory homunculus that depicts the human body in the same proportions as the amount of cortex they occupy.

Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.4 Give examples of how mental representations of the body can be accurate, inaccurate, and affected by neural plasticity, as in the case of phantom limbs.

Bloom’s Level: 2. Understanding 67. Describe some exploratory procedures people use in haptic perception.

Answer: Exploratory procedures for haptic perception include running the fingers laterally along a surface to feel how rough or smooth it is, pressing on the surface of an object to test its firmness, maintaining static contact with an object to feel its temperature, holding an object in the hand to feel its weight, enclosing an object to feel its global shape or volume, and following contours of the object to perceive its exact shape.

Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 3. Applying 68. What sort of frame of reference do we use for haptic object localization?

Answer: Based on experimental evidence, it appears that there is no one single center for the frame of reference used for haptic object localization, unlike vision and audition.

Instead, it appears that for each finger, the center of the frame of reference is at the base of the arm where it connects to the shoulder. This lack of a single egocentric frame of reference point leads to large and systematic errors when people try to determine how objects are oriented in space with their eyes closed.

Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.2 Explain how the sense of touch is used to perceive where objects are, including haptic frame of reference and tactile spatial attention.

Bloom’s Level: 4. Analyzing Essay

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69. Describe the four types of mechanoreceptors in the skin and the sorts of stimuli that they best respond to.

Answer: The four types of mechanoreceptors in the skin are the Merkel, Meissner, Ruffini, and Pacinian receptors. The receptors can be categorized by the relative size of their receptive fields and by their relative adaptation rates. Merkel and Meissner receptors have small receptive fields while Ruffini and Pacinian receptors have large receptive fields. Merkel and Ruffini receptors have slow adaptation rates while Meissner and Pacinian receptors have fast rates. Merkel receptors, categorized as SA I fibers, respond best to steady downward pressure, fine spatial details, and vibration frequencies of 5 Hz or slower. Ruffini receptors, categorized as SA II fibers, respond to sustained downward pressure and lateral skin stretching, meaning that they help us sense whether we have moved our hands into the correct shape and position for picking up an object. Meissner receptors, categorized as FA I fibers, respond best to low-frequency vibrations of about 5 to 50 Hz, which is helpful for sensing when a grasped object is slipping out of the hand.

Finally, Pacinian receptors, classified as FA II fibers, are particularly tuned to highfrequency vibrations of 50 to 700 Hz, which is helpful for detecting when a mosquito lands on the skin or for sensing when an object being held touches another object.

Textbook Reference: 13.1 Physical Inputs to Touch Learning Objective: 13.1.1 Summarize the receptive field properties of our various touch receptors, including the mechano-, kinesthetic, thermo-, noci-, and pleasant touch receptors.

Bloom’s Level: 3. Applying 70. Describe how touch sensitivity is measured and how it varies across different parts of the body.

Answer: Touch sensitivity is measured in several different ways. One way is by pressing monofilaments (e.g., fishing line) of different diameters against different parts of the body to see if the touches can be detected before the monofilament bends. Another way to test touch sensitivity is to determine the smallest raised element on a surface that can be detected as the surface is passed over the skin. Recent data from these tests indicate that raised elements as little as 1 micrometer high can be detected with 75% accuracy.

Other tests examine peoples’ sensitivity to various frequencies of tactile vibrations and indicate that people can detect frequencies ranging from 1 to 700 Hz, though sensitivity is highest at about 200 to 300 Hz. Finally, touch sensitivity is also measured by characterizing peoples’ two-point thresholds, which is the smallest separation that two points have to be for an observer to determine that they are two points and not just one.

Two-point touch thresholds vary considerably throughout the body with the face and fingers having quite small two-point touch thresholds and the back, shoulders, legs, and arms having very high two-point thresholds.

Textbook Reference: 13.2 Tactile Sensitivity and Acuity Learning Objective: 13.2.1 Describe the various ways to measure tactile sensitivity pressure, vibration, and two-point touch thresholds and the experimental methods used to measure them.

Bloom’s Level: 4. Analyzing 71. What are some ways that touch perception interacts with other sensory modalities?

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Answer: Touch is often paired with information from other senses. For instance, one might touch a fabric to confirm that it feels the way it looks. Cross-modal attentional cueing experiments examine how people respond when one sensory modality is cued but the target is presented to another sensory channel. In these cases, there is a cost for the invalid cue, but the cost is especially steep if observers are cued to expect a tactile stimulus, but the stimulus is presented visually or auditorily instead. This implies that the sense of touch might have a rather narrow attentional channel since once attention is allocated to touch it is relatively difficult to reallocate it. Or, it might imply that the senses of vision and audition are more closely paired with each other than they are with touch. Experiments pitting touch against vision indicate that the sense of vision might dominate. For instance, when observers were given a square block to feel but looked at it through a prism that distorted the block and made it look rectangular, people reported that the block was rectangular rather than square. Other experiments that give different information to the visual and tactile senses indicate that the resulting perception is a compromise between the two sources of information. Experiments by Newell, et al.

(2011) tested people on their ability to learn novel shapes through both vision and touch, and indicated that people learn the shapes best when the front part of the object facing the observer is processed with vision, and the back side of the object facing away from the observer is processed with touch.

Textbook Reference: 13.3 Haptic Perception Learning Objective: 13.3.1 Explain how the sense of touch is used to perceive what objects are, including haptic exploratory procedures, material perception, haptic search, and tactile agnosia.

Bloom’s Level: 4. Analyzing

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Test Bank

by Evan M. Palmer to accompany

Sensation & Perception, Sixth Edition Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld

Chapter 14: Olfaction Multiple Choice 1. When you smell a candle, what kind of olfaction are you engaging in? a. Retronasal b. Allonasal c. Pseudonasal d. Orthonasal e. Ipsinasal Answer: d Textbook Reference: 14.0 Introduction Learning Objective: 14.0.1 Define orthonasal olfaction.

Bloom’s Level: 3. Applying 2. _______ olfaction refers to sniffing in and perceiving odors through the nostrils, while _______ olfaction refers to perceiving odors through the mouth while chewing. a. Normal; gustatory b. Gustatory; normal c. Retronasal; orthonasal d. Orthonasal; gustatory e. Orthonasal; retronasal Answer: e Textbook Reference: 14.0 Introduction Learning Objective: 14.0.2 Define retronasal olfaction.

Bloom’s Level: 2. Understanding 3. If you taste the fruit characteristics of a fine wine, what kind of olfaction are you engaging in? a. Retronasal b. Allonasal c. Pseudonasal d. Orthonasal e. Ipsinasal Answer: a Textbook Reference: 14.0 Introduction Learning Objective: 14.0.2 Define retronasal olfaction.

Bloom’s Level: 3. Applying

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4. An _______ is a molecule defined by its physiochemical characteristics and is capable of being translated by the nervous system into the perception of a smell. a. odor b. odorant c. olfactory entity d. olfactory stimulus e. olfactant Answer: b Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.1 Describe the molecular properties of odorants.

Bloom’s Level: 1. Remembering 5. Which of the following is the translation of a chemical stimulus into a smell sensation? a. Odor b. Odorant c. Olfactory entity d. Olfactory stimulus e. Olfactant Answer: a Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.1 Describe the molecular properties of odorants.

Bloom’s Level: 1. Remembering 6. The _______ is a narrow space at the back of the nose into which air flows and where the main olfactory epithelium is located. a. olfactory sensory neuron (ONR) b. odorant receptor (OR) c. olfactory mucosa d. olfactory bulb e. olfactory cleft Answer: e Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.2 Describe the physiological parts of the human olfactory epithelium and their functions.

Bloom’s Level: 1. Remembering 7. Which cells are not found in the olfactory epithelium? a. Supporting cells b. Basal cells c. Olfactory sensory neurons d. Mitral cells e. Muscous membrane cells Answer: d Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.2 Describe the physiological parts of the human olfactory epithelium and their functions.

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Bloom’s Level: 2. Understanding 8. _______ are the precursor cells to olfactory sensory neurons. a. Mitral cells b. Juxtaglomerular neurons c. Basal cells d. Tufted cells e. Granule cells Answer: c Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.2 Describe the physiological parts of the human olfactory epithelium and their functions.

Bloom’s Level: 1. Remembering 9. Which structure(s) is/are sometimes called the “retina of the nose”? a. Olfactory cleft b. Basal cells c. Supporting cells d. Olfactory bulb e. Olfactory epithelium Answer: e Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.2 Describe the physiological parts of the human olfactory epithelium and their functions.

Bloom’s Level: 2. Understanding 10. The cilia are a. the last structures in the biochemical chain of events involved in odor perception. b. the first structures involved in olfactory signal transduction. c. the most important type of epithelial cells. d. the axons involved in the firing of action potentials in the olfactory process. e. the cells that carry olfactory information to the thalamus.

Answer: b Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.2 Describe the physiological parts of the human olfactory epithelium and their functions.

Bloom’s Level: 2. Understanding 11. The _______ is a bony structure riddled with tiny holes, at the level of the eyebrows, which separates the nose from the brain. a. glomerulus b. olfactory mucosa c. olfactory bulb d. olfactory epithelium e. cribriform plate Answer: e

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Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.3 Explain how a hard blow to the head can result in anosmia.

Bloom’s Level: 1. Remembering 12. _______ is the total inability to smell, most often resulting from sinus illness or head trauma. a. Anosmia b. Prosopagnosia c. Olfactory blindness d. Insomnia e. Agnosia Answer: a Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.3 Explain how a hard blow to the head can result in anosmia.

Bloom’s Level: 1. Remembering 13. Meet John. All food tastes pretty bland to him—he can only sense the sweetness, saltiness, bitterness, or sourness of food, but none of the other complexities. What is the best diagnosis for John? a. Prosopagnosia b. Olfactory blindness c. Anosmia d. Insomnia e. Agnosia Answer: c Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.3 Explain how a hard blow to the head can result in anosmia.

Bloom’s Level: 3. Applying 14. Which of the following animals has the highest number of functional olfactory receptor genes? a. Dog b. Elephant c. Cow d. Human e. Chimpanzee Answer: b Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.4 Describe how the human sense of smell compares to other mammals.

Bloom’s Level: 1. Remembering 15. The _______ is the blueberry-sized extension of the brain, just above the nose, where olfactory information is first processed. a. epithelium b. olfactory bulb

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c. glomerulus d. olfactory cortex e. thalamus Answer: b Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 1. Remembering 16. Each olfactory sensory neuron (OSN) converges onto two a. olfactory bulbs. b. tufted cells. c. olfactory cilia. d. glomeruli. e. supporting cells.

Answer: d Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 2. Understanding 17. _______ are the first layer of cells surrounding the glomeruli. They are a mixture of excitatory and inhibitory cells and respond to a wide range of odorants. a. Mitral cells b. Juxtaglomerular neurons c. Basal cells d. Tufted cells e. Granule cells Answer: b Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 1. Remembering 18. _______ are the second layer of cells surrounding the glomeruli. They respond to fewer odorants than the first layer, but to more than the neurons at the deepest layer of cells. a. Mitral cells b. Juxtaglomerular neurons c. Basal cells d. Tufted cells e. Granule cells Answer: d Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

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Bloom’s Level: 1. Remembering 19. _______ form part of the deepest layer of cells in the olfactory bulb. Each of these cells responds only to a few specific odorants. a. Mitral cells b. Juxtaglomerular neurons c. Basal cells d. Tufted cells e. Granule cells Answer: a Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 1. Remembering 20. _______ form part of the deepest layer of cells in the olfactory bulb. They comprise an extensive network of inhibitory neurons, integrate input from all the earlier projections, and are thought to be the basis of specific odorant identification. a. Mitral cells b. Juxtaglomerular neurons c. Basal cells d. Tufted cells e. Granule cells Answer: e Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 1. Remembering 21. The brain region responsible for processing smell is known as the a. amygdala. b. parietal lobe. c. primary olfactory cortex. d. occipital cortex. e. thalamus.

Answer: c Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 1. Remembering 22. The limbic system is a group of neural structures that is involved in many aspects of a. odor detection. b. emotion and memory. c. odor adaptation. d. pain regulation involving odors.

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e. odor habituation.

Answer: b Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 2. Understanding 23. Why is olfaction unique among all of the senses in terms of its neural wiring? a. It has a direct connection to the limbic system. b. It has a direct connection to the thalamus. c. Each olfactory bulb is processed by the contralateral hemisphere, unlike the other senses. d. It has a direct connection to the cerebellum. e. The olfactory bulbs connect directly to the orbitofrontal cortex.

Answer: a Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 4. Analyzing 24. While all mammals appear to have pretty much the same set of olfactory receptor genes, some genes in each species are _______ and are not expressed. a. dominant b. pseudogenes c. missing d. hybrid e. active Answer: d Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.2 Describe the genetic basis of olfactory receptors in humans and other mammals.

Bloom’s Level: 1. Remembering 25. Sometimes odorants can stimulate the somatosensory system through polymodal nociceptors. These sensations are mediated by the _______, which transmits information about the “feel” of an odorant. a. prefrontal cortex b. ciliary nerve c. maxillary nerve d. trigeminal nerve e. endocrine system Answer: d Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.3 Describe how the trigeminal nerve contributes to the feel of scent.

Bloom’s Level: 2. Understanding

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26. Cutting onions makes you cry because chemicals in the onions a. create a burning sensation via the ciliary nerve. b. create a burning sensation via the inferior alveolar nerve. c. create a burning sensation via the trigeminal nerve. d. dry out the eyes, causing them to tear up. e. irritate the eyes directly, causing them to tear up.

Answer: c Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.3 Describe how the trigeminal nerve contributes to the feel of scent.

Bloom’s Level: 2. Understanding 27. The shape-pattern theory of olfaction is based on the idea that a. every perceived smell has a different vibrational frequency. b. the olfactory receptors can change their shapes to fit the odorants’ shapes. c. the firing pattern of neurons in the olfactory bulb is not important to odor perception. d. the olfactory bulb recognizes specific patterns of odors. e. odorants’ shapes fit into the olfactory receptors’ shapes.

Answer: e Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.1 Describe the shape-pattern theory of olfaction.

Bloom’s Level: 2. Understanding 28. The vibration theory of olfaction contends that a. trigeminal nerve vibrations transmit odor sensations. b. vibrations cause odorous molecules to spread through the air. c. vibrations mediate the transfer of neural signals in the brain. d. there is a different vibrational frequency for every perceived smell. e. maxillary nerve vibrations transmit odor sensations.

Answer: d Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.1 Describe the shape-pattern theory of olfaction.

Bloom’s Level: 2. Understanding 29. Specific anosmia and the study of stereoisomers provide evidence against the _______ theory of olfactory perception. a. regulated odor b. shape-pattern c. vibration d. odor activation e. olfactory nerve Answer: c Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.1 Describe the shape-pattern theory of olfaction.

Bloom’s Level: 3. Applying

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30. Refer to the figure.

This figure illustrates the concept of a. odorous knowledge. b. stereoisomers. c. odor detection. d. molecular binding. e. shape-pattern invariance.

Answer: b Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.1 Describe the shape-pattern theory of olfaction.

Bloom’s Level: 2. Understanding 31. The processing of components in an odorant mixture is completed by using a. analysis and synthesis. b. detection and regulation. c. olfactory digestion. d. olfactory separation. e. the anterior cingulate cortex (ACC).

Answer: a Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.2 Explain how odor perception is both synthetic and analytical.

Bloom’s Level: 2. Understanding 32. If a different scent is presented to each of your nostrils at the same time, what will you most likely experience? a. Binaral rivalry b. Binocular rivalry c. Dichotic olfaction

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d. Nostril agnosia e. Gustatory rivalry Answer: a Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.2 Explain how odor perception is both synthetic and analytical.

Bloom’s Level: 3. Applying 33. _______ is the competition between two nostrils for odor perception. a. Binocular rivalry b. Binaral rivalry c. Anosmia d. Odor synthesis e. Nostril wars Answer: b Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.2 Explain how odor perception is both synthetic and analytical.

Bloom’s Level: 1. Remembering 34. This odor is created when at least 30 odorants of equal intensity that span olfactory physiochemical and psychological (perceptual) space are mixed. The resultant odor percept is the same as every other mixture of 30 odorants meeting the span and equivalent intensity criteria, even though the various mixtures do not share any common odorants. a. Olfactory white b. Olfactory yellow c. Olfactory red d. Olfactory green e. Olfactory blue Answer: a Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.2 Explain how odor perception is both synthetic and analytical.

Bloom’s Level: 1. Remembering 35. Contrary to vision and audition, odor _______ is not possible in olfaction. a. recognition b. identification c. detection d. imagery e. discrimination Answer: d Textbook Reference: 14.3 From Chemicals to Smells Learning Objective: 14.3.2 Explain how odor perception is both synthetic and analytical.

Bloom’s Level: 2. Understanding 36. Over the course of 30 days, the percentage of correct recognitions of an odor a. changes dramatically.

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b. becomes better. c. becomes worse. d. is based on retention levels. e. remains relatively constant.

Answer: e Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.1 Describe the psychophysical methods used to study olfaction.

Bloom’s Level: 2. Understanding 37. Suppose you have to smell three perfumes, two of which are the same and one of which is different. How would you determine which perfume is different? a. Triangle test b. Staircase method c. Binaral rivalry task d. Olfactory imagery e. Direct matching task Answer: a Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.1 Describe the psychophysical methods used to study olfaction.

Bloom’s Level: 3. Applying 38. The _______ phenomenon is the inability to name an odorant, even though it is very familiar. a. missing odor b. tip-of-the-nose c. blocked identification d. tip-of-the-tongue e. stereoisomer Answer: b Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.2 Define the tip-of-the-nose phenomenon.

Bloom’s Level: 1. Remembering 39. If you are in a food court and recognize the smell of a particular dish but cannot name it, you are experiencing the _______ phenomenon. a. tip-of-the-tongue b. blocked identification c. tip-of-the-nose d. object anomia e. anosmia Answer: c Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.2 Define the tip-of-the-nose phenomenon.

Bloom’s Level: 3. Applying 40. One explanation for why our senses of smell and language are so disconnected is that

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a. language developed earlier than smell. b. olfactory information is not integrated in the thalamus prior to processing in the cortex. c. olfactory information is not integrated in the cortex prior to processing in the thalamus. d. there is no need to have connections between smell and language. e. smell is only of secondary use to humans.

Answer: b Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.2 Define the tip-of-the-nose phenomenon.

Bloom’s Level: 2. Understanding 41. Suppose a person’s olfactory system is “rewired” such that olfactory signals pass through the thalamus and are processed more in the left hemisphere of the brain. What might be a consequence? a. It would be harder for them to verbally label smells. b. Smell would more isolated from the other senses. c. The emotional aspects of smell would increase for them. d. It would be easier for them to verbally label smells. e. There would be no difference between the typical and rewired systems.

Answer: d Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.2 Define the tip-of-the-nose phenomenon.

Bloom’s Level: 3. Applying 42. As people age, what happens to their olfactory sensitivity? a. Olfactory sensitivity is highest as a child, then declines in middle adulthood and old age. b. Olfactory sensitivity is lowest as a child, then increases in middle adulthood and old age. c. Olfactory sensitivity is low as a child, high during middle adulthood, and then decreases in old age. d. Olfactory sensitivity is high as a child, low during middle adulthood, and then high again in old age. e. Olfactory sensitivity stays at a constant level from childhood to old age.

Answer: c Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.3 Describe some of the individual differences in odor perception, including how olfaction changes with age.

Bloom’s Level: 2. Understanding 43. _______ is the biochemical phenomenon, occurring after continual exposure to an odorant, whereby receptors stop responding to an odorant and detection ceases. a. Receptor adaptation b. Cognitive habituation c. Anosmia d. Odor repression e. Cross-adaptation

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Answer: a Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 2. Understanding 44. Suppose you enter a hair salon and the smell of the hair dyes and other chemicals is very strong and distinctive at first. However, after a few minutes you no longer smell those chemicals. What process is responsible for this phenomenon? a. Anosmia b. Receptor adaptation c. Cognitive habituation d. Cross-adaptation e. Odor repression Answer: b Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 3. Applying 45. _______ is the reduction in detection of one odorant following exposure to another odorant. a. Anosmia b. Receptor adaptation c. Cognitive habituation d. Odor repression e. Cross-adaptation Answer: e Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 1. Remembering 46. _______ might cause a wine to taste very different when you are sampling many other wines at the same time, compared to drinking the wine on its own. a. Anosmia b. Receptor adaptation c. Cross-adaptation d. Cognitive habituation e. Odor repression Answer: c Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 3. Applying

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47. _______ is the psychological process by which, after long-term exposure to an odorant, one is no longer able to detect that odorant, or has very diminished detection ability. a. Anosmia b. Receptor adaptation c. Cognitive habituation d. Cross-adaptation e. Odor repression Answer: c Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 2. Understanding 48. Suppose you leave town for a few weeks and when you return, your house has a strange smell that you didn’t notice before you left. What might be the explanation? a. Anosmia b. Cognitive habituation c. Receptor adaptation d. Cross-adaptation e. Odor repression Answer: b Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 3. Applying 49. If somebody wears the same perfume or cologne every day, they may start to put on more and more after several weeks because it doesn’t smell as strongly to them as it used to. This is due to a. anosmia. b. receptor adaptation. c. cognitive habituation. d. cross-adaptation. e. odor repression.

Answer: c Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 3. Applying 50. Odor hedonics is a. responsible for odor detection. b. the precise description of various odors. c. the intensity ratings of various odors. d. the “liking” dimension of odor perception.

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e. the study of odor creation.

Answer: d Textbook Reference: 14.5 Olfactory Hedonics Learning Objective: 14.5.1 Explain how intensity and pleasantness can interact in odor hedonics.

Bloom’s Level: 1. Remembering 51. If your friend is wearing a new perfume and you decide you really like it, you have just made a _______ judgment. a. gustatory b. value c. fashion d. logical e. hedonic Answer: e Textbook Reference: 14.5 Olfactory Hedonics Learning Objective: 14.5.1 Explain how intensity and pleasantness can interact in odor hedonics.

Bloom’s Level: 3. Applying 52. A(n) _______ is often responsible for our disliking of a particular food after gastric illness. a. odor trauma b. learned taste aversion c. restricted aversion d. odor dilemma e. virus Answer: b Textbook Reference: 14.5 Olfactory Hedonics Learning Objective: 14.5.2 Describe the ways in which olfactory preferences may be learned.

Bloom’s Level: 2. Understanding 53. If you got carsick while eating gummy bears as a child and haven’t wanted to eat them ever since, you have a(n) a. odor trauma. b. restricted aversion. c. odor dilemma. d. learned taste aversion. e. olfactory overdose.

Answer: d Textbook Reference: 14.5 Olfactory Hedonics Learning Objective: 14.5.2 Describe the ways in which olfactory preferences may be learned.

Bloom’s Level: 3. Applying

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54. When people are going through chemotherapy, they often feel very nauseous.

Because of this, they are instructed to avoid eating foods they normally like because they might acquire a(n) _______ and not want to eat their favorite foods again. a. odor trauma b. restricted aversion c. odor dilemma d. olfactory overdose e. learned taste aversion Answer: e Textbook Reference: 14.5 Olfactory Hedonics Learning Objective: 14.5.2 Describe the ways in which olfactory preferences may be learned.

Bloom’s Level: 3. Applying 55. Which of the following is consistent with the idea that olfactory preferences are genetically determined? a. Infants develop greater preferences for distinctive-smelling odors that their mothers consumed during pregnancy. b. California ground squirrels have a defensive response the first time they are exposed to the odor of their natural predator, the Pacific rattlesnake. c. Indigenous peoples of the Bering Strait prefer rotten-smelling fish and meat. d. Many Japanese people find cheese disgusting. e. People develop a taste aversion to foods that have made them sick in the past.

Answer: b Textbook Reference: 14.5 Olfactory Hedonics Learning Objective: 14.5.3 Describe the ways in which olfactory preferences may be genetically determined.

Bloom’s Level: 3. Applying 56. The _______ is the part of the brain responsible for processing olfaction and for assigning affective value to stimuli. a. orbitofrontal cortex b. prefrontal cortex c. temporal lobe d. occipital lobe e. thalamus Answer: a Textbook Reference: 14.6 Associative Learning and Emotion: Neuroanatomical and Evolutionary Considerations Learning Objective: 14.6.1 Describe how associative learning can affect odor hedonics.

Bloom’s Level: 1. Remembering 57. Which of the following is a chemical-sensing organ in non-human animals located at the base of the nasal cavity, with a curved, tubular shape? a. Orbitofrontal cortex b. Prefrontal cortex

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c. Main olfactory bulb d. Accessory olfactory bulb e. Vomeronasal organ Answer: e Textbook Reference: 14.6 Associative Learning and Emotion: Neuroanatomical and Evolutionary Considerations Learning Objective: 14.6.2 Describe the functions of the main olfactory bulb, accessory olfactory bulb, and vomeronasal organ in animals.

Bloom’s Level: 2. Understanding 58. Which of the following is a neural structure located behind the main olfactory bulb? a. Orbitofrontal cortex b. Prefrontal cortex c. Main olfactory bulb d. Accessory olfactory bulb e. Vomeronasal organ Answer: d Textbook Reference: 14.6 Associative Learning and Emotion: Neuroanatomical and Evolutionary Considerations Learning Objective: 14.6.2 Describe the functions of the main olfactory bulb, accessory olfactory bulb, and vomeronasal organ in animals.

Bloom’s Level: 1. Remembering 59. _______ are chemicals emitted by one member of a species that trigger a psychological or behavioral response in another member of the same species. a. Odors b. Olfactants c. Pheromones d. Odorants e. Primers Answer: c Textbook Reference: 14.6 Associative Learning and Emotion: Neuroanatomical and Evolutionary Considerations Learning Objective: 14.6.3 Explain the difference between pheromones and chemosignals.

Bloom’s Level: 1. Remembering 60. If you are stung by a honeybee, many other bees nearby may be cued to sting you because the first bee emitted a(n) a. chemosignal. b. odorant. c. releaser pheromone. d. primer pheromone. e. olfactant.

Answer: c Textbook Reference: 14.6 Associative Learning and Emotion: Neuroanatomical and

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Evolutionary Considerations Learning Objective: 14.6.3 Explain the difference between pheromones and chemosignals.

Bloom’s Level: 3. Applying 61. The _______ occurs when women who live in close proximity to one another begin to have menstrual cycles that coincide over time. a. releaser pheromone effect b. primer pheromone effect c. cohabitation effect d. McClintock effect e. menstrual cycle phenomenon Answer: d Textbook Reference: 14.6 Associative Learning and Emotion: Neuroanatomical and Evolutionary Considerations Learning Objective: 14.6.4 Describe some of the evidence that humans are affected by chemosignals.

Bloom’s Level: 2. Understanding Short Answer 62. What is anosmia?

Answer: Anosmia is the inability to smell, typically due to sinus illness or head trauma. If a person has a cold and their sinuses are congested, they have short-term anosmia. If a person is an accident and sustains a head injury, the olfactory nerve could be severed by the cribriform plate, resulting in anosmia.

Textbook Reference: 14.1 Olfactory Physiology Learning Objective: 14.1.3 Explain how a hard blow to the head can result in anosmia.

Bloom’s Level: 2. Understanding 63. What are the two major theories of how chemicals come to be perceived as specific odors?

Answer: The two major theories of olfactory perception are shape-pattern theory and vibration theory. Shape-pattern theory contends that odorant molecules have different shapes and olfactory receptors have different shapes, and an odorant will be detected by a specific olfactory receptor to the extent that the odorant’s molecules fit into the olfactory receptor, similar to puzzle pieces fitting together. Further, an odorant molecule might have a shape with several sides that could fit into an array of different olfactory receptors, creating a pattern of activation across a number of olfactory receptors. In contrast, vibration theory proposes that each odorant molecule vibrates at a particular frequency, and that olfactants that vibrate at the same frequency will smell the same. A major problem with vibration theory is the existence of stereoisomers, which have different shapes but the same atoms and therefore the same vibration pattern. The fact that stereoisomers smell different can be explained by shape-pattern theory but not by vibration theory.

Textbook Reference: 14.3 From Chemicals to Smells

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Learning Objective: 14.3.1 Describe the shape-pattern theory of olfaction.

Bloom’s Level: 4. Analyzing 64. Describe two psychophysical methods for measuring olfactory detection and discrimination.

Answer: The staircase method is used to measure olfactory detection thresholds and the triangle test is used to measure olfactory discrimination. In the staircase method, the concentration of an odorant is increased from a level at which the participant cannot smell it, upward until the participant can smell it. Then, the concentration is reduced until the participant cannot smell it again, at which time it is then increased until detection resumes. The reversal points in the concentration levels are averaged to determine the average threshold of detection. In the triangle test, two samples of the same odorant and one sample of a different odorant are given to the participant, who tries to pick the one odorant that is different from the other two. The test is often repeated several times and the order in which the odorants are presented is typically varied over the trials.

Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.1 Describe the psychophysical methods used to study olfaction.

Bloom’s Level: 3. Applying 65. What are pheromones and chemosignals?

Answer: A pheromone is a chemical emitted by one member of a species that causes a physiological or behavioral response in another member of the same species. The existence of pheromones in humans is controversial, so the more neutral term of chemosignal is sometimes used, which indicates a chemical emitted and sensed by humans that may have some effect on the mood, behavior, hormonal status, and/or sexual arousal of other humans.

Textbook Reference: 14.6 Associative Learning and Emotion: Neuroanatomical and Evolutionary Considerations Learning Objective: 14.6.3 Explain the difference between pheromones and chemosignals.

Bloom’s Level: 2. Understanding Essay 66. What is the anatomical sequence of how odors are sensed, from nose to brain?

Answer: Odorants enter the nose and travel up to the olfactory cleft where they come in contact with the olfactory epithelium. Olfactory sensory neurons (OSNs) have cilia that protrude into the mucous covering the olfactory epithelium, which have odorant receptors on their tips and connect to glomeruli in the olfactory bulb after passing through holes in the cribriform plate. When an odorant comes into contact with an odorant receptor, a cascade of biochemical events results in the OSN sending an action potential to cells located in a glomerulus in the olfactory bulb. Glomeruli are surrounded by juxtaglomerular neurons, tufted cells, and mitral cells, which eventually receive information from the OSNs. Tufted cells and mitral cells combine to form the olfactory tract, which sends ipsilateral signals to one hemisphere of the brain, arriving at the primary olfactory cortex, also known as the piriform cortex. Primary olfactory cortex is

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comprised of the amygdala-hippocampal complex and interacts with entorhinal cortex.

Textbook Reference: 14.2 Neurophysiology of Olfaction Learning Objective: 14.2.1 Describe the neurophysiological parts of the olfactory system and their functions.

Bloom’s Level: 3. Applying 67. Describe three ways in which the olfactory system adapts to smells.

Answer: One type of adaptation is receptor adaptation, in which the olfactory receptors are retracted into the cell body after a period of intense responding. Typically, 15 to 20 minutes of constant exposure to a smell is enough time for receptor adaptation to occur.

Another form of adaptation is cross-adaptation, which occurs when several stimuli have been smelled in rapid succession, as one might do when shopping for perfume or cologne. In this case, the notion is that the different smells share odorants in common so adaptation to one tends to affect the ability to smell the other one. Finally, cognitive habituation to smells occurs when there is long-term exposure to a particular odor. In these cases, one completely loses or has a much-diminished capacity to smell the odors in their environment. Cognitive habituation may be due to the relevant olfactory receptors being continually hindered and taking longer to recycle than they normally would, the presence of odorant molecules in the bloodstream that keep the body continually adapted, and/or cognitive-emotional factors may lead to a sense of comfort with the odorant molecules, which diminishes the perceptual response to them.

Textbook Reference: 14.4 Olfactory Psychophysics, Identification, and Adaptation Learning Objective: 14.4.4 Describe the various forms of odor adaptation: receptor adaptation, cross-adaptation, and cognitive habituation.

Bloom’s Level: 3. Applying 68. In what ways are olfactory hedonics determined by nature or nurture?

Answer: Olfactory hedonics may be determined by nature because people almost universally have the same attitudes about certain smells, such as positive feelings for the smell of roses and negative feelings for the smell of skunk. Additionally, an analysis of participants’ liking for different odorant molecule shapes found that 30% of the variance in their hedonic responses could be accounted for by the molecular shape of the odorants, indicating that some portion of odor pleasantness may be innate in humans. In animals, there is evidence for innate odor responses, particularly towards predators for animals that live in a restricted geographic region. For instance, California ground squirrels show instinctive defensive responses the first time they are exposed to the smell of their natural predator, the Pacific rattlesnake, but not towards Pacific gopher snakes which don’t prey on them. Alternatively, there is evidence that preferences may actually be learned because infants and babies learn to like distinct smelling foods, like garlic, from the diets of their mothers. Additionally, different cultures have different hedonic responses to the same foods, such as Asian cultures finding the smell of cheese disgusting and the smell of fermented soybeans appealing, and Western cultures often holding the opposite view.

Even foods that are irritating to the sensory system, such as hot chili peppers, show differences in cultural acceptance and tolerance, indicating that experience, not genetics, determines these preferences. Finally, because of the variance in the receptors and pseudogenes among people, different individuals may have different inclinations for

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liking or disliking certain smells. Therefore, it seems that much of olfactory hedonics is learned, although there is also genetic variation that influences peoples’ preferences.

Textbook Reference: 14.5 Olfactory Hedonics Learning Objective: 14.5.3 Describe the ways in which olfactory preferences may be genetically determined.

Bloom’s Level: 5. Evaluating

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Wolfe, Sensation & Perception, Sixth Edition

Chapter 15: Taste Test Bank Type: multiple choice question Title: Chapter 15 Question 01 1. _______ is the sensation evoked by solutions that contact receptors in the tongue, while _______ includes the former and also retronasal olfaction.

Feedback: Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.1 Describe the difference between taste and flavor.

Bloom’s Level: 2. Understanding a. Flavor; smell b. Smell; taste c. Taste; smell d. Flavor; taste *e. Taste; flavor Type: multiple choice question Title: Chapter 15 Question 02 2. Chewing and swallowing force an odorant emitted by the mouth up behind the palate into the nose, which causes one to experience _______ sensation of the odor perceived.

Feedback: Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 2. Understanding a. orthonasal olfactory b. flavor *c. retronasal olfactory d. nasal e. smell Type: multiple choice question Title: Chapter 15 Question 03 3. The reason that food tastes bland if you have a cold is that your sinuses are usually stuffed, which restricts airflow through the nose and prevents Feedback: Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 3. Applying a. sweetness detection. b. sourness detection. c. saltiness detection. *d. retronasal olfaction. e. bitterness detection.

Type: multiple choice question Title: Chapter 15 Question 04 4. Anesthesia of the chorda tympani causes Feedback: Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.3 Explain the chorda tympani’s role in taste perception.

Bloom’s Level: 2. Understanding a. impaired olfaction. *b. damaged taste. c. flavor enhancement of foods. d. a delayed reaction to flavors. e. foods to taste salty.

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Wolfe, Sensation & Perception, Sixth Edition

Type: multiple choice question Title: Chapter 15 Question 05 5. If you get a shot of novocain at the dentist and it happens to numb your chorda tympani nerve, what will most likely be a side effect?

Feedback: Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.3 Explain the chorda tympani’s role in taste perception.

Bloom’s Level: 3. Applying a. Impaired olfaction b. Flavor enhancement of foods c. A delayed reaction to flavors *d. Impaired taste e. Foods will taste salty.

Type: multiple choice question Title: Chapter 15 Question 06 6. Refer to the figure.

This figure illustrates how _______ released into the air inside our mouths as we chew and swallow move through the retronasal passage.

Feedback: Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 2. Understanding a. chemicals b. substances *c. molecules d. cells e. waves Type: multiple choice question Title: Chapter 15 Question 07 7. Refer to the figure.

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Wolfe, Sensation & Perception, Sixth Edition

In this figure, neural signals from the _______ in the papillae are transmitted via the cranial nerves to the brain.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 2. Understanding a. labeled lines *b. taste buds c. cilia d. glomeruli e. vagus nerve Type: multiple choice question Title: Chapter 15 Question 08 8. _______ are structures that give the tongue its bumpy appearance.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering a. Taste buds b. Taste receptor cells c. Cranial nerves *d. Papillae e. Chorda tympani Type: multiple choice question Title: Chapter 15 Question 09 9. Which papillae could be completely removed from the tongue (hypothetically!) with no impact on taste?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 3. Applying *a. Filiform b. Fungiform at the tip of the tongue

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Wolfe, Sensation & Perception, Sixth Edition c. Circumvallate d. Foliate e. Fungiform in the middle of the tongue Type: multiple choice question Title: Chapter 15 Question 10 10. Which of the following is not a type of papillae?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding a. Filiform b. Fungiform c. Foliate d. Circumvallate *e. Circular Type: multiple choice question Title: Chapter 15 Question 11 11. _______ are the taste bud-containing folds of tissue that are located on the rear of the tongue, where the tongue attaches to the mouth.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering a. Filiform papillae b. Fungiform papillae *c. Foliate papillae d. Circumvallate papillae e. Microvilli Type: multiple choice question Title: Chapter 15 Question 12 12. _______ are mushroom-shaped structures distributed most densely on the edges of the tongue, especially the tip.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering a. Filiform papillae *b. Fungiform papillae c. Foliate papillae d. Circumvallate papillae e. Microvilli Type: multiple choice question Title: Chapter 15 Question 13 13. _______ are circular, mound-like structures surrounded by a trench that form an inverted “V” on the rear of the tongue.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering a. Filiform papillae b. Fungiform papillae c. Foliate papillae *d. Circumvallate papillae e. Microvilli

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Wolfe, Sensation & Perception, Sixth Edition Type: multiple choice question Title: Chapter 15 Question 14 14. _______ are the small structures on the tongue that have no taste function and are responsible for its bumpy appearance.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 1. Remembering *a. Filiform papillae b. Fungiform papillae c. Foliate papillae d. Circumvallate papillae e. Microvilli Type: multiple choice question Title: Chapter 15 Question 15 15. Refer to the figure.

This figure demonstrates the difference between Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding a. sensitized and desensitized tasters. b. normal and sick tasters. *c. an average taster and a supertaster. d. various types of papillae. e. human and monkey tongues.

Type: multiple choice question Title: Chapter 15 Question 16 16. When you compare the tongue of a supertaster to the tongue of a nontaster, what difference do you notice?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System

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Wolfe, Sensation & Perception, Sixth Edition Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding a. The supertaster has a much lower density of fungiform papillae than the nontaster. b. The supertaster has a much higher density of filiform papillae than the nontaster. c. The supertaster has a much lower density of filiform papillae than the nontaster. *d. The supertaster has a much higher density of fungiform papillae than the nontaster. e. The supertaster can curl her tongue but the nontaster cannot.

Type: multiple choice question Title: Chapter 15 Question 17 17. Which description of the famous tongue map from Boring (1942) is correct?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.2 Explain why the tongue map is a myth.

Bloom’s Level: 2. Understanding a. Sweet is only tasted on the top front of the tongue. b. Salt is only tasted on the front tip of the tongue. c. Bitter is only tasted on the back of the tongue. d. Sour is only tasted on the sides of the tongue. *e. None of these are correct and the tongue map is false.

Type: multiple choice question Title: Chapter 15 Question 18 18. _______ are slender projections on the tips of some taste bud cells that extend into the taste pore.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 1. Remembering a. Cilia b. Taste buds *c. Microvilli d. Taste receptor cells e. Macrovilli Type: multiple choice question Title: Chapter 15 Question 19 19. A(n) _______ is any stimulus that can be tasted.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 1. Remembering a. odorant *b. tastant c. flavor d. papillus e. microvillus Type: multiple choice question Title: Chapter 15 Question 20 20. The insular cortex Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 2. Understanding *a. is the first primary cortical processing area for taste.

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Wolfe, Sensation & Perception, Sixth Edition b. is the last area to receive taste information during the gustation process. c. integrates taste and smell sensations. d. processes information about harmful tastes only. e. protects the taste area of the brain.

Type: multiple choice question Title: Chapter 15 Question 21 21. The _______ is multimodal in nature, responding to temperature, touch, smell, and taste, and is critical for assigning affective value to stimuli.

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 2. Understanding a. prefrontal cortex b. occipital lobe c. insular cortex d. thalamus *e. orbitofrontal cortex Type: multiple choice question Title: Chapter 15 Question 22 22. Suppose you try a new food that you have never tasted before and decide that you really like it. Which part of your brain is most responsible for that affective decision?

Feedback: Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.3 Describe the physiological parts of the gustatory system from tongue to cortex, including their functions.

Bloom’s Level: 3. Applying *a. Orbitofrontal cortex b. Prefrontal cortex c. Occipital lobe d. Insular cortex e. Thalamus Type: multiple choice question Title: Chapter 15 Question 23 23. Which of the following is not considered to be basic taste?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.1 List the four basic tastes.

Bloom’s Level: 2. Understanding *a. Spicy b. Salty c. Bitter d. Sweet e. Sour Type: multiple choice question Title: Chapter 15 Question 24 24. If you take a bland food like tofu and add capsaicin to it, it will taste Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.1 List the four basic tastes.

Bloom’s Level: 3. Applying a. saltier. b. more sour. c. sweeter. d. more bitter.

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Wolfe, Sensation & Perception, Sixth Edition *e. spicier.

Type: multiple choice question Title: Chapter 15 Question 25 25. _______ is the taste quality produced by the positively charged ion (cation) from the molecule NaCl. Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.2 Describe the survival value of salty.

Bloom’s Level: 2. Understanding *a. Salty b. Sour c. Sweet d. Bitter e. Spicy Type: multiple choice question Title: Chapter 15 Question 26 26. _______ is the taste quality produced by the hydrogen ion in foods.

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.3 Describe the survival value of sour.

Bloom’s Level: 2. Understanding a. Bitter b. Salty *c. Sour d. Spicy e. Sweet Type: multiple choice question Title: Chapter 15 Question 27 27. If a glass of water undergoes a chemical reaction such that it has more hydrogen ions in it, it will taste Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.3 Describe the survival value of sour.

Bloom’s Level: 3. Applying a. salty. *b. sour. c. sweet. d. bitter. e. spicy.

Type: multiple choice question Title: Chapter 15 Question 28 28. If you take a bland food like tofu and add some acid to it, it will taste Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.3 Describe the survival value of sour.

Bloom’s Level: 3. Applying a. saltier. *b. more sour. c. sweeter. d. more bitter. e. spicier.

Type: multiple choice question Title: Chapter 15 Question 29 29. _______ is the taste quality that is produced by substances like quinine or caffeine.

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Wolfe, Sensation & Perception, Sixth Edition Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.4 Describe the survival value of bitter.

Bloom’s Level: 2. Understanding a. Salty b. Sour c. Sweet *d. Bitter e. Spicy Type: multiple choice question Title: Chapter 15 Question 30 30. Which specific taste may have evolved to help us sense poisonous foods?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.4 Describe the survival value of bitter.

Bloom’s Level: 2. Understanding *a. Bitter b. Salty c. Sour d. Sweet e. Umami Type: multiple choice question Title: Chapter 15 Question 31 31. If you accidentally consume a poisonous food, what will it probably taste like?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.4 Describe the survival value of bitter.

Bloom’s Level: 3. Applying a. Salty b. Sour c. Umami d. Sweet *e. Bitter Type: multiple choice question Title: Chapter 15 Question 32 32. Which taste sensation is evoked by simple carbohydrates like glucose and fructose?

Feedback: Textbook Reference: 15.3 The Four Basic Tastes?

Learning Objective: 15.3.5 Describe the survival value of sweet.

Bloom’s Level: 2. Understanding a. Bitter b. Salty c. Sour *d. Sweet e. Umami Type: multiple choice question Title: Chapter 15 Question 33 33. When you sprinkle monosodium glutamate (MSG) on some food, which taste sensation increases?

Feedback: Textbook Reference: 15.4 Are There More Than Four Basic Tastes? Does It Matter?

Learning Objective: 15.4.1 Describe some of the evidence for and against umami as the fifth basic taste.

Bloom’s Level: 2. Understanding a. Bitter b. Sweet

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Wolfe, Sensation & Perception, Sixth Edition *c. Umami d. Sour e. Salty Type: multiple choice question Title: Chapter 15 Question 34 34. Sometimes called the fifth basic taste, _______ is the taste sensation evoked by MSG. Feedback: Textbook Reference: 15.4 Are There More Than Four Basic Tastes? Does It Matter?

Learning Objective: 15.4.1 Describe some of the evidence for and against umami as the fifth basic taste.

Bloom’s Level: 1. Remembering a. sweet *b. umami c. sour d. salty e. bitter Type: multiple choice question Title: Chapter 15 Question 35 35. Which taste receptors do fat molecules stimulate?

Feedback: Textbook Reference: 15.4 Are There More Than Four Basic Tastes? Does It Matter?

Learning Objective: 15.4.2 Explain why fat is not considered a basic taste.

Bloom’s Level: 2. Understanding a. Sweet b. Sour c. Salty d. Umami *e. None of the above Type: multiple choice question Title: Chapter 15 Question 36 36. A _______ is an individual born without receptors for the bitter PROP. Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter Learning Objective: 15.5.1 Explain the differences between tasters and nontasters of TPC/PROP. Bloom’s Level: 2. Understanding a. supertaster b. taster c. blocked taster *d. nontaster e. gustanomic Type: multiple choice question Title: Chapter 15 Question 37 37. What is the term for an individual whose perception of taste sensations is the most intense?

Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter Learning Objective: 15.5.2 Describe the factors that contribute to somebody being a supertaster.

Bloom’s Level: 2. Understanding a. Nontaster *b. Supertaster c. Taster d. Connoisseur e. Sommelier Type: multiple choice question Title: Chapter 15 Question 38

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Wolfe, Sensation & Perception, Sixth Edition 38. The ability to match the intensities of sensations that come from different sensory modalities is known as Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter Learning Objective: 15.5.2 Describe the factors that contribute to somebody being a supertaster.

Bloom’s Level: 1. Remembering *a. cross-modality matching. b. cross-adaptation. c. variety matching. d. cross-modality comparison. e. sensory integration.

Type: multiple choice question Title: Chapter 15 Question 39 39. If you adjust the brightness of a light until it matches the intensity of sourness of the taste of a lemon, you are engaging in Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter Learning Objective: 15.5.2 Describe the factors that contribute to somebody being a supertaster.

Bloom’s Level: 3. Applying a. variety matching. b. scaling. c. sensory integration. d. cross-adaptation. *e. cross-modality matching.

Type: multiple choice question Title: Chapter 15 Question 40 40. Which health consequence of variations in taste sensations has been empirically verified?

Feedback: Textbook Reference: 15.5 Genetic Variation in Bitter Learning Objective: 15.5.3 Discuss the health consequences of variations in taste sensations.

Bloom’s Level: 3. Applying a. People who are insensitive to PROP tend to digest vegetables faster than those who are more sensitive to it. b. People who are insensitive to PROP also tend to avoid eating bitter-tasting vegetables and so have a higher incidence of colon polyps. *c. People who find PROP to be very bitter also tend to avoid eating bitter-tasting vegetables and so have a higher incidence of colon polyps. d. People who find PROP to be very bitter are also more likely to smoke and consume alcohol. e. People who find PROP to be very bitter tend to eat more bitter-tasting vegetables than those who are insensitive to PROP. Type: multiple choice question Title: Chapter 15 Question 41 41. The gustatory system is responsible for Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 2. Understanding a. differentiating between smells and tastes. b. integrating smells and tastes. *c. detecting nutrients and “antinutrients” before we ingest them. d. protecting our olfactory system from approaching harmful foods. e. All of the above Type: multiple choice question Title: Chapter 15 Question 42

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Wolfe, Sensation & Perception, Sixth Edition 42. _______ theory is the theory that deficiency of a given nutrient produces craving for that nutrient.

Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 2. Understanding a. Nutrition deficiency b. Taste deficiency c. Craving d. Compensation hunger *e. Specific hungers Type: multiple choice question Title: Chapter 15 Question 43 43. If you have a specific craving for salty foods due to a sodium deficiency, it is an example of the _______ theory.

Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 3. Applying a. nutrition deficiency *b. specific hungers c. taste deficiency d. craving e. compensation hunger Type: multiple choice question Title: Chapter 15 Question 44 44. Which of the following is evidence that taste preferences are genetically determined.

Feedback: Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.2 Describe some of the evidence that taste preferences are genetically determined.

Bloom’s Level: 2. Understanding a. Families in Mexico encourage young children to eat spicy chili peppers. b. Orange juice tastes strange if you drink it after brushing your teeth. c. Newborn infants are insensitive to sweet, salty, sour, and bitter and must be taught positive and negative associations with these foods. *d. Newborn infants respond with stereotyped facial expressions the first time they taste sweet, salty, sour, and bitter solutions. e. People tend to have an aversion to foods that have made them sick in the past.

Type: multiple choice question Title: Chapter 15 Question 45 45. The labeled lines theory of taste coding holds that each _______ carries a particular taste quality.

Feedback: Textbook Reference: 15.7 The Nature of Taste Qualities Learning Objective: 15.7.1 Describe how taste sensations may use labeled lines.

Bloom’s Level: 2. Understanding *a. taste nerve fiber b. taste receptor site c. papilla d. taste neuron e. taste bud

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Wolfe, Sensation & Perception, Sixth Edition Type: multiple choice question Title: Chapter 15 Question 46 46. The popularity of the spicy flavor of chili peppers in Mexico is an example of the effect of _______ on taste.

Feedback: Textbook Reference: 15.7 The Nature of Taste Qualities Learning Objective: 15.7.2 Describe some of the evidence that taste preferences for chili peppers are learned.

Bloom’s Level: 2. Understanding a. medical intervention b. smell c. taste aversion *d. social influences e. genetic heritage Type: essay/short answer question Title: Chapter 15 Question 47 47. What is the difference between taste and flavor?

Feedback: Much of what people normally think of as taste actually comes from retronasal olfaction and not from the tongue itself. When studying gustation, the concept of taste is restricted to the four basic flavors that the tongue senses (sweet, salty, bitter, sour), while flavor is the combination of both the tongue’s sensations and retronasal olfaction.

Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.1 Describe the difference between taste and flavor.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 15 Question 48 48. Describe the four types of tongue papillae.

Feedback: The four types are the filiform papillae, which have no taste function, fungiform papillae, which are shaped like mushrooms and contain taste buds, the foliate papillae, which are folds at the back of the tongue containing taste buds, and circumvallate papillae, which are circular structures in the form of a V at the back of the tongue and that also contain taste buds.

Textbook Reference: 15.2 Anatomy and Physiology of the Gustatory System Learning Objective: 15.2.1 List the four different types of papillae and describe their functioning.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 15 Question 49 49. What is umami?

Feedback: Umami is the taste from monosodium glutamate, which some have claimed to be the fifth basic taste. The taste of umami is associated with the presence of protein, though there is controversy over whether protein molecules are small enough to activate taste receptors.

Textbook Reference: 15.4 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.4.1 Describe some of the evidence for and against umami as the fifth basic taste.

Bloom’s Level: 2. Understanding Type: essay/short answer question Title: Chapter 15 Question 50 50. What is the labeled lines theory and what does it have to do with taste?

Feedback: The labeled lines theory is a theory of taste coding that suggests that each taste nerve fiber carries a particular taste quality, such as NaCl receptor fibers coding for salty, and sucrose receptor fibers coding for sweet.

Textbook Reference: 15.7 The Nature of Taste Qualities Learning Objective: 15.7.1 Describe how taste sensations may use labeled lines.

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Wolfe, Sensation & Perception, Sixth Edition Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 15 Question 51 51. Explain what smell has to do with taste.

Feedback: Taste is technically just the sensations that are coded by the tongue; sweet, salty, sour, and bitter. Flavor includes sensations from retronasal olfaction—that is, smell, in addition to taste. What most people think of as taste is actually flavor, the combination of taste and retronasal olfaction. This means that smell makes a large contribution to the sense of “taste.” For instance, when one has a cold and congested sinuses, foods may taste bland because retronasal olfaction is not contributing to the sensations. Additionally, flavors like sweet are coded by the tongue but enhanced when combined with retronasal olfaction, meaning that smell may contribute even to basic tastes. Retronasal olfaction occurs when particles from foods being chewed or beverages being swallowed move up through the retronasal passage and make their way to the olfactory epithelium, where they are processed by the olfactory system. Even though these odors are being sensed in the nose, one perceives them as being sensed from the mouth, leading to the confusion about the contributions of smell to taste.

Textbook Reference: 15.1 Taste versus Flavor Learning Objective: 15.1.2 Describe the contributions of retronasal olfaction to flavor.

Bloom’s Level: 3. Applying Type: essay/short answer question Title: Chapter 15 Question 52 52. Describe the differences between nontasters, tasters, and supertasters in terms of sensitivity to bitterness.

Feedback: The difference between tasters and nontasters was first discovered when Arthur Fox synthesized the chemical PTC and noticed that it tasted extremely bitter to some people and not at all bitter to others. Further testing revealed that about one-third of people found the chemical tasteless (nontasters) and two-thirds of people found the chemical to be extremely bitter (tasters).

Later threshold studies established that thresholds for perceiving the bitterness of PTC was bimodal, with nontasters having very high thresholds and tasters having very low thresholds.

Roland Fischer substituted PTC with the safer compound PROP and conducted further studies on tasters and nontasters and established that tasters (for whom bitter tastes are especially intense) tended to avoid certain vegetables and beverages with bitter tastes. Later tests with the technique of cross-modality matching, in which perceptions from one modality are matched with equivalent perceptions from another modality, led to the discovery of supertasters. Nontasters equated the sensation of PROP with other sensations, like the ticking of a watch or the sound of a whisper, while tasters chose much more intense sensations to match. Some tasters equated the taste of PROP with staring directly at the sun or the most intense pain ever experienced while others equated it to the pain of a mild headache or the smell of bacon frying. The more extreme tasters were dubbed supertasters and soon it was discovered that not only were they sensitive to PROP but also that they had higher counts of fungiform papillae on their tongues. Thus, three categories of tasters—nontasters, tasters, and supertasters—have been established, with the differences being their sensitivity to the chemical PROP and the concentration of taste buds on their tongues.

Textbook Reference: 15.5 Genetic Variation in Bitter Learning Objective: 15.5.3 Discuss the health consequences of variations in taste sensations.

Bloom’s Level: 4. Analyzing Type: essay/short answer question Title: Chapter 15 Question 53 53. What is the specific hungers theory, and what is some evidence for and against it?

Feedback: The specific hungers theory suggests that people crave foods that contain nutrients their body is deficient in. Some evidence for this theory comes from cases such as the 3 1/2-yearold boy who had an intense craving for salt and who later died when his salt intake was restricted

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Wolfe, Sensation & Perception, Sixth Edition on a hospital diet. Autopsy later confirmed that he had a tumor in his adrenal gland that caused him to be deficient in sodium. Further support for the theory came from the pediatrician Clara Davis, who gave 6-month-old infants the choice of what foods to eat and found that they ate a variety of foods and thrived. Further work showed that the infants were, in fact, prioritizing novel foods, which just so happened to be healthier for them. Other research established that the specific hungers theory only works for the salty and sweet foods, but not for other nutrients.

Moreover, it seems that learning plays a great role in eating, since acquired taste aversions seem to be more powerful than specific hungers for beneficial foods. For instance, someone may develop an aversion to eating fish if they become sick after eating it, yet fish might be a healthy food. In summary, it seems that we do develop specific hungers for sweet or salty foods if our bodies are low in glucose or sodium, respectively, but it does not appear that we have specific hungers for foods containing other sorts of nutrients, even if we are deficient in those nutrients.

Textbook Reference: 15.6 How Do Taste and Flavor Contribute to the Regulation of Nutrients?

Learning Objective: 15.6.1 Explain the evidence for and against the specific hungers theory.

Bloom’s Level: 4. Analyzing

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