Description

Test Bank For Cognition- Exploring The Science Of The Mind- 6th Edition By Daniel Reisberg

CONTENTS
Assessment Guidelines Based on the Science of Learning vii
Part 1 The Foundations of Cognitive Psychology
Chapter 1 | The Science of the Mind 1
Chapter 2 | The Neural Basis for Cognition 16
Part 2 Learning about the World around Us
Chapter 3 | Visual Perception 30
Chapter 4 | Recognizing Objects 44
Chapter 5 | Paying Attention 60
Part 3 Memory
Chapter 6 | The Acquisition of Memories and the Working-Memory System 75
Chapter 7 | Interconnections between Acquisition and Retrieval 92
Chapter 8 | Remembering Complex Events 108
Part 4 Knowledge
Chapter 9 |
Concepts and Generic Knowledge
124
Chapter 10 |
Language
140
Chapter 11 |
Visual Knowledge
156
Part 5 Thinking
Chapter 12 |
Judgment and Reasoning
172
Chapter 13 |
Problem Solving and Intelligence
189
Chapter 14 |
Conscious Thought, Unconscious Thought
204
ASSESSMENT GUIDELINES BASED ON THE SCIENCE OF LEARNING
When was the last time you were pleased with the consistency and quality of the assessment supplements that come with introductory texts? If you are like most professors, you probably find that these assessment packages do not always meet your needs. To address this issue, Norton collaborated with Valerie Shute (Florida State Uni- versity) and Diego Zapata-Rivera (Electronic Testing Services) to develop a methodology for delivering high- quality, valid, and reliable assessment through our test banks and extensive suite of support materials.
Our Approach
In evaluating the test banks that accompany introductory texts, we found four substantive problem areas associ- ated with the items: (a) misclassified item types; (b) a prevalence of low-level questions that may misrepresent the goals of the course; (c) unevenly distributed topics—where trivial topics are tested via multiple items while important topics are not tested at all; and (d) links to topics that are often at a very general level, thus preventing diagnostic use of the item information.
To eradicate these issues from our test banks, we conducted a focus group to create a new model for assessment. A good assessment tool must (a) define what students need to know and the level of knowledge and skills expected of them to be competent in the concepts about which they are learning; (b) include test items that provide valid and reliable evidence by assessing the material to be learned at the appropriate level; and (c) enable instructors to accu- rately judge what students know and what they don’t know and to what degree, allowing instructors to focus on areas where students need the most help.
Each question in this test bank measures and links explicitly to a specific competency and is written with clear, concise, and grammatically correct language that suits the difficulty level of the specific competency being as- sessed. To ensure the validity of the questions, no extraneous, ambiguous, or confusing material is included, and no slang expressions are used. In developing the questions, every effort has been made to eliminate bias (e.g., racial, gender, cultural, ethnic, regional, disability, age, and so on) to require specific knowledge of the material studied, not general knowledge or experience. This ensures accessibility and validity.
How It Works
The test bank authors developed questions designed to test students’ knowledge of a particular learning objective from the text. By asking students questions that vary in both type and level of difficulty, instructors can gather different types of evidence, which will allow them to more effectively assess how well students understand topics.
SIX QUESTION TYPES
1. Remembering questions—test declarative knowledge, including textbook definitions and relationships between
two or more pieces of information. Can students recall or remember the information in the same form it was learned?
2. Understanding questions—pose problems in a context different from the one in which the material was learned, requiring students to draw from their declarative and/or procedural understanding of important concepts. Can students explain ideas or concepts?
3. Applying questions—ask students to draw from their prior experiences and use critical-thinking skills to take part in qualitative reasoning about the real world. Can students use learned information in another task or situation?
4. Analyzing questions—test students’ abilities to break down information and see how different elements re- late to each other and to the whole. Can students distinguish among the different parts?
5. Evaluating questions—ask students to assess information as a whole and frame their own argument. Can stu- dents justify a stand or decision?
6. Creating questions—pose questions or objectives that prompt students to put elements they have learned together into a coherent whole to generate new ideas. Can students create a new product or point of view based on data?
THREE DIFFICULTY LEVELS
1. Easy questions—require a basic understanding of the concepts, definitions, and examples presented in the text- book.
2. Moderate questions—direct students to use critical thinking skills and to demonstrate an understanding of core concepts independent of specific textbook examples.
3. Difficult questions—ask students to synthesize textbook concepts with their own experiences, making analyti- cal inferences about historical topics and more.
READING THE TEST ITEM NOTATION
Each question in the test bank is tagged with six pieces of information designed to help instructors create the most ideal mix of questions for the quizzes or exams. These tags are:
ANS: This is the correct answer for each question.
DIF: This is the difficulty assigned to the problem.
REF: This is the number of the page in the textbook from which a question is drawn.
OBJ: This is the learning objective that is tested by the question.
MSC: This is the question type (see above) that the question is designed to test.
CHAPTER 1The Science of the Mind
LEARNING OBJECTIVES
1. Describe the scope and goals of cognitive psychology.
2. Understand the case of H.M., and the many ways that memory influences our lives. 3.Describe the limits of introspection.
4.Compare and contrast behaviorism and cognitive psychology. 5.Describe Baddeley and Hitch’s working memory system.
6.Explain how working memory can be affected by various manipulations, including concurrent articulation. 7.Understand the ways that cognitive psychologists are able to acquire data and advance theories.
8.Consider real-life situations wherein working memory is required.
MULTIPLE CHOICE
1. Which of the following topics is NOT commonly studied within cognitive psychology?
a. dreaming c. memory
b. decision making d. attention
ANS: A DIF: Easy REF: The Scope of Cognitive Psychology OBJ: 1.1 MSC: Understanding
2. Cognitive processes are NOT necessary for which daily activity?
a. reading a newspaper c. talking on the phone
b. studying for a test d. breathing
ANS: D
DIF:
Easy
REF:
The Scope of Cognitive Psychology
OBJ: 1.1
MSC:
Applying
3. Alyssa wants to be a psychologist but is unsure which topic within psychology most interests her. Which of the following topics would be LEAST likely to lead her into cognitive psychology?
a. amnesia c. Lyme’s disease
b. language acquisition d. problem-solving strategies
ANS: C
DIF:
Easy
REF:
The Scope of Cognitive Psychology
OBJ: 1.1
MSC:
Applying
4. The phrase “Betsy wants to bring Jacob a present. She shook her piggy bank” is easily understood by
most people because
a. our previous knowledge fills in the necessary details.
b. introspection allows us to understand how Betsy feels.
c. English is a simple language to understand.
d. the sentences are short.
ANS: A DIF: Easy REF: The Broad Role for Memory OBJ: 1.1 MSC: Understanding
5. Which of the following statements is LEAST likely to apply to patient H.M.?
a. “He cannot remember what he did earlier today, including events that took place just an
hour ago.”
b. “He read this story last month, but he was still surprised by how the story turned out.”
c. “Even though he has encountered the nurse many times, he is still unable to recognize her.”
d. “He remembers emotional information, like the news of someone dying.”
ANS: D DIF: Moderate REF: The Scope of Cognitive Psychology OBJ: 1.2 MSC: Applying
6. H.M. provides an illustration for which major theme of the chapter?
a. Introspection is not sufficient evidence in and of itself.
b. Cognition is interested in mental processes, as well as activities that depend on these processes.
c. Memory is not very important.
d. Damage to a small part of the brain can have a negligible effect on behavior.
ANS: B DIF: Moderate REF: The Scope of Cognitive Psychology OBJ: 1.2 MSC: Evaluating
7. Patients suffering from clinical amnesia are characterized by a disorder in their
a. memory.
b. ability to recognize patterns.
c. speech.
d. ability to comprehend language.
ANS: A DIF: Easy REF: Amnesia and Memory Loss OBJ: 1.2 MSC: Remembering
8. The phrase “fool me once, shame on you; fool me twice, shame on me” would not apply to H.M.
Why?
a. H.M. was never fooled.
b. H.M. was incapable of learning.
c. H.M. was able to learn certain things, like if someone was lying to him.
d. H.M. values practical jokes.
ANS: B DIF: Difficult REF: Amnesia and Memory Loss OBJ: 1.2 MSC: Evaluating
9. The term “introspection” refers to the
a. process by which one individual seeks to infer the thoughts of another individual.
b. procedure of examining thought processing by monitoring the brain’s electrical activity.
c. process of each person looking within, to observe his or her own thoughts and ideas.
d. technique of studying thought by interpreting the symbols used in communication.
ANS: C DIF: Easy REF: The Limits of Introspection OBJ: 1.3 MSC: Remembering
10. A participant is asked to look within himself or herself and report on his or her own mental processes.
This method is called
a. self-evaluation. c. introspection.
b. self-monitoring. d. mentalistic study.
ANS: C DIF: Easy REF: The Limits of Introspection OBJ: 1.3 MSC: Remembering
11. Introspection CANNOT be used to study
a. topics that are strongly colored by emotion.
b. mental events that are unconscious.
c. processes that involve conceptual knowledge.
d. events that take a long time to unfold.
ANS: B DIF: Moderate REF: The Limits of Introspection OBJ: 1.3 MSC: Understanding
12. Which of the following statements about introspection is FALSE?
a. It is based on opinions, not facts.
b. It is subjective.
c. It provides strong evidence for hypothesis-testing.
d. It was an early form of evidence.
ANS: C DIF: Moderate REF: The Limits of Introspection OBJ: 1.3 MSC: Understanding
13. Genie wonders why she can never remember the names of new acquaintances. In search of an answer, she analyzes her mental behaviors and feelings about meeting new people. Genie is engaged in which process?
a. subvocal rehearsal c. learning history analysis
b. introspection d. goal retrieval
ANS: B
DIF:
Moderate
REF:
The Limits of Introspection
OBJ: 1.3
MSC:
Applying
14. Introspection is considered the first step toward a science of cognitive psychology because
a. it was the first systematic attempt to observe and record the content of mental processes.
b. interpretation of our mental lives requires training.
c. conscious events are just as important as unconscious events.
d. it provided the first testable claims.
ANS: A DIF: Moderate REF: The Limits of Introspection OBJ: 1.3 MSC: Analyzing
15. Which of the following statements is NOT a concern about the use of introspection as a research tool?
a. A verbal report based on introspection may provide a distorted picture of mental processes that were nonverbal in nature.
b. Different participants use different terms to describe similar experiences.
c. At present, there is enormous uncertainty about the relationship between the activity in the brain and the ideas and thoughts available to introspection.
d. Participants’ motivation may influence what they choose to disclose.
ANS: C DIF: Difficult REF: The Limits of Introspection OBJ: 1.3 MSC: Evaluating
16. Which of the following statements provides the most serious obstacle to the use of introspection as a source of scientific evidence?
a. When facts are provided by introspection, we have no way to assess the facts themselves,
independent of the reporter’s particular perspective on them.
b. Introspection requires an alert, verbally expressive investigator; otherwise, the evidence provided by introspection will be of poor quality.
c. Introspection provides evidence about some mental events but cannot provide evidence about unconscious processes or ideas.
d. The process of reporting on one’s own mental events can take a lot of time and can slow down the processes under investigation.
ANS: A DIF: Difficult REF: The Limits of Introspection OBJ: 1.3 MSC: Evaluating
17. In cognition, as in other sciences, we first develop and then them.
a. tests; prove c. hypotheses; prove
b. theories; test d. hypotheses; test
ANS: D DIF: Moderate REF: The Limits of Introspection OBJ: 1.3 | 1.4 MSC: Understanding
18. A behaviorist, like John Watson, is LEAST likely to believe which of the following statements?
a. Our experiences influence our behaviors and our minds.
b. Children are a good source for data.
c. The mind is not amenable to scientific inquiry because it is not easily observed.
d. When it comes to collecting data, introspection is as valuable as behavior.
ANS: D DIF: Moderate REF: The Years of Behaviorism OBJ: 1.3 | 1.4 MSC: Analyzing
19. Historically, the movement known as behaviorism was encouraged by scholars’ concerns regarding
a. psychotherapy.
b. an exaggerated focus on participants’ responses.
c. research based on introspection.
d. a focus on brain mechanisms and a corresponding inattention to mental states.
ANS: C DIF: Easy REF: The Years of Behaviorism OBJ: 1.4 MSC: Understanding
20. Behaviorists study organisms’
a. expectations. c. dreams.
b. desires and motivations. d. responses.
ANS: D DIF: Easy REF: The Years of Behaviorism OBJ: 1.4 MSC: Remembering
21. Behaviorists argued that were most important in analyzing behavior.
a. expectations c. wishes
b. beliefs d. learning histories
ANS: D DIF: Easy REF: The Years of Behaviorism OBJ: 1.4 MSC: Remembering
22. Which of the following would a classical behaviorist be LEAST likely to study?
a. a participant’s response to a particular situation
b. a participant’s beliefs
c. changes in a participant’s behavior that follow changes in the environment
d. principles that apply equally to human behavior and to the behavior of other species
ANS: B DIF: Moderate REF: The Years of Behaviorism OBJ: 1.4 MSC: Applying
23. Modern psychology turned away from behaviorism in its classic form because
a. human behavior is routinely determined by our understanding of stimuli.
b. humans are more similar to computers than to other species studied in the laboratory.
c. psychology rejected behaviorism’s emphasis on an organism’s subjective states.
d. an organism’s behavior can be changed by learning.
ANS: A DIF: Difficult REF: The Years of Behaviorism OBJ: 1.4 MSC: Analyzing
24. If Sheila says, “Pass the salt, please,” you are likely to pass her the salt. You’ll probably respond in the same way if Sheila (a chemistry major) instead asks, “Could you please hand me the sodium chloride crystals?” This observation seems to indicate that our behavior is
a. primarily controlled by the physical characteristics of the stimuli we encounter.
b. shaped by the literal meanings of the stimuli we encounter.
c. determined by simple associations among the stimuli we encounter.
d. governed by what the stimuli we encounter mean to us.
ANS: D DIF: Difficult REF: The Years of Behaviorism OBJ: 1.4 MSC: Evaluating
25. The process of taking observable information and inferring a cause is known as
a. mentalistic inference. c. cause and effect.
b. the transcendental method. d. introspection.
ANS: B DIF: Moderate REF: The Roots of the Cognitive Revolution OBJ: 1.4 MSC: Remembering
26. One important difference between classical behaviorism and cognitive psychology is that cognitive psychology
a. argues that unobservable mental states can be scientifically studied.
b. rejects the use of human participants.
c. insists on studying topics that can be directly and objectively observed.
d. emphasizes the evolutionary roots of human behavior.
ANS: A DIF: Easy REF: The Roots of the Cognitive Revolution OBJ: 1.4 MSC: Analyzing
27. Cognitive psychology often relies on the transcendental method, in which
a. mental events are explained by referring to events in the central nervous system.
b. information from introspection transcends behavioral data.
c. researchers seek to infer the properties of unseen events on the basis of the observable effects of those events.
d. theories are tested via computer models.
ANS: C DIF: Easy REF: The Roots of the Cognitive Revolution OBJ: 1.4 MSC: Remembering
28. The philosopher Immanuel Kant based many of his arguments on transcendental inferences. A commonplace example of such an inference is a
a. physicist inferring what the attributes of the electron must be on the basis of visible effects that it causes.
b. computer scientist inferring what the attributes of a program must be on the basis of his or her long-range goals for the program’s functioning.
c. biologist inferring how an organism is likely to behave in the future on the basis of assessment of past behaviors.
d. behaviorist inferring how a behavior was learned on the basis of a deduction from well- established principles of learning.
ANS: A DIF: Moderate REF: The Roots of the Cognitive Revolution OBJ: 1.4 MSC: Analyzing
29. Cognitive psychologists try to make inferences about causes, based on the observed effects. In this way, cognitive psychologists are most like
a. crime scene investigators. c. chefs.
b. garbage collectors. d. construction workers.
ANS: A
DIF:
Moderate
REF:
The Roots of the Cognitive Revolution
OBJ: 1.4
MSC:
Applying
30. The “cognitive revolution” is named as such because:
a. the focus changed from behaviors to the processes underlying those behaviors.
b. the change was accompanied by violence.
c. the focus changed from animals to humans.
d. philosophers such as Kant were strongly opposed to the change.
ANS: A DIF: Easy REF: The Roots of the Cognitive Revolution OBJ: 1.4 MSC: Understanding
31. The multicomponent model of working memory shows that
a. cognitive theories must be accompanied by a model.
b. we can only test things we can physically see.
c. theories are built around testable predictions.
d. evidence from multiple sources often leads to confusion.
ANS: C DIF: Moderate REF: The Roots of the Cognitive Revolution OBJ: 1.5 MSC: Understanding
32. Subvocalization is also known as
a. the reading buffer. c. the inner ear.
b. the inner voice. d. memory speech.
ANS: B DIF: Easy REF: Working Memory: A Proposal OBJ: 1.5 MSC: Remembering
33. The technical term for talking to oneself when rehearsing verbal material is
a. vocal memory. c. subvocalization.
b. schizophrenia. d. subconscious reading.
ANS: C DIF: Easy REF: Working Memory: A Proposal OBJ: 1.5 MSC: Remembering
34. Within the working-memory system, mental “assistants” are available to allow the storage of information soon to be needed but not currently in use. A crucial “scratch pad” is the
a. output buffer. c. response-planning system.
b. executive assistant. d. articulatory rehearsal loop.
ANS: D DIF: Moderate REF: Working Memory: A Proposal OBJ: 1.5 MSC: Remembering
35. In using the articulatory rehearsal loop, the central executive temporarily relies on storage in
a. a phonological buffer. c. a subvocal bank.
b. episodic memory. d. a visual form in visual memory.
ANS: A DIF: Easy REF: Working Memory: A Proposal OBJ: 1.5 MSC: Remembering
36. Working memory acts to
a. store an unlimited amount of information.
b. store a limited amount of information for an unlimited amount of time.
c. keep relevant information active for a short period of time.
d. store irrelevant information so it does not influence long-term memory.
ANS: C DIF: Easy REF: Working Memory: Some Initial Observations OBJ: 1.5 MSC: Remembering
37. Span tests measure
a. the size of the phonological buffer.
b. working-memory capacity.
c. whether there is a central executive.
d. articulatory loop processing.
ANS: B DIF: Easy REF: Working Memory: Some Initial Observations OBJ: 1.5 MSC: Remembering
38. In an experimental procedure, participants hear a sequence of letters and then, a moment later, are required to repeat back the sequence. The longest sequence for which participants can easily do this is likely to contain approximately letters.
a. 3 c. 7
b. 5 d. 12
ANS: C DIF: Easy REF: Working Memory: Some Initial Observations OBJ: 1.5 MSC: Remembering
39. You give your friend a series of lists of letters to remember. With each perfectly recalled list, you increase the list length by one or two items, until he begins to make errors. This sort of test examines
a. working-memory span. c. brain activity.
b. the limits of concurrent articulation. d. memory for abstract objects.
ANS: A
DIF: Easy
REF:
Working Memory: Some Initial Observations
OBJ: 1.5
MSC: Applying
40. Imagine a friend is giving you her new phone number. You have nothing with which to write the number down, so you try to remember it. Which cognitive process will you engage in to accomplish this task?
a. amnesia c. introspection
b. long-term memory d. working memory
ANS: D
DIF:
Easy
REF:
Working Memory: Some Initial Observations
OBJ: 1.5 | 1.8
MSC:
Applying
41. Consider the sentence, “Sam, tired from hours of reading and working on his term paper, fell into bed at last.” When you reach the sentence’s 13th word (“fell”), you need to remember how the sentence began; otherwise, you won’t know who fell into bed. The memory used for this task is called
memory.
a. episodic
c.
generic
b. working
d.
long-term
ANS: B
OBJ: 1.5 | 1.8
DIF: Moderate MSC: Applying
REF:
Working Memory: Some Initial Observations
42. You want to order a pizza and need to pay with a credit card. You glance at your credit card number and then put the card back into your wallet. When it comes time to pay, you can only remember the first four numbers. Which of the following provides the best explanation as to why?
a. Working memory is limited to 15 items, and your card has 16 digits.
b. Your credit card number is mostly fours and twos and you get confused.
c. The pizza delivery guy keeps talking while you are rehearsing the digits.
d. Working-memory capacity is reduced because you have to hold the phone.
ANS: C DIF: Moderate REF: Working Memory: Some Initial Observations OBJ: 1.5 | 1.8 MSC: Applying
43. Someone who is born deaf is likely to encounter working memory errors if the sign for a given word
a. is too complicated.
b. is similar to another sign for another word.
c. has more than ten letters.
d. has been seen recently.
ANS: B DIF: Moderate REF: The Nature of the Working-Memory Evidence OBJ: 1.5 | 1.8 MSC: Applying
44. A participant hears the sequence “F, D, P, U, G, Q, R,” and then, a moment later, must repeat the
sequence aloud. If errors occur in this procedure, they are likely to involve
a. sound-alike confusions, for example, “T ” instead of “D.”
b. look-alike confusions, for example, “O ” instead of “Q.”
c. confusions with near neighbors in the alphabet, for example, “G ” instead of “F.”
d. confusions because of strong associations, for example, “I ” instead of “Q ” because of the familiarity of “IQ.”
ANS: A DIF: Moderate REF: Working Memory: A Proposal OBJ: 1.5 MSC: Applying
45. Finish the analogy: boss is to worker as is to phonological buffer.
a. scratch pad c. articulatory loop
b. central executive d. cognition
ANS: B DIF: Difficult REF: Working Memory: A Proposal OBJ: 1.6 MSC: Analyzing
46. We know the articulatory rehearsal loop is separate from the other components of working memory because
a. the multicomponent model is true.
b. manipulations like concurrent articulation compromise the loop but do not affect the other components.
c. it is used for storage and the other components are not.
d. problem solving does not require the rehearsal loop.
ANS: B DIF: Difficult REF: Evidence for the Working-Memory System OBJ: 1.5 MSC: Evaluating
47. Theorists have proposed that working memory is best understood as a system involving multiple components. The activities of this system are controlled by a resource called the
a. buffer. c. central processor.
b. supervisor. d. central executive.
ANS: D DIF: Easy REF: Evidence for the Working-Memory System OBJ: 1.5 MSC: Remembering
48. The task of saying, “tah, tah, tah,” while taking a span test to assess working memory is known as
a. concurrent articulation. c. subvocalization.
b. working-memory speech. d. the phonological buffer.
ANS: A DIF: Easy REF: Evidence for the Working-Memory System OBJ: 1.6 MSC: Remembering
49. Participants in an experiment are shown a series of digits and then asked to repeat them