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Chapter 01: The Science of the Mind
MULTIPLE CHOICE
a. | dreaming | c. | memory |
b. | decision making | d. | attention |
ANS: A DIF: Easy REF: The Scope of Cognitive Psychology
OBJ: 1.1 MSC: Understanding
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
a. | amnesia | c. | Lymes disease |
b. | language acquisition | d. | problem-solving strategies |
ANS: C DIF: Easy REF: The Scope of Cognitive Psychology
OBJ: 1.1 MSC: Applying
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
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
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
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
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
a. | process by which one individual seeks to infer the thoughts of another individual. |
b. | procedure of examining thought processing by monitoring the brains 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
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
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
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
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
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
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
a. | When facts are provided by introspection, we have no way to assess the facts themselves, independent of the reporters 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 ones 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
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
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
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
a. | expectations. | c. | dreams. |
b. | desires and motivations. | d. | responses. |
ANS: D DIF: Easy REF: The Years of Behaviorism
OBJ: 1.4 MSC: Remembering
a. | expectations | c. | wishes |
b. | beliefs | d. | learning histories |
ANS: D DIF: Easy REF: The Years of Behaviorism
OBJ: 1.4 MSC: Remembering
a. | a participants response to a particular situation |
b. | a participants beliefs |
c. | changes in a participants 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
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 behaviorisms emphasis on an organisms subjective states. |
d. | an organisms behavior can be changed by learning. |
ANS: A DIF: Difficult REF: The Years of Behaviorism
OBJ: 1.4 MSC: Analyzing
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
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
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
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
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 programs 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
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
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
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
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
a. | vocal memory. | c. | subvocalization. |
b. | schizophrenia. | d. | subconscious reading. |
ANS: C DIF: Easy REF: Working Memory: A Proposal
OBJ: 1.5 MSC: Remembering
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
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
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
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
a. | 3 | c. | 7 |
b. | 5 | d. | 12 |
ANS: C DIF: Easy REF: Working Memory: Some Initial Observations
OBJ: 1.5 MSC: Remembering
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
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
a. | episodic | c. | generic |
b. | working | d. | long-term |
ANS: B DIF: Moderate REF: Working Memory: Some Initial Observations
OBJ: 1.5 | 1.8 MSC: Applying
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
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
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
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
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
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
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
a. | have no effect on participants memory performance. |
b. | provide a rhythm that helps organize participants rehearsal of the digits, thereby improving their memory performance. |
c. | block participants from using their inner voices to rehearse the digits, thereby interfering with the memory task. |
d. | force participants to rely on the central executive rather than on a less powerful lower-level assistant, thereby improving memory performance. |
ANS: C DIF: Moderate REF: Evidence for the Working-Memory System
OBJ: 1.6 MSC: Understanding
a. | On average, participants can correctly draw ten of the shapes from memory. |
b. | Participants can use the process of subvocalization to help them remember the shapes. |
c. | Concurrent articulation decreases performance dramatically. |
d. | Saying, tah, tah, tah, out loud while doing this task should not affect performance. |
ANS: D DIF: Difficult REF: Evidence for the Working-Memory System
OBJ: 1.6 MSC: Analyzing
a. | He would not be able to memorize visual shapes. |
b. | He would have difficulty rehearsing items with verbal labels. |
c. | His WM would be entirely nonexistent. |
d. | No WM problems would be observed. |
ANS: B DIF: Difficult REF: Evidence for the Working-Memory System
OBJ: 1.6 | 1.8 MSC: Applying
a. | introspection | c. | neuroscience |
b. | unique population | d. | behavioral |
ANS: C DIF: Moderate REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Applying
a. | case studies of patients with brain damage |
b. | behavioral findings such as response times |
c. | brain activity in the form of fMRI |
d. | self-reported dreams |
ANS: D DIF: Easy REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Analyzing
a. | it is the only possible explanation. |
b. | without it, we could not remember phone numbers. |
c. | people with anarthria show deficits in the phonological buffer. |
d. | behavioral manipulations, like articulatory suppression, suggest it is a distinct component. |
ANS: D DIF: Moderate REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Analyzing
a. | the use of introspection |
b. | how brain dysfunctions affect performance |
c. | brain development |
d. | brain-imaging technology |
ANS: A DIF: Easy REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Understanding
a. | the muscles necessary for speech are also needed for subvocalization. |
b. | subvocalization does not use words. |
c. | the muscles needed for speech are not needed for subvocalization. |
d. | these patients are unable to subvocalize. |
ANS: C DIF: Moderate REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Understanding
a. | modeling. | c. | developmental imaging. |
b. | neuropsychology. | d. | cognitive neuroscience. |
ANS: D DIF: Moderate REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Remembering
a. | speaking out loud, because the same muscles are used. |
b. | remembering a feeling. |
c. | visual imagery. |
d. | planning to speak, because some of the same brain regions are active, as in normal speech planning. |
ANS: D DIF: Difficult REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Understanding
a. | we cannot see the cognitive processes directly. |
b. | all evidence is good evidence. |
c. | converging evidence provides additional opportunities for predictions. |
d. | other sciences require evidence from many places. |
ANS: A DIF: Easy REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Understanding
a. | important memory is to cognition. |
b. | cognitive processes are essential to most daily tasks. |
c. | children develop memory. |
d. | we could not function without a multicomponent system. |
ANS: B DIF: Moderate REF: Working Memory in a Broader Context
OBJ: 1.7 MSC: Analyzing
a. | alternative explanations for any single piece of evidence could exist. |
b. | it is easier to explain a lot of data, relative to a little data. |
c. | a single study is likely to be decisive. |
d. | people often make mistakes. |
ANS: A DIF: Moderate REF: The Nature of the Working-Memory Evidence
OBJ: 1.7 MSC: Analyzing
ESSAY
ANS:
Answers will vary.
DIF: Difficult REF: The Scope of Cognitive Psychology
OBJ: 1.1 MSC: Creating
ANS:
Answers will vary.
DIF: Moderate REF: Amnesia and Memory Loss OBJ: 1.2
MSC: Analyzing
ANS:
Answers will vary.
DIF: Difficult REF: The Cognitive Revolution OBJ: 1.3 | 1.4
MSC: Evaluating
ANS:
Answers will vary.
DIF: Difficult &
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