Attention and Perception Final Exam
Course Introduction
Attention and Perception explores the foundations of how humans select, process, and interpret sensory information from the environment. The course examines classic and contemporary theories of attention, mechanisms underlying perceptual processes, and the interaction between attentional focus and perceptual organization. Topics include selective and divided attention, visual and auditory perception, perceptual constancies, object recognition, and the influence of expectations and context on perception. Through lectures, experiments, and discussions, students gain insight into how cognitive processes enable individuals to navigate and make sense of the complex world around them.
Recommended Textbook
Cognitive Psychology Connecting Mind Research and Everyday Experience 5th Edition by E. Bruce
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767 Flashcards
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Page 2
Chapter 1: Introduction to Cognitive Psychology
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Sample Questions
Q1) The relationship between the ____________ is NOT measured directly by cognitive psychologists.
A) physiological response and the behavioral outcome
B) cognitive task and the behavioral outcome
C) cognitive task and the physiological response
D) cognitive task and the mental response
Answer: D
Q2) Which of the following is a criticism of analytic introspection?
A) It infers mental processes based on objective data.
B) It produces results that are too easy to verify.
C) It produces variable results from person to person.
D) It requires no training.
Answer: C
Q3) John Watson believed that psychology should focus on the study of A) observable behavior.
B) mental processes.
C) consciousness.
D) attention.
Answer: A
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Page 3
Chapter 2: Cognitive Neuroscience
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Sample Questions
Q1) What is the gap between the end of a neuron's axon and the dendrites or cell body of another neuron known as?
A) Doctrine
B) Synapse
C) Axon
D) Dendrite
Answer: B
Q2) Before the advent of intercoms, old mansions had a sash in each room. Each sash was connected to a bell on a master board in the servants' office. When someone pulled a sash in a particular room, a bell corresponding to the room would ring on the master board, informing a servant where to go to provide assistance. This system is similar to which of the following?
A) Sparse coding
B) Localization coding
C) Population coding
D) Specificity coding
Answer: D
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Chapter 3: Perception
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55 Flashcards
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Sample Questions
Q1) The notion that every stimulus pattern is seen in such a way that the resulting structure is as simple as possible is called the law of
A) common fate.
B) similarity.
C) pragnanz.
D) continuity.
Answer: C
Q2) The existence of transitional probabilities adds a(n) ________ quality to learning and using language.
A) cultural
B) anticipatory
C) reductive
D) intellectual
Answer: B
Q3) What is a scene schema?
A) Knowledge of what a scene typically contains
B) Knowledge of the meaning of a scene
C) Knowledge of the events leading to a scene
D) Knowledge of why a scene should be visualized
Answer: A
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Chapter 4: Attention
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Sample Questions
Q1) Which stage in Treisman's attenuation model has a threshold component?
A) The attenuator
B) The dictionary unit
C) The filter
D) The "leaky" filter
Q2) Imagine that lawmakers are considering changing the driving laws and that you have been consulted as an attention expert. Given the principles of divided attention, in which of the following conditions would a person have the most difficulty with driving and therefore pose the biggest safety risk on the road?
A) When the person has to drive to work early in the morning.
B) When the driver is stuck in stop-and-go traffic.
C) When the driver has to park in a crowded parking garage.
D) When the person is driving an unfamiliar vehicle that is more difficult to operate.
Q3) Which of the following attention model components produces two levels of output?
A) Treisman's filter
B) Treisman's attenuator
C) MacKay's dictionary unit
D) Broadbent's detector
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Chapter 5: Short-Term and Working Memory
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Sample Questions
Q1) Which of the following is not a stage in the information processing model of memory?
A) Sensory memory
B) Short-term memory
C) Long-term memory
D) Episodic memory
Q2) The primary effect of chunking is to
A) maximize the recency effect.
B) increase memory for items by grouping them together based on sound.
C) develop a visual code to supplement a phonological code for the information.
D) increase the efficiency of short-term memory.
Q3) When light from a flashlight is moved quickly back and forth on a wall in a darkened room, it can appear to observers that there is a trail of light moving across the wall, even though physically the light is only in one place at any given time. This experience is an effect of memory that occurs because of
A) a visual delay effect.
B) echoic memory.
C) persistence of vision.
D) top-down processing.
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Page 7
Chapter 6: Long-Term Memory: Structure
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Sample Questions
Q1) "I remember being really excited last year, when my college team won the national championship in basketball." This statement is an example of ___________ memory.
A) episodic
B) implicit
C) semantic
D) procedural
Q2) Wickens et al.'s "fruit, meat, and professions" experiment failed to show a release from proactive interference in the "fruit" group because
A) the stimulus category changed.
B) the stimulus category remained the same.
C) the response task changed.
D) the response task remained the same.
Q3) The coding of a stimulus into memory refers to which of the following?
A) Consciousness
B) Location
C) Process
D) Form
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Chapter 7: Long-Term Memory: Encoding, Retrieval, and Consolidation
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Sample Questions
Q1) ___________ cues help us remember information that has been stored in memory.
A) Retrograde
B) Encoding
C) Retrieval
D) Processing
Q2) The maintenance rehearsal task of learning a word by repeating it over and over again is most likely to
A) lead to immediate decay due to retroactive interference.
B) produce some short-term remembering, but fail to produce longer-term memories.
C) cause sensory memories to interfere with consolidation in working memory.
D) lead to effective autobiographical memories.
Q3) Transfer-appropriate processing is likely to occur if
A) the person remembering generates their own retrieval cues.
B) the type of encoding task matches the type of retrieval task.
C) there is deep processing during acquisition of the new material.
D) imagery is used to create connections among items to be transferred into long-term memory.
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Chapter 8: Everyday Memory and Memory Errors
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Sample Questions
Q1) Latoya is remembering a fun day at the beach that she had with her dad when she was a little girl. Which region of brain will have the LEAST connection to the more personal aspects of Latoya's memory?
A) Amygdala
B) Parietal cortex
C) Hippocampus
D) Prefrontal cortex
Q2) Memories of the past that have been pushed out of a person's consciousness are considered to be ________.
A) repressed
B) false
C) illusory
D) flashbulbs
Q3) In the "War of the Ghosts" experiment, participants' reproductions contained inaccuracies based on
A) narrative rehearsal.
B) source misattributions.
C) cultural expectations.
D) shallow processing.
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Page 10
Chapter 9: Conceptual Knowledge
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Sample Questions
Q1) Your text describes cross-cultural studies of categorization with U.S. and Itzaj participants. Given the results of these studies, we know that if asked to name basic level objects for a category, U.S. participants would answer ___________ and Itzaj participants would answer ___________.
A) tree; tree
B) tree; oak
C) oak; tree
D) oak; oak
Q2) Which of the following is a connectionist model proposing that concepts are represented by activity that is spread across a network?
A) Semantic network theory
B) The prototype approach
C) Parallel distributed processing theory
D) Enhancement due to priming
Q3) Spreading activation
A) primes associated concepts.
B) inhibits unrelated concepts.
C) creates new links between associated concepts.
D) weakens the link between unrelated concepts.
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Page 11
Chapter 10: Visual Imagery
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Sample Questions
Q1) Complete the following analogy: Perception is to ________ as imagery is to
A) gold; lead
B) stone; smoke
C) wave; droplet
D) spark; flame
Q2) Monique is an interior design student. As part of her internship, she is redesigning a small kitchen for a client. She would like to expand the kitchen and add a dining area. Before creating sketches for the client, she imagines the new layout in her mind, most likely using
A) tacit knowledge.
B) a proposition.
C) the method of loci.
D) a depictive representation.
Q3) Describe the paper folding test and explain how it is useful for measuring a person's spatial imagery capacity.
Q4) Outline a multivoxel pattern analysis experiment that you would use to explore overlaps in perception and imagery. Be sure to note key concepts of this method in your response.
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Chapter 11: Language
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Sample Questions
Q1) In a study, participants listened to the following tape recording: Rumor had it that, for years, the government building had been plagued with problems. The man was not surprised when he found several spiders, roaches, and other bugs in the corner of the room.
As participants heard the word "bugs," they completed a lexical decision task to a test stimulus flashed on a screen. To which of the following words would you expect participants to take the longest to respond to?
A) ANT
B) SPY
C) SKY
D) ROACH
Q2) Dictionaries commonly list the multiple definitions of a particular word in a numbered list, with the first definition as #1, the next definition as #2, and so on. Which concept does this reflect?
A) Lexical priming
B) Object-relative construction
C) Meaning dominance
D) Positional inference
Q3) Explain how language and music are both similar and different.
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Page 13
Chapter 12: Problem Solving
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Sample Questions
Q1) Considering the fortress and the radiation problems together, the fortress problem represents the _________________ problem.
A) source
B) target
C) exemplar
D) prototype
Q2) The ability to shift experience from one problem-solving situation to a similar problem is known as
A) analogical encoding.
B) analogical transfer.
C) insight.
D) in vivo problem solving.
Q3) Actions that take the problem from one state to another are known as A) intermediate states.
B) subgoals.
C) operators.
D) mental sets.
Q4) Describe the three steps involved in analogical problem solving. Which step is the most difficult to achieve, and what is the evidence that this is the most difficult step?
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Chapter 13: Judgment, Decisions, and Reasoning
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Sample Questions
Q1) Lydia is 48 years old, single, outspoken, and very bright. She majored in philosophy as an undergraduate. As a student, she was deeply concerned with issues of discrimination and social justice, and she participated in anti-nuclear demonstrations. Which of the following alternatives is most probable?
A) Lydia is a U.S. Congresswoman.
B) Lydia is a U.S. Congresswoman and active in the feminist movement.
C) Lydia is a state governor.
D) Lydia is a state governor and active in the feminist movement.
Q2) The expected utility theory of decision making is grounded in which of the following?
A) Emotion
B) Rationality
C) Context
D) Evidence
Q3) The validity of a syllogism depends on
A) the truth of its premises.
B) the truth of its conclusion.
C) its form.
D) both the truth of its premises and the truth of its conclusion.
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