Experimental Psychology Exam Preparation Guide
Course Introduction
Experimental Psychology explores the fundamental principles and methodologies underlying psychological research. This course covers the design, implementation, and analysis of experiments that investigate human behavior and mental processes. Students will gain hands-on experience with experimental techniques, hypothesis formulation, data collection, and statistical evaluation. Key topics include perception, learning, memory, cognition, and problem-solving, with a strong emphasis on ethical considerations and scientific rigor. Through laboratory exercises and critical analysis of classic and contemporary studies, students will develop skills necessary for conducting and interpreting empirical research in psychology.
Recommended Textbook
Cognition Exploring the Science of the Mind 7th Edition by Daniel Reisberg
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Chapter 1: The Science of the Mind
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Q1) Of the following,behaviorists argued that ________ were most important in analyzing behavior.
A)expectations
B)beliefs
C)wishes
D)learning histories
Answer: D
Q2) Cognitive psychologists try to make inferences about causes,based on the observed effects.In this way,cognitive psychologists use methods like those commonly employed by
A)crime scene investigators.
B)garbage collectors.
C)chefs.
D)construction workers.
Answer: A
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Page 3
Chapter 2: The Neural Basis for Cognition
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Q1) Which of the following is included in the limbic system?
A)thalamus
B)amygdala
C)cerebellum
D)hypothalamus
Answer: B
Q2) If a researcher applies mild electric current to a specific area of an animal's right hemisphere primary motor projection area,which of the following is likely to happen?
A)a specific movement of a body part on the right side of the animal
B)a specific movement of a body part on the left side of the animal
C)a chaotic movement of the entire animal
D)no movement at all
Answer: B
Q3) Research has suggested that,among its other functions,the amygdala serve as a(n)
A)important relay station between the eye and occipital cortex.
B)storage location for information received from the skin.
C)"emotional evaluator" or threat detector.
D)"index" for locating memories in the brain.
Answer: C
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Page 4
Chapter 3: Visual Perception
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Q1) Which of the following is NOT considered a monocular cue for depth perception?
A)interposition
B)linear perspective
C)texture
D)similarity
Answer: D
Q2) The observation that different neurons function as dot,edge,and movement detectors suggests that
A)different neurons have different receptive fields.
B)lateral inhibition is essential in visual processing.
C)rods and cones are more complex than initially understood.
D)neurons have similar preferences.
Answer: A
Q3) Which of the following statements most accurately describes visual illusions?
A)Cognitive principles that generally help us can cause illusions in some cases.
B)Illusions are mostly beneficial to perception.
C)Illusions will not occur if you know how to avoid them.
D)Illusions can occur for shape and size,but not for color or brightness.
Answer: A
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Page 5
Chapter 4: Recognizing Objects
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Q1) A participant reads a list of words that includes the word "elephant." Later,the participant views another list of words,each of which is presented very briefly,followed by a mask.When the word "elephant" appears in the second list,the participant is more likely to perceive the word "elephant" in comparison to words that have not been recently viewed.This effect is called
A)the word-superiority effect.
B)the redundancy claim.
C)working-memory availability.
D)repetition priming.
Q2) Which of the following statements is true about the recognition of inverted faces?
A)Recognition of inverted faces is harder than for upright faces.
B)Face processing is affected only minimally by inverting the image.
C)Inverting a nonliving object,such as a house,produces a bigger deficit in recognition than inverting a face,because we are less familiar with houses.
D)Specialist neurons in the parietal cortex rapidly restore a face to its upright position for further processing.
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Chapter 5: Paying Attention
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Q1) In dichotic listening experiments,some aspects of the unattended message seem to leak through and are heard despite the participant's intention to ignore the message.Which of the following statements reflects what is LEAST likely to leak through?
A)material that is easily distinguishable from the attended message in its semantic content
B)mention of the participant's name
C)mention of a topic of personal importance to the participant
D)mention of a movie that the participant recently watched
Q2) A participant who has just participated in an experiment involving dichotic listening is LEAST likely to remember
A)whether input in the unattended channel was spoken by a male or a female.
B)whether the unattended channel contained nonspeech noises or speech.
C)how loud the signal of the attended channel was.
D)the meaning of the words presented on the unattended channel.
Q3) Stroop interference demonstrates that
A)word reading is automatized.
B)the identification of a stimulus requires few resources.
C)practice with a color-naming task leads to automaticity.
D)automatic tasks do not exist.
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Page 7
Chapter 6: The Acquisition of Memories and the
Work-Ing-Memory System
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Q1) Modern conceptualization of the modal model asserts that information processing involves at least two kinds of memory: working memory and long-term memory (LTM).Working memory
A)has the same capacity to hold items as LTM.
B)differs from LTM in how easily one can access the stored items.
C)uses the same rehearsal mechanisms as LTM.
D)has no discernible effect on functioning outside the laboratory.
Q2) Your friend is having a hard time in biology and would like some tips on studying for the class.What advice would you give your friend? Include at least three suggestions based on the information you have learned in this chapter.
Q3) Which of the following is an example of a question that leads to deep processing?
A)What is the meaning of the word "tantalizing"?
B)Are there more vowels or more consonants in the word "brain"?
C)Can you think of a word that rhymes with "elephant"?
D)How many syllables are there in the word "convenient"?
Q4) Compare and contrast maintenance and elaborative rehearsal by considering their effects on the creation of memory connections.
Q5) Are flashcards an effective way to memorize information? Why or why not?
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Chapter 7: Interconnections Between Acquisi-Tion and Retrieval
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Q1) If you perceive a stimulus and then later perceive the same stimulus again,you are likely to perceive the stimulus more quickly and more easily the second time.This benefit can be described as a(n)
A)context-dependent memory.
B)explicit memory.
C)increase in processing fluency.
D)recognition memory.
Q2) In the "remember/know" paradigm,a response of "know" is NOT
A)given when the participant can recall details about the context in which a stimulus was encountered.
B)given when a participant thinks the stimulus was previously encountered,but he or she cannot remember any contextual details.
C)associated with activity in the parahippocampal area.
D)associated with familiarity.
Q3) Theories of spreading activation assume that activating one node will lead to
A)activation of nodes selected by the central executive.
B)activation of all nodes connected to the one that was activated at first.
C)a subset of connected nodes being activated.
D)unconnected nodes being suppressed.
Page 9
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Chapter 8: Remembering Complex Events
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Q1) Describe how schematic knowledge can influence memory.Include in your answer an explanation of how schematic knowledge can be both helpful and damaging to memory.
Q2) Research on very-long-term remembering indicates that
A)memories fade more and more rapidly as the years go by.
B)memories of childhood are retained throughout the lifespan;later memories,however,are vulnerable to forgetting.
C)if you learn material well enough to retain it for 3 or 4 years,the odds are good that you will continue to remember the material for many more years.
D)if you learn material before age 13 or 14,you are unlikely to remember the material in later years;material learned at older ages is retained for longer periods.
Q3) Which of the following claims is FALSE? Making an effort to understand a situation or story
A)can improve memory by providing context.
B)can hurt memory by confusing new events with old information.
C)can improve memory for gist,but can also encourage intrusion errors.
D)does little to affect the quality or quantity of memory.
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Chapter 9: Concepts and Generic Knowledge
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Q1) Within a parallel distributed processing (PDP)model,the term "spreading activation" refers to the fact that
A)activation of one concept will lead to many other nodes that,as a group,represent other concepts.
B)thinking refers to a constant state of knowledge,made possible through the appropriate setting of connection weights.
C)thinking is a static system,allowing stability in someone's cognition.
D)nodes become weakened over time.
Q2) Typicality is often used to determine category membership,but not always.Provide an example of an object that is typical of a category but does not belong to the category.Using the ideas described in the book,explain why it would not be included in the category despite its similarity to other category members.
Q3) Compare and contrast the prototype and exemplar theories of categorization.How do they differ? How are they similar? Does the evidence favor one over the other?
Q4) Are basic-level categories the same as prototypes? Why or why not?
Q5) What do evidence from fMRI studies and research on patients with brain damage tell us about the nature of categorization in the mind and brain?
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Page 11
Chapter 10: Languag
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Q1) Rules that describe the proper way to speak,or the way language is supposed to be,are called
A)rules of discourse.
B)pragmatic rules.
C)prescriptive rules.
D)syntax rules.
Q2) Which of the following is NOT consistent with the idea that children learn language even if their communication with adults is not linguistic?
A)Children born deaf without the opportunity to learn sign language invent their own gestural language.
B)Children begin the language-learning process with a head start.
C)Children have the brain structures in place at birth to facilitate language learning.
D)Children learn languages more quickly than adults.
Q3) Speech production involves just a few simple elements,yet speech perception is in many ways complex.Describe the factors that contribute to this complexity,and then describe the factors that can facilitate our ability to perceive speech.
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Chapter 11: Visual Knowledg
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Q1) The ________ face area of the visual cortex is highly active for faces,while the ________ place area is highly active for places.
A)fusiform;fusiform
B)fusiform;parahippocampal
C)parahippocampal;fusiform
D)ventral;dorsal
Q2) Gertrude is shown a picture of a backyard and later asked to replicate the image by drawing it.When compared to the original,her drawing has a "zoomed-out" perspective,and it includes more of the background than the original image actually did.This tendency is called
A)wide-angle memory.
B)larger context.
C)eidetic imagery.
D)boundary extension.
Q3) Describe how memory for pictures is similar to other kinds of long-term memories,and then describe how it is different.
Q4) Compare and contrast imagery and perception.In what ways are they similar? How do they differ?
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Page 13
Chapter 12: Judgment and Reasoning
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Q1) The four-card task,in which participants must evaluate a rule by deciding which cards to turn over,provides an example of how
A)good we are at reasoning about syllogisms.
B)good we are at reasoning about most conditional statements.
C)poor we are at reasoning about some conditional statements.
D)poorly we perform on inductive tasks.
Q2) Compare and contrast Type 1 and Type 2 reasoning.Include in your discussion the benefits and drawbacks to each system,the instances in which each system would be used,and how changing the data format can lead to changes in use.
Q3) "All dogs are animals.Some animals are pets.Therefore,some dogs are pets." This example is a(n)________ syllogism that is likely to be endorsed as ________ due to the belief bias.
A)valid;false
B)valid;true
C)invalid;false
D)invalid;true
Q4) Consider the Asian disease problem.Describe the various ways the problem can be framed and how people typically respond in each situation.
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Chapter 13: Problem Solving and Intelligence
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Q1) Melissa is a 35-year-old woman.Over the next few decades,her ________ intelligence will likely increase,while her ________ intelligence will likely decrease.
A)crystallized;memory
B)crystallized;fluid
C)fluid;crystallized
D)reasoning ability;vocabulary
Q2) Most modern researchers believe that intelligence can be understood in terms of A)a quadratic function.
B)overlapping clusters of specialized forms of intelligence.
C)a hierarchical structure.
D)a set of distinct abilities,each independent of the others.
Q3) How are experts different from novices when it comes to solving problems? How might expertise help with problem solving?
Q4) According to the textbook,which of the following is a type of intelligence that is NOT measured by conventional IQ tests?
A)general intelligence
B)spatial intelligence
C)logical-mathematical intelligence
D)emotional intelligence
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Chapter 14: Conscious Thought,Unconscious Thought
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Q1) The term "neural correlates of consciousness" refers to the A)changes in the brain that occur when we become conscious of a stimulus.
B)subjective experience of how it feels to become conscious of a stimulus.
C)area of the brain that is damaged when a person experiences blind sight.
D)electrical activity in the brain that occurs when we are unconscious.
Q2) Some people suggest that unconscious processes are akin to "mental reflexes." Do you agree? Support your answer with empirical evidence.
Q3) The fact that we are unaware of most of our mental processing is a good thing for all of the following reasons EXCEPT that A)we can reliably infer what our mental processes are,so there's no need to monitor them.
B)awareness of all of our processing would likely send us into information overload.
C)in many cases,information about our underlying mental processes would be distracting rather than helpful.
D)most tasks would be greatly slowed if we had to sort through all of the underlying processing information.
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