Experimental Psychology Study Guide Questions
Course Introduction
Experimental Psychology is a course that explores the scientific methods and principles used to investigate human behavior and mental processes. Students learn about experimental design, hypothesis testing, data collection techniques, and statistical analysis, gaining hands-on experience through laboratory experiments. The course covers a range of psychological topics, such as perception, memory, learning, and emotion, emphasizing critical thinking and the ethical considerations involved in psychological research. By the end of the course, students are equipped to design and conduct their own experiments, interpret empirical findings, and contribute to the evidence-based understanding of psychological phenomena.
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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) Modern psychology turned away from behaviorism in its classic form for many reasons,including the fact that
A)classical behaviorism failed to consider the mental processes underlying cognition.
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.
Answer: A
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Chapter 2: The Neural Basis for Cognition
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Q1) The primary motor projection area is located
A)in the cerebellum.
B)in the occipital cortex.
C)toward the rear of the frontal lobe.
D)in the midbrain.
Answer: C
Q2) A child in preschool is touching a bumpy surface.Tactile signals associated with this activity are received by the ________ lobe.
A)frontal
B)parietal
C)occipital
D)temporal
Answer: B
Q3) Complete the analogy: Incoming is to outgoing as ________ is to ________.
A)dendrite;cell body
B)dendrite;axon
C)axon;cell body
D)cell body;axon
Answer: B
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Chapter 3: Visual Perception
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Q1) Human brains have a distinct division-of-labor strategy.Each task is achieved as a result of multiple brain areas working together.But the work of the various parts of the brain must be compiled into a finished whole.The issue of how this reassembly works is referred to as the
A)binding problem.
B)law of integration.
C)reassembly law.
D)synchronize process.
Answer: A
Q2) Visual agnosia is associated with damage to which of the following?
A)area V1
B)the "where" system,which carries information from the occipital cortex to the parietal cortex
C)the "what" system,which carries information from the occipital cortex to the temporal cortex
D)area MT
Answer: C
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Chapter 4: Recognizing Objects
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Q1) The recognition of faces
A)seems to rely on the detection of features and geons,indicating that the recognition by components model can be applied to face recognition.
B)resembles other forms of recognition in that our ability to recognize faces is relatively unimpaired by changes in viewing angle or orientation.
C)differs from other forms of recognition in that face recognition appears not to be influenced by expectation or knowledge effects.
D)is influenced by the face's overall configuration,suggesting that a model based on feature detection will provide a poor explanation of face recognition.
Q2) Which of the following models for object recognition emphasizes the role that mental rotation plays in object recognition?
A)feature net
B)McClelland and Rumelhart
C)recognition by components
D)multiple views
Q3) In what ways are facial and word recognition similar? In what ways are they different?
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Chapter 5: Paying Attention
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Q1) Ada recently joined a running club and completed her first 5-mile run.After the run,she has no recall of what she read in her cognition textbook earlier because she is thinking about how sore her legs are.This is a real-world example of
A)inhibited processing of distractors.
B)object-based attentional failure.
C)inattentional blindness.
D)spatial attention failure.
Q2) Describe the dichotic listening procedure and two studies that have manipulated the basic paradigm.What does the dichotic listening evidence tell us about the nature of attention?
Q3) The frontal lobe has many functions.Which of the following is LEAST strongly associated with the frontal lobe?
A)orienting
B)alerting
C)executive control
D)shape processing
Q4) What does it mean to say that attention is an "achievement" rather than a specific mechanism?
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Chapter 6: The Acquisition of Memories and the
Work-Ing-Memory System
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Q1) Which of these is LEAST important for encoding and acquisition?
A)memory connections
B)shallow processing
C)organization
D)understanding
Q2) In a traditional digit-span task,the capacity of working memory is estimated to be
A)approximately one chunk.
B)approximately three chunks.
C)approximately seven chunks.
D)unlimited.
Q3) Is memory for details of rich,complex scenes similar to memory for words?
A)Yes;they both require mnemonics for successful retention.
B)Yes;organization facilitates memory for both types of stimuli.
C)Yes;both types of memory benefit from maintenance rehearsal.
D)No;memory connections are important for word memory but not for scene memory.
Q4) Bill is given a list of words to memorize for a later test.While he is encoding the words,his brain activity is measured using fMRI.Describe the patterns of activity you would expect to see in Bill's brain for words he later remembers and those he later forgets.
Page 8
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Chapter 7: Interconnections Between Acquisi-Tion and Retrieval
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Q1) Because of the effects of context-dependent learning,students might find it most beneficial to
A)use mnemonic devices as a study aid.
B)study only when entirely sober.
C)focus on their instructor's intended meaning rather than the exact words.
D)prepare for their examinations under conditions similar to the test conditions.
Q2) "Context reinstatement" refers to
A)improved memory if the materials to be remembered were thought about in a novel context.
B)improved memory if we mentally re-create the context that was in place during learning.
C)improved memory if the mnemonics used have a similar context to the materials to be remembered.
D)impaired memory performance if participants recall the context where the material was learned.
Q3) Describe the case of H.M.Describe two memory tests that H.M.would not be able to complete and two tasks that he might successfully complete.Based on your knowledge of memory,explain why he would show this pattern of results.
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Chapter 8: Remembering Complex Events
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Q1) Imagine you are asked to testify at a trial as an expert on eyewitness memory.The defendant is charged with armed robbery,and the prosecution has presented a witness who says that shortly after the crime was committed,she saw the defendant running down the street with a bag in his hands.What would you tell the jury about the accuracy of eyewitness memory in your testimony?
Q2) Does the passage of time or interference have a larger impact on forgetting? Support your answer by providing empirical evidence,or by considering the challenges of answering such a question.
Q3) Bartlett asked British participants to read stories from Native American folklore,and he later asked them to recall details of the stories.His findings reveal which important idea about memory?
A)Memory errors are often the result of attempts to understand what one is learning.
B)Apparently forgotten details can often be remembered with appropriate cues.
C)The length of connections determines how well a story will be remembered.
D)Memory is remarkably good,even for complex stories.
Q4) Explain how the passage of time influences memory,both at shorter durations (hours,days)and longer durations (years,decades).
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Chapter 9: Concepts and Generic Knowledge
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Q1) According to exemplar-based theories of mental categories,participants identify an object by comparing it to a
A)prototype.
B)single remembered instance of the category.
C)definition.
D)mental image.
Q2) It has been suggested that mental categories have a family-resemblance structure,and usually don't have definitions.What is the basis for this claim?
A)Categorization is usually a matter of degree,not an all-or-none process.
B)Categories constantly add new members.
C)Similarity is often subjective.
D)A rigid definition is unlikely to be accepted by everyone.
Q3) Suppose that you learn that cones are responsible for color vision.In any of the network models of knowledge,your learning occurs when the two concepts (cones and color vision)become
A)connected more strongly.
B)stronger.
C)weaker.
D)close in proximity.
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Chapter 10: Languag
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Q1) 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.
Q2) It is likely that you speak very differently to your grandmother than you do to your friends.Define the rules that govern your language choices,and describe how the situation influences which rules you use.
Q3) Sentences such as "Colorless green ideas sleep furiously" indicate that
A)not all sentences need to have a verb phrase.
B)it is possible for a sentence to have an irregular phrase structure.
C)the semantic content of a sentence governs its syntactic form.
D)a sentence can be grammatical even if it is meaningless.
Q4) To produce some sounds,the flow of air out of the lungs is interrupted by the lips;for other sounds,the flow is disrupted by the placement of the tongue and teeth.This feature of sound production is referred to as
A)place of articulation.
B)manner of production.
C)voicing.
D)speech locus.
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Chapter 11: Visual Knowledg
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Q1) In some cases,participants (often unknowingly)change their responses to what they think the experimenter is looking for.Here participants are said to be sensitive to the ________ of the experiment.
A)demand character
B)imagined response
C)implicit hypothesis
D)mental weightings
Q2) Participants are asked to perform an imagery task while simultaneously keeping track of a visual target (a light that is not moving,but varies in brightness).The visual task will
A)disrupt the imagery task.
B)have no effect on the imagery task.
C)disrupt the imagery task if it requires visual imagery but not if the task can be done with spatial imagery.
D)cause the images to be less vivid but will have no other effects.
Q3) Differentiate between visual imagery and spatial imagery by considering the experiences of a blind person.Use a mental rotation task as the basis for your evaluation.
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Chapter 12: Judgment and Reasoning
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Q1) Molly is a member of the Forest Political Party,and she is certain that every member of the Mountains Political Party is evil and trying to ruin the country.Discuss how tendencies like confirmation bias and belief perseverance contribute to her beliefs and her evaluation of new evidence.
Q2) An employer interviews a job candidate for 15 minutes.On the basis of this interview,the employer decides that the candidate will perform well in the job,so he hires her.This is a case of a
A)sound decision because the employer is making use of available information.
B)sound decision because the employer is employing base rates.
C)potential error because the employer is assuming that a small sample of information (the interview)is representative of a broader pattern (job performance).
D)potential error because the employer is relying on schema-based reasoning rather than deduction.
Q3) Describe the ways that emotion can influence decision making.What tips would you give to a friend (or to yourself)to improve decision making under emotional duress?
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) Participants' use of hill climbing is evident in that
A)participants solve problems more quickly if they can divide the problem into smaller subproblems.
B)problem solving often gets stalled if a problem requires participants to move briefly away from the goal state in order (ultimately)to reach the goal.
C)participants are disrupted in their problem solving if they are asked to think out loud as they proceed.
D)participants are often confused unless the problem's path constraints are clearly specified.
Q2) Which of the following problems is MOST ill-defined?
A)Sarah is trying to think of a way to impress her boss.
B)Susan is trying to decide which route to take to the soccer game.
C)Sheila cannot decide whether to go to a movie this evening or study in the library.
D)Samantha is having trouble solving a crossword puzzle.
Q3) Some theorists propose that problem solving (especially creative solving)proceeds through four stages.What are the four stages? What evidence supports or challenges claims about these four stages?
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Chapter 14: Conscious Thought,Unconscious Thought
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Q1) Biologically,attention seems to
A)sustain activity within a neural system but not to link the activity between different neural systems.
B)link the activities of different neural systems but not to help sustain the activity within a neural system.
C)sustain activity within a neural system as well as link the activities between different neural systems.
D)bind together neural systems that do not fire in synchrony.
Q2) A great deal of behind-the-scenes activity is necessary to make possible intellectual achievements like thinking and remembering.This behind-the-scenes activity is referred to by psychologists as
A)nuts-and-bolts work.
B)the cognitive unconscious.
C)subconscious production.
D)running the program.
Q3) Explain how the neuronal workspace would account for changes in consciousness associated with sleep.
Q4) Describe the unconscious support structure that influences cognition and our cognitive products.
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