Introduction to Psychology Test Preparation
Course Introduction
Introduction to Psychology offers a comprehensive overview of the scientific study of human behavior and mental processes. This foundational course explores key concepts, theories, and research methods in psychology, covering topics such as perception, learning, memory, development, emotion, personality, and psychological disorders. Students will examine the biological bases of behavior, the influence of social and cultural factors, and the application of psychological principles to everyday life. Emphasis is placed on critical thinking, ethical considerations, and the interpretation of psychological research, preparing students for further study in the field.
Recommended Textbook
Cognition Exploring the Science of the Mind 7th Edition by Daniel Reisberg
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14 Chapters
942 Verified Questions
942 Flashcards
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Chapter 1: The Science of the Mind
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53 Verified Questions
53 Flashcards
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Sample Questions
Q1) 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
B)language acquisition
C)Lyme disease
D)problem-solving strategies
Answer: C
Q2) In cognition,as in other sciences,we develop claims that can be tested.These claims are generally referred to as
A)research proposals.
B)empirical models.
C)statistical comparisons.
D)hypotheses.
Answer: D
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Chapter 2: The Neural Basis for Cognition
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78 Flashcards
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Sample Questions
Q1) Researchers using functional magnetic resonance imaging (fMRI)find activity in the fusiform face area (FFA)when participants view faces.This result on its own tells us that the FFA
A)is responsible for recognizing faces.
B)is necessary to recognize faces.
C)is activity correlated with recognizing faces.
D)has no role in recognizing faces.
Answer: C
Q2) Transcranial magnetic stimulation (TMS)uses a strong magnetic pulse to
A)record the amount of glucose a specific brain region used during a cognitive task.
B)measure the blood flow using blood oxygenation level dependent (BOLD)signals.
C)produce a temporary disruption to the brain area,and thus brain function,where it is applied.
D)create a detailed "map" of the different brain areas.
Answer: C
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Chapter 3: Visual Perception
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Sample Questions
Q1) If a cat casts a 5 mm image on your retina when it is 10 ft away from you,that same cat will cast an image that is ________ mm when it is 20 ft away from you.
A)5
B)10
C)2.5
D)20
Answer: C
Q2) Some people have sustained brain damage and lost the ability to identify color.Other people have sustained damage to a different area of the brain and lost the ability to detect motion.What does this indicate about our visual system?
A)Identifying color is more important than identifying motion.
B)Perception of motion gets processing priority over perception of other attributes.
C)We have specialized areas for processing different kinds of visual information.
D)The brain is unable to simultaneously process information in multiple ways.
Answer: C
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Chapter 4: Recognizing Objects
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Sample Questions
Q1) A feature net is a
A)network of cognitive "detectors" organized in hierarchical layers.
B)collective of features used to describe an object's form.
C)netlike structure of brain cells designed to detect features.
D)conceptualization of how features are visually related to one another.
Q2) Which of the following is NOT true of priming effects?
A)Priming effects are a change in response to a stimulus caused by exposure to an identical,similar,or related stimulus.
B)Identical priming effects are observed across participants.
C)Priming effects have the potential to impact the words we perceive.
D)Priming effects can meaningfully impact our understanding of situations.
Q3) You are driving in your car listening to the radio when a new song by your favorite artist comes on.Describe how top-down and bottom-up processing both contribute to your ability to identify (either correctly or incorrectly)the lyrics of the song.
Q4) In tachistoscopic studies,a poststimulus mask is usually employed to A)disrupt sensory processing of the stimulus.
B)prevent verbalization.
C)help the participants maintain proper eye position.
D)discourage guessing about the stimulus.
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Chapter 5: Paying Attention
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Sample Questions
Q1) Which symptom associated with attention-deficit/hyperactivity disorder (ADHD)reflects problems with orienting systems?
A)failing to finish tasks
B)avoiding tasks that require sustained effort
C)failing to pay close attention
D)interrupting others during conversation
Q2) If a participant is asked to perform two activities at the same time,performance will be improved if
A)the two activities are plainly different from each other,drawing on different task-specific resources.
B)the two activities are partially related,so that resource use can be coordinated.
C)both activities require large amounts of task-general resources.
D)neither activity involves verbal processing.
Q3) Is attention space-based or object-based? Include evidence from patients with unilateral neglect in your answer.
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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Sample Questions
Q1) Which of the following is NOT considered a modern change to the modal model of memory?
A)Sensory memory receives less emphasis than in the modal model.
B)The term "working memory" is preferred over the older term,"short-term memory."
C)Working memory refers to a process more than a storage system.
D)Working memory and long-term memory are considered the same construct.
Q2) A participant who is asked to recall a series of numbers chooses to think about the numbers as though they were years (e.g. ,2,0,1,6 becomes "The year I turned 16").The participant is organizing information into the memory unit known as a(n)
A)sentence.
B)chunk.
C)image.
D)package.
Q3) Describe Baddeley's working-memory model.Name two cognitive phenomena that are well explained by the model.
Q4) Are flashcards an effective way to memorize information? Why or why not?
Q5) Why is the term "working memory" now preferred over "short-term memory"?
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Chapter 7: Interconnections Between Acquisi-Tion and Retrieval
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Sample Questions
Q1) In a lexical decision task,a researcher finds no effect of priming.Which of the following statements is a plausible explanation for this?
A)The researcher neglected to tell the participants that some of the test words had been recently encountered.
B)Some of the test words were high in frequency,but others were quite low in frequency.
C)When the priming words were first presented,participants failed to pay attention to the meaning of the words.
D)The researcher had waited too long after the exposure that should have produced the priming,and so the implicit memory had faded.
Q2) Lexical decision tasks require participants to
A)remember previously shown items.
B)quickly respond "old" or "new" to pictures of items.
C)provide the meaning of target words.
D)decide whether a letter string is a word or a nonword.
Q3) Considering the influence of context dependence on memory,provide three tips for students (or yourself!)who are studying for an upcoming exam.
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Chapter 8: Remembering Complex Events
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Sample Questions
Q1) After participants have witnessed an event,being asked misleading questions can influence their
A)immediate reports of the event as well as their recall of the event if they try to remember it sometime later.
B)immediate reports of the event but has little impact on longer-term retention.
C)longer-term retention of the event,but not their reports of the event immediately after witnessing it.
D)reports of an event only if the questions plant false ideas that are compatible with the participants' schemas.
Q2) Forgetting is generally ________ over the first few minutes and hours and then ________ over subsequent time periods.
A)slow;faster
B)fast;faster
C)slow;very slow
D)fast;slower
Q3) 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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Sample Questions
Q1) 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.
Q2) According to prototype theory,the prototype selected for comparison is UNLIKELY to be the
A)ideal for a category.
B)average of various category members.
C)same for every person.
D)central tendency (middle)of all category members.
Q3) Conceptual knowledge is impressive and likely contains A)prototypes.
B)exemplars.
C)beliefs.
D)All of the answer options are correct.
Q4) Assuming a parallel distributed processing (PDP)framework,describe the process by which the concept "Mike Tyson is a boxer" would be updated to "Mike Tyson is an actor."
Q5) Are basic-level categories the same as prototypes? Why or why not?
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Chapter 10: Languag
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Sample Questions
Q1) Which of the following is NOT true regarding speech perception?
A)It is aided by the fact that we encounter a relatively limited number of words on a daily basis compared with the number of words we can use.
B)It differs from other types of perception in that it relies more heavily on bottom-up processes,such as the identification of phonemes.
C)It relies on a variety of factors,such as the phonemic restoration effect,to help resolve confusion and ambiguities.
D)It can be changed based on the context.
Q2) Do chimpanzees have the biological ability to produce language the way that humans do? Consider both the cerebral and anatomical requirements in your answer.
Q3) In ordinary speech production,the boundaries between syllables or between words are usually
A)marked by momentary pauses.
B)marked by slight loudness changes.
C)marked by slight changes in pitch.
D)not marked,so they must be determined by the perceiver.
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Chapter 11: Visual Knowledg
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Sample Questions
Q1) Chronometric studies
A)are time-measuring techniques used to record how long it takes to complete a mental process.
B)have been relatively uninformative for the study of complex mental events.
C)have documented the descriptive (languagelike)properties of mental imagery.
D)require an understanding of the brain events underlying a particular mental function.
Q2) In a study by Segal and Fusella,participants were asked to visualize one stimulus while attempting to detect a different,rather faint,signal that was either visual or auditory in nature.The data indicate that the activity of visualization
A)disrupted the detection of a visual signal but had less impact on the detection of an auditory signal.
B)served to prime the visual system and the auditory system,promoting the detection of both signals.
C)served as a general distracter,disrupting the detection of either a visual or an auditory signal.
D)had no impact on the detection of the signal.
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Chapter 12: Judgment and Reasoning
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Sample Questions
Q1) People who eat more tomatoes are less likely to get cancer in comparison to people who don't eat tomatoes.Which of the following accurately restates this pattern?
A)Eating tomatoes covaries positively with cancer risk.
B)Eating tomatoes seems to prevent cancer.
C)Eating tomatoes covaries negatively with cancer risk.
D)Eating more vegetables overall decreases cancer risk.
Q2) When we encounter a highly unusual event,we are particularly likely to notice and consider the event.As a consequence
A)we are likely to think about how distinctive the event really is,leading us to underestimate the likelihood of this type of event.
B)we are likely to think about the event as being in its own special category,so the event will have little impact on our estimates of frequency.
C)the event will be easy to recall,leading us to overestimate the likelihood of this type of event.
D)the event will be difficult to recall,leading us to underestimate the likelihood of this type of event.
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Chapter 13: Problem Solving and Intelligence
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Sample Questions
Q1) Which problem-solving heuristic is most likely to involve a question such as "What do I have available to get from my current state to my goal state?"
A)working backward
B)means-end analysis
C)hill climbing
D)problem-solving set
Q2) Which of the following is NOT a procedure that makes analogy use more likely?
A)Participants are given two analogous problems,rather than just one,before the test problem.
B)Participants are given financial bonuses for each one of the test problems they are able to solve.
C)Participants are given several training problems and asked to compare the problems to one another.
D)Participants are encouraged to work at understanding the solutions of the training problems so that they can explain the solutions later on.
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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Sample Questions
Q1) How is consciousness represented in the brain? Describe the critical areas and how they interact to lead to conscious awareness.
Q2) Why is unconscious processing sometimes called "irresistible"?
A)Our unconscious is inflexible,making it difficult to adjust or overrule routines.
B)It is an attractive topic for psychologists to study.
C)Freud coined the phrase,and it is still in use today.
D)There are no limits to what the unconscious can achieve.
Q3) 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.
Q4) Some people suggest that unconscious processes are akin to "mental reflexes." Do you agree? Support your answer with empirical evidence.
Q5) Describe the unconscious support structure that influences cognition and our cognitive products.
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