Psychology of Learning Exam Preparation Guide
Course Introduction
Psychology of Learning examines the theoretical foundations and practical applications of how humans and animals acquire, retain, and modify knowledge, skills, behaviors, and attitudes. This course explores major learning theories, including behaviorism, cognitivism, constructivism, and social learning, and investigates processes such as conditioning, modeling, memory, motivation, and reinforcement. Through analysis of classic and contemporary research, students gain insights into the biological, cognitive, and social factors influencing learning. The course also considers the implications of learning theories for education, training, therapy, and everyday life.
Recommended Textbook
Congitive Psychology 3rd Edition by E. Bruce Goldstein
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13 Chapters
801 Verified Questions
801 Flashcards
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Chapter 1: Introduction to Cognitive Psychology
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Sample Questions
Q1) Who developed the concept of the cognitive map?
A) Watson
B) Ebbinghaus
C) Wundt
D) Tolman
Answer: D
Q2) Which of the following does NOT characterize the information processing (IP)approach to the study of cognition?
A) IP depicts the mind as processing information in a sequence of stages.
B) IP supports the principle of behaviorism that behavior is a stimulus-response relationship.
C) IP involves the use of computers as a metaphor to understand human cognition.
D) IP has an interest in investigating unobservable mental events.
Answer: B
Q3) The founder of the first laboratory of scientific psychology was
A) Franciscus Donders.
B) Hermann von Helmholtz.
C) Wilhelm Wundt.
D) Hermann Ebbinghaus.
Answer: C
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Chapter 2: Cognitive Neuroscience
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Sample Questions
Q1) Brain imaging has made it possible to
A) determine which areas of the brain are involved in different cognitive processes.
B) view individual neurons in the brain.
C) show how environmental energy is transformed into neural energy.
D) view propagation of action potentials.
Answer: A
Q2) Which part of the brain is important for touch?
A) Occipital lobe
B) Hippocampus
C) Temporal lobe
D) Parietal lobe
Answer: D
Q3) The temporal lobe is
A) the first place in the cerebral cortex where visual information is received.
B) important for language, memory, hearing, and vision.
C) important for higher functions such as language, thought, and memory, as well as motor functioning.
D) where signals are received from the auditory system.
Answer: D
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Page 4
Chapter 3: Perception
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Sample Questions
Q1) The recognition-by-components approach proposes that there are a number of basic features such as
A) movement and brightness.
B) curvature and tilt.
C) rectangular solids and cubes.
D) horizontal lines and vertical lines.
Answer: C
Q2) Things that form patterns that are meaningful are likely to be grouped together according to the law of
A) simplicity.
B) similarity.
C) pragnanz.
D) familiarity.
Answer: D
Q3) If a word is identified more easily when it is in a sentence than when it is presented alone, this would be an example of _____ processing.
A) top-down
B) bottom-up
Answer: A
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Page 5
Chapter 4: Attention
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Sample Questions
Q1) Which of the following is an experimental procedure used to study how attention affects the processing of competing stimuli?
A) Early selection
B) Filtering
C) Channeling
D) Dichotic listening
Q2) Compare and contrast location- and object-based attention.Give a set of experimental results to support each type of model.
Q3) Which of the following is most closely associated with Treisman's attenuation theory of selective attention?
A) Late selection
B) Stroop experiments
C) Precueing
D) Dictionary unit
Q4) Automatic processing occurs when
A) cognitive resources are high.
B) response times are long.
C) tasks are well-practiced.
D) attention is focused.
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Chapter 5: Short-Term and Working Memory
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Q1) Have you ever tried to think of the words and hum the melody of one song while the radio is playing a different song? People have often noted that this is very difficult to do.This difficulty can be understood as A) articulatory suppression.
B) an overload of sensory memory.
C) rehearsal interference.
D) an LTM recency effect.
Q2) Funahashi and coworkers recorded neurons in the PF cortex of monkeys during a delayed response task.These neurons showed the most intense firing during A) stimulus presentation.
B) delay.
C) response.
D) All of these.
Q3) Coding refers to the way information is A) processed.
B) activated.
C) presented.
D) represented.
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Chapter 6: Long-Term Memory--Structure
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Q1) Explain how research on brain-damaged individuals informs our understanding of priming in implicit memory.
Q2) The inability to assimilate or retain new knowledge is known as
A) anterograde amnesia.
B) retrograde amnesia.
C) the primacy effect.
D) the serial effect.
Q3) Why is classical conditioning considered a form of implicit memory?
A) Because you have to make an effort to learn the association between the neutral and conditioned stimulus.
B) Because it is based on motor skills like procedural memory is.
C) Because it is involves learning an association without being aware of the reasons behind it.
D) Because it usually involves memory for the episode in which it occurred.
Q4) Define implicit memory. Provide experimental evidence to show how this kind of memory operates.In your discussion, provide two examples of implicit memory.
Q5) Define the propaganda effect. Explain the effect in terms of non-declarative memory as well as in terms of priming. Give two potential "real-world" examples of this effect.
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Chapter 7: Long-Term Memory--Encoding and Retrieval
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Q1) According to your text, imagery enhances memory because A) research shows people like pictures better than words, so there is an enhanced emotional response.
B) the brain processes images more easily than the meanings of words.
C) imagery can be used to create connections between items to be remembered. D) pictures fit better with our basic instincts because children learn pictures before reading words.
Q2) From the behavior of H.M., who experienced memory problems after a brain operation, we can conclude that the hippocampus is important in A) procedural memory.
B) long-term memory storage.
C) working memory.
D) long-term memory acquisition.
Q3) Your text makes the statement that "memories are stored at the synapses." Develop a discussion to explain the evidence that learning and memory are represented in the brain by physiological changes at the neuronal level.
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9
Chapter 8: Everyday Memory and Memory Errors
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Q1) In discussing the survival value of the memory system, your text highlights the undesirability of
A) weapons focus.
B) shallow processing.
C) the reminiscence bump.
D) photographic memory.
Q2) Explain how familiarity can lead to memory errors.Describe experimental evidence to show how familiarity can lead to memory errors.Also, describe an eyewitness testimony example of this phenomenon.Finally, explain how familiarity can lead students to commit errors on a multiple choice exam.
Q3) An important application of memory research has been in understanding the nature of eyewitness testimony.Citing the research in your text, explain why people make errors in eyewitness testimony.
Q4) A lesson to be learned from the research on flashbulb memories is that A) rehearsal cannot account for them.
B) people's confidence in a memory predicts its accuracy (high confidence = high accuracy).
C) extreme vividness of a memory does not mean it is accurate.
D) they are permanent and resist forgetting.
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Chapter 9: Knowledge
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Sample Questions
Q1) Collins and Loftus modified the original semantic network theory of Collins and Quillian to satisfy some of the criticisms of the original model.People consider this to be a strong theory because it is powerful enough to explain just about any result.
A)True
B)False
Q2) Describe the evidence from both physiological research and patient data to explain how categories are represented in the brain.
Q3) If we were conducting an experiment on the effect knowledge has on categorization, we might compare the results of expert and non-expert groups.Suppose we compare horticulturalists to people with little knowledge about plants.If we asked the groups to name, as specifically as possible, five different plants seen around campus, we would predict that the expert group would primarily label plants on the _____ level, while the non-expert group would primarily label plants on the _____ level.
A) superordinate; subordinate
B) superordinate; basic
C) subordinate; basic
D) basic; subordinate
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Chapter 10: Visual Imagery
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Sample Questions
Q1) In explaining the paradox that imagery and perception exhibit a double dissociation, Behrmann and coworkers suggested that perception necessarily involves _____ processing and imagery starts as a _____ process.
A) bottom-up; bottom-up
B) top-down; top-down
C) bottom-up; top-down
D) top-down; bottom-up
Q2) Kosslyn's island experiment used the _____ procedure.
A) mental scanning
B) categorization
C) priming
D) mental walk
Q3) The propositional approach uses all of the following to describe the mechanism responsible for mental imagery EXCEPT
A) nodes.
B) language.
C) spatial layouts.
D) symbols.
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Chapter 11: Language
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Sample Questions
Q1) According to the situation model of text processing,
A) people create a mental representation of what the text is about in terms of information about phrases, sentences, and paragraphs.
B) people create a mental representation of what the text is about in terms of people, objects, locations, and events.
C) it will take longer to understand a story that involves a complex series of situations. D) people draw inferences about what is happening in a story by considering both local and global connections.
Q2) Lexical ambiguity studies show that people initially access
A) only the meaning of an ambiguous word that is consistent with the context. B) multiple meanings of an ambiguous word.
C) the appropriate meaning of an ambiguous word based on syntax.
D) the appropriate meaning of an ambiguous word based on the principle of late closure.
Q3) Define the Sapir-Whorf hypothesis and describe the experiments on color perception that support it.
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Chapter 12: Problem Solving
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Q1) Gestalt psychologists consider problem solving as a process involving A) restructuring.
B) multiple goal states.
C) sensory operators.
D) continuity and form.
Q2) Compare and contrast insight vs.non-insight problems, including a description of the kinds of problems representing each type.What is the evidence that insight does occur, and how does insight influence problem solving behavior?
Q3) Considering the fortress and the radiation problems together, the fortress problem represents the _____ problem.
A) source
B) target
C) exemplar
D) prototype
Q4) Divergent thinking is most closely associated with ____ problems.
A) ill-defined
B) well-defined
C) source
D) target
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Chapter 13: Reasoning and Decision Making
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Sample Questions
Q1) Cecile has dreamed of owning her own home for years, and she can finally afford a small cottage in an older neighborhood.She notices that she feels more positive about her home when she drives home by the abandoned shacks, but she hates her home when driving past the fancy mansions with their large lawns.Cecile's emotions are influenced by
A) the principle of diversity.
B) confirmation bias.
C) framing.
D) the law of large numbers.
Q2) Which concept below is most closely associated with the evolutionary perspective to solving the Wason four-card problem?
A) Permission schemas
B) Falsification principle
C) Social-exchange theory
D) Availability heuristic
Q3) Describe the four types of conditional syllogisms.For each type, identify which are valid and how well people judge the validity of each.
Q4) Define the utility approach to decisions.Explain how emotions affect decisions from this perspective.
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