Psychology of Learning Exam Review
Course Introduction
Psychology of Learning explores the fundamental principles, theories, and processes by which humans and animals acquire knowledge, skills, behaviors, and attitudes. The course examines classical and operant conditioning, cognitive and social learning theories, as well as the roles of motivation, memory, and reinforcement in learning. Students will analyze contemporary research, real-world applications, and individual differences in learning styles, while considering the implications for education, personal development, and behavior modification. By understanding the psychological mechanisms underlying learning, participants will be equipped to apply effective strategies in various settings, from classrooms to workplaces.
Recommended Textbook
Congitive Psychology 3rd Edition by E. Bruce Goldstein
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Chapter 1: Introduction to Cognitive Psychology
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Sample Questions
Q1) Which of the following stimuli were used in Ebbinghaus' "memory" experiment discussed in your text?
A) Common words
B) Light illuminated on the left or the right of a computer screen
C) Grey rectangles in front of light rectangles
D) Three-letter nonsense words
Answer: D
Q2) Behaviorists believe that the presentation of_______ increases the frequency of behavior.
A) positive reinforcers
B) negative reinforcers
C) practice trials
D) excitatory neurotransmitters
Answer: A
Q3) Ebbinghaus' "memory" experiments were important because they
A) described complex decision-making.
B) plotted functions that described the operation of the mind.
C) were the first to combine basic elements of experience called sensations.
D) showed how positive reinforcers strengthen behavior.
Answer: B
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Chapter 2: Cognitive Neuroscience
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Q1) The occipital 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 sensory system for touch.
Answer: A
Q2) The way patterns of neural firing represent a specific stimulus or experience is known as
A) the action potential.
B) a propagated signal.
C) convergence.
D) the neural code.
Answer: D
Q3) Compared to brain-imaging techniques, ERP occurs on a
A) much slower time scale.
B) similar time scale.
C) much faster time scale.
D) more precise scale for understanding which brain structures are active.
Answer: C
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Chapter 3: Perception
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Q1) You look at a rope coiled on a beach and are able to perceive it as a single strand because of the law of
A) good continuation.
B) simplicity.
C) familiarity.
D) good figure.
Answer: A
Q2) Which of the following is NOT associated with recognition-by-components theory?
A) Objects are analyzed into parts early in the perceptual process
B) Attention is used to combine features in the perception of whole objects
C) Basic shapes are combined to form objects
D) Bottom-up processing
Answer: B
Q3) The process by which small objects become perceptually grouped to form larger objects is
A) conjunction.
B) perceptual organization.
C) perceptual discriminability.
D) perceptual fusion.
Answer: B
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Chapter 4: Attention
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Sample Questions
Q1) Automatic attraction of attention by a sudden visual or auditory stimulus is called A) covert attention.
B) exogenous attention.
C) endogenous attention.
D) an illusory conjunction.
Q2) Which of the following statements concerning the "100-car naturalistic driving study" is true?
A) Video recorders created records of both what the drivers were doing and the views out the front and rear windows.
B) Pushing buttons on a cell phone was the least distracting activity drivers performed while driving.
C) Records showed that the majority of drivers were attentive to driving during the three seconds before a near crash but inattentive during the three seconds before an actual crash.
D) All of the above
Q3) Compare and contrast location- and object-based attention.Give a set of experimental results to support each type of model.
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6
Chapter 5: Short-Term and Working Memory
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Q1) Chase and Simon's research compared memory of chess masters and beginners for the position of game pieces on sample chess boards.They found that the chess master remembered positions better when the arrangement of the pieces was consistent with a real game but not when the pieces were randomly placed.The significance of this finding was that
A) experts show larger primacy and recency effects than beginners.
B) knowledge in an area of expertise increases a person's digit span.
C) expertise with some material reduces susceptibility to proactive interference with that material.
D) chunking requires knowledge of familiar patterns or concepts.
Q2) Articulatory suppression causes a decrease in the word-length effect because
A) saying "the, the, the" fills up the phonological loop.
B) saying "la, la, la" forces participants to use visual encoding.
C) talking makes the longer words seem even longer.
D) elaborative rehearsal helps transfer information into LTM.
Q3) Information remains in sensory memory for
A) seconds or a fraction of a second.
B) 15-30 seconds.
C) 1-3 minutes.
D) as long as it is rehearsed.
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Chapter 6: Long-Term Memory--Structure
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Q1) Explicit memory is to as implicit memory is to .
A) declarative; nondeclarative
B) nondeclarative; declarative
C) semantic; episodic
D) episodic; semantic
Q2) Which of the following is NOT a conclusion from the case of H.M., who had an operation to help alleviate his epileptic seizures?
A) The hippocampus is necessary for forming new LTMs.
B) Working memory does not rely on the hippocampus.
C) LTMs can still be present after the hippocampus is removed.
D) LTMs are stored in the hippocampus.
Q3) An example of a dissociation is evidenced by a brain-injured patient who
A) shows a significantly reduced digit span.
B) cannot recognize either familiar faces or familiar voices.
C) exhibits a recency effect but no primacy effect.
D) shows evidence for deeper processing and shallow processing.
Q4) Describe the serial position curve.Draw a graph (labeling each axis)to illustrate the curve, making sure you explain each "section" of the curve.Explain the structural features of memory responsible for the shape of the curve.
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Chapter 7: Long-Term Memory--Encoding and Retrieval
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Q1) How would you describe the relationship between elaborative rehearsal and maintenance rehearsal in terms of establishing long-term memories?
A) Elaborative is more effective than maintenance.
B) Maintenance is more effective than elaborative.
C) Both are equally effective in all learning circumstances.
D) Each one is sometimes more effective, depending on the learning circumstances.
Q2) Bransford and Johnson's study had participants hear a passage which turned out to be about a man on the street serenading his girlfriend in a tall building.The wording of the passage made it difficult to understand, but looking at a picture made it easier to understand.The results of this study illustrated the importance of _______ in forming reliable long-term memories.
A) implicit memory during learning
B) an organizational context during learning
C) deep processing during retrieval
D) imagery
Q3) Compare and contrast levels-of-processing theory with transfer-appropriate processing.Describe experimental results for both and highlight their significance to our understanding of memory.
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Chapter 8: Everyday Memory and Memory Errors
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Q1) Research on eyewitness testimony has shown that the more confident the person giving the testimony is of their memories,
A) the more accurate the memories are.
B) the more convincing the testimony is to a jury.
C) the more likely they are to be influenced by a weapons focus.
D) the more accurate the memories are and the more convincing the testimony is to a jury.
Q2) Arkes and Freedman's "baseball game" experiment asked participants to indicate whether the following sentence was present in a passage they had previously read about events in a game: "The batter was safe at first." Their findings showed inaccurate memories involved
A) omissions of information that was presented.
B) participants who did not understand baseball and assumed more information was presented than actually was.
C) creations from inferences based on baseball knowledge.
D) confusions about presented information when it was ambiguous.
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.
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Page 10
Chapter 9: Knowledge
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Q1) In the semantic network model, a specific category is represented at a A) link.
B) input unit.
C) node.
D) output unit.
Q2) How is cognitive economy represented in the following example? The property _____ is stored at the _____ node.
A) can fly; bird
B) can fly; canary
C) has feathers; ostrich
D) bird; penguin
Q3) Explain cognitive economy as it applies to the semantic network approach.How are properties or characteristics represented within the semantic network? How is category relation represented within the semantic network? Explain how atypical category members are represented.
Q4) Compare and contrast the standard object for the prototype approach to categorization and for the exemplar approach to categorization.Include descriptions of how the standards can lead to similar as well as different categorization judgments.
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11
Chapter 10: Visual Imagery
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Q1) The water-pouring problem, in particular, shows that its solution using imagery cannot depend on
A) a rule-based approach.
B) mental simulation.
C) tacit-knowledge.
D) working memory.
Q2) Describe in detail two techniques that use imagery to improve memory.Explain the underlying principles that define why imagery works successfully as a memory enhancer.
Q3) Sometimes a behavioral event can occur at the same time as a cognitive process, even though the behavior isn't needed for the cognitive process.For example, many people look toward the ceiling when thinking about a complex problem, even though "thinking" would likely continue if they didn't look up.This describes a(n)
A) epiphenomenon.
B) inner scribe.
C) convergent behavior.
D) propositional behavior.
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Chapter 11: Language
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Q1) Pollack and Pickett's experiment on understanding speech found that when participants were presented with individual words taken out of conversations (single words presented alone with no context), they could identify
A) 100% of the words spoken by their own voices.
B) 50% of the words spoken by their own voices.
C) 50% of the words spoken by others with an accent similar to theirs.
D) none of the words spoken by others.
Q2) Coherence refers to the
A) mental process by which readers create information during reading that is not explicitly stated in the text.
B) principle that we process information in isolation before we link it to its context.
C) mental process whereby ambiguity is resolved online during sentence reading.
D) representation of the text in a reader's mind, so that information in one part of the text is related to information in another part of the text.
Q3) Define inference as it applies to text processing.Write a sample narrative paragraph that includes examples of anaphoric inference, instrument inference, and causal inference.Identify and describe each occurrence.
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Page 13
Chapter 12: Problem Solving
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Q1) The fortress problem involves a fortress and marching soldiers, while the radiation problem involves a tumor and rays.Therefore, the two problems have very different
A) surface features.
B) operators.
C) structural features.
D) mental sets.
Q2) In Kaplan and Simon's experiment, they presented different versions of the mutilated checkerboard problem.Participants in the ____ group had the fastest response time.
A) blank
B) color
C) black and pink
D) bread and butter
Q3) The solution to the candle problem involves realizing that the A) match box can be used as a container for tacks.
B) match box can be used as a shelf.
C) candle can be cut in half.
D) candle can be oriented horizontally or diagonally.
Q4) Describe the Gestalt approach to problem solving and provide an example.
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Chapter 13: Reasoning and Decision Making
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Q1) One hundred students are enrolled in State University's course on introductory physics for math and science majors.In the group, 60 students are math majors and 40 are science majors.Sarah is in the class.She got all As in her high school science courses, and she would like to be a chemist someday.She lives on campus.Her boyfriend is also in the class.There is a ____ chance that Sarah is a science major.
A) 40%
B) 50%
C) 60%
D) 100%
Q2) Describe the four types of conditional syllogisms.For each type, identify which are valid and how well people judge the validity of each.
Q3) Sanfey and coworkers' "ultimatum game" experiment revealed that people tended to make the ____ decision of ____.
A) irrational; accepting any offer
B) irrational; accepting only high offers
C) rational; accepting any offer
D) rational; accepting only high offers
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