Psychology of Learning
Midterm Exam
Course Introduction
The Psychology of Learning explores the fundamental principles and theories underlying how humans and animals acquire, process, and retain new information and skills. This course covers classical and operant conditioning, cognitive and social learning theories, and the biological bases of learning. Students examine key concepts such as motivation, memory, reinforcement, and the influence of environment and experience on learning processes. Emphasis is placed on applying psychological research to educational, clinical, and real-world settings, fostering a deeper understanding of how learning shapes behavior and development across the lifespan.
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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Page 2
Chapter 1: Introduction to Cognitive Psychology
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Sample Questions
Q1) The relationship between the _____ is NOT measured directly by cognitive psychologists.
A) physiological response and the behavioral outcome
B) cognitive task and the behavioral outcome
C) cognitive task and the physiological response
D) cognitive task and the mental response
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
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3
Chapter 2: Cognitive Neuroscience
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Sample Questions
Q1) The neuron doctrine is
A) in agreement with nerve net theory.
B) unrelated to nerve net theory.
C) synonymous with nerve net theory.
D) in disagreement with nerve net theory.
Answer: D
Q2) In ERP methodology, the number that follows the N or the P (N400 or P300, for example)stands for
A) the positivity or negativity of the response.
B) how likely the response is, with higher numbers indicating a more likely response.
C) how strong the response is in millimeters on the reading.
D) the time at which the response peaks in milliseconds.
Answer: D
Q3) A specific person's face is represented in the nervous system by the firing of
A) a feature detector that fires specifically to that face.
B) a group of neurons that all respond only to that face.
C) a group of neurons each responding to a number of different faces.
D) a receptor in the retina that responds when the face is present.
Answer: C
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Page 4
Chapter 3: Perception
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Sample Questions
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) Palmer's experiment, in which he asked people to identify objects in a kitchen, showed how _______ can affect perception.
A) illusory conjunctions
B) context
C) naming association
D) attention
Answer: B
Q3) Which of the following is an example of an effect of top-down processing?
A) Speech segmentation
B) Seeing a flash of lightning in a thunderstorm
C) The response of a feature detector
D) Perceiving all of the birds in a flock as belonging together
Answer: A
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Chapter 4: Attention
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Sample Questions
Q1) According to Treisman's feature integration theory, the first stage of perception is called the _____ stage.
A) feature analysis
B) focused attention
C) preattentive
D) letter analysis
Q2) Imagine we conducted a series of attention experiments.The idea that attention is associated with objects would be indicated if reaction time were
A) reduced when targets appeared at the site of a prior cue than if they appeared distant from a cue site.
B) reduced when targets appeared within a cued object compared to within an adjacent object.
C) increased when targets appeared within a cued object compared to within an adjacent object.
D) increased when targets appeared at the site of a prior cue than if they appeared distant from a cue site.
Q3) Define change blindness.Explain two sets of experimental data that illustrate this phenomenon.
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6
Chapter 5: Short-Term and Working Memory
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Sample Questions
Q1) Sam has an extensive vocabulary because she is actively learning new words all the time. When Sam reads a word she does not recognize, she repeats its spelling until she looks it up in a dictionary.When she sees the word again on subsequent pages, she remembers the meaning. Describe the structural features of the modal model and control processes involved in the above example.
Q2) Peterson and Peterson studied how well participants can remember groups of three letters (like BRT, QSD)after various delays.They found that participants remembered an average of 80 percent of the groups after 3 seconds but only 10 percent after 18 seconds.They hypothesized that this decrease in performance was due to _____, but later research showed that it was actually due to _____.
A) interference; decay
B) priming; interference
C) decay; interference
D) decay; lack of rehearsal
Q3) Brief sensory memory for sound is known as A) iconic memory.
B) primary auditory memory.
C) echoic memory.
D) pre-perceptual auditory memory.
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Page 7
Chapter 6: Long-Term Memory--Structure
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Sample Questions
Q1) Jocelyn is in an experiment where she is presented words representing categories.She is presented the word "furniture" in an earlier trial, which makes it easier for her later to recall the word "chair" because of the similarity of meaning.Jocelyn's memory enhancement for "chair" due to seeing the word "furniture" illustrates
A) repetition priming.
B) conceptual priming.
C) reconsolidation.
D) mental time travel.
Q2) 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.
Q3) Explain how research on brain-damaged individuals informs our understanding of priming in implicit memory.
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8
Chapter 7: Long-Term Memory--Encoding and Retrieval
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Sample Questions
Q1) According to the levels of processing theory, which of the following tasks will produce the best long-term memory for a set of words?
A) Making a connection between each word and something you've previously learned
B) Deciding how many vowels each word has
C) Generating a rhyming word for each word to be remembered
D) Repeating the words over and over in your mind
Q2) According to the multiple trace hypothesis, the hippocampus is involved in retrieval of
A) remote, episodic memories.
B) remote, semantic memories.
C) remote procedural memories.
D) state-dependent memories.
Q3) The story in the text about the balloons that were used to suspend a speaker in mid air was used to illustrate the role of _____ in memory.
A) rehearsal
B) organization
C) depth of processing
D) forming connections with other information
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9
Chapter 8: Everyday Memory and Memory Errors
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Sample Questions
Q1) Your text describes two experiments that measured people's memory for what they were doing when they heard about the terrorist attack on 9/11.Results of these experiments show that participants
A) believed that their memories for the attack remained accurate over a 52-week period.
B) displayed memory for this flashbulb event that declined with time.
C) reported less vivid memories of 9/11 as time passed.
D) both believed their memories for the attack were accurate over a 52-week period and displayed memory for the flashbulb event that declined with time.
Q2) The memory-trace replacement hypothesis states that the misinformation effect occurs because
A) MPI impairs or replaces memories formed during the original experiencing of an event.
B) MPI cues the rememberer that an error in memory is occurring.
C) MPI fills in the gaps in the original memory where it lacked detail.
D) the original memory for an event decays over time, leaving room for MPI to infiltrate the memory later.
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Page 10
Chapter 9: Knowledge
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Sample Questions
Q1) Priming occurs when presentation of one stimulus
A) disrupts the processing of another stimulus.
B) acts as a cue that tells the participant when his or her response was correct.
C) facilitates the response to another stimulus.
D) relates to a prototype.
Q2) Learning in the connectionist network is represented by adjustments to network A) weights.
B) nodes.
C) hidden units.
D) output units.
Q3) Rosch and coworkers conducted an experiment in which participants were shown a category label, like car or vehicle, and then, after a brief delay, saw a picture.The participants' task was to indicate as rapidly as possible whether the picture was a member of the category.Their results showed
A) the priming effect was most robust for superordinate level categories.
B) the priming effect was most robust for basic level categories.
C) no measurable priming effect.
D) the priming effect was the same for superordinate and basic level categories.
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11
Chapter 10: Visual Imagery
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Sample Questions
Q1) The "imagery debate" is concerned with whether imagery A) actually exists.
B) can be used to solve spatial problems.
C) is similar for all people.
D) is based on mechanisms related to language.
Q2) Transcranial magnetic stimulation is used to
A) temporarily disrupt the functioning of a brain area.
B) permanently remove (or lesion) a part of the brain.
C) permanently disrupt the function of a part of the brain but leave it intact.
D) temporarily awaken areas of the brain that are non-responsive to other input.
Q3) Kosslyn concluded that the image field is limited in size.This conclusion was drawn from the _____ experiment.
A) image scanning
B) mental walk
C) mental synthesis
D) mental set
Q4) Describe the conceptual peg hypothesis.As examples, use the experimental results from the presentation of concrete vs.abstract noun pairs.Explain the paired-associate learning task, and provide examples of stimuli that had high recall in the task.
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Chapter 11: Language
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Sample Questions
Q1) The given-new contract is a method for creating
A) coherence in people's conversations.
B) children's mastery of syntax.
C) resolution of a lexically ambiguous sentence.
D) anaphoric inferences between consecutive sentences.
Q2) Define the Sapir-Whorf hypothesis and describe the experiments on color perception that support it.
Q3) The crucial question in comparing syntax-first and interactionist approaches to parsing is ____ is involved.
A) whether semantics
B) whether syntax
C) when semantics
D) when syntax
Q4) "Kitchen tables" consists of ____ morphemes.
A) two
B) three
C) four
D) five
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Chapter 12: Problem Solving
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Sample Questions
Q1) Newell and Simon were early pioneers in designing computer programs that could solve problems. Their research program was based on the idea that problem solving is a process that involves
A) insight.
B) algorithms.
C) parity.
D) search.
Q2) In the two-string problem, tying the pliers to one of the strings best represents a(n)____ state.
A) functional fixedness
B) goal
C) intermediate
D) initial
Q3) People are most successful at noticing an analogous relationship between problems if they focus on
A) surface features.
B) structural features.
C) operators.
D) mental sets.
Q4) Describe the Gestalt approach to problem solving and provide an example.
Page 14
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Chapter 13: Reasoning and Decision Making
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Sample Questions
Q1) Imagine that your friend James has just taken up the habit of smoking cigars because he thinks it makes him look cool.You are concerned about the detrimental effects of smoking on his health, and you raise that concern to him.James gets a bit annoyed with your criticism and says "George Burns smoked cigars, and he lived to be 100!" You might point out that a major problem with his "George Burns" argument involves A) framing.
B) the conjunction rule.
C) sample size.
D) none of these
Q2) Physiological research on problem solving has concluded that the prefrontal cortex (PFC)is important in problem solving because damage to this area causes
A) difficulty in people developing expertise in a certain area of knowledge.
B) people to lose their memory for facts that might aid in finding a solution.
C) an increase in perseveration.
D) an inability to recognize analogies.
Q3) What is a categorical syllogism? How well can people judge the validity of categorical syllogisms, and what is the difference between validity and truth in syllogistic reasoning?
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Page 15