Research Methods in Psychology
Chapter Exam Questions
Course Introduction
Research Methods in Psychology provides students with a comprehensive overview of the techniques and principles used to investigate psychological phenomena scientifically. The course covers fundamental concepts such as research design, sampling strategies, data collection methods (including surveys, experiments, and observational studies), and ethical considerations in psychological research. Students will learn how to formulate research questions, develop hypotheses, analyze quantitative and qualitative data, and interpret results critically. Emphasis is placed on developing skills to evaluate psychological literature, understand statistical analyses, and design independent research projects, laying a foundation for evidence-based practice and further study in psychology.
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Memory Foundations and Applications 3rd Edition by Bennett L. Schwartz
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Chapter 1: Introduction to the Study of Memory
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Q1) Neuroimaging uses a set of techniques to observe the brain and assign functions.What is the function of this type of operation called?
A)shocking
B)stimulating
C)mapping
D)aligning
Answer: C
Q2) Metamemory is a judgment of memory.
A)True
B)False
Answer: False
Q3) In a double-blind experiment, who knows what condition the participant is in?
A)both the experimenter and the participant
B)neither the experimenter nor the participant
C)only the experimenter
D)only the participant
Answer: B
Q4) Explain the difference between Classical and Operant Conditioning. Answer: Classical is behavior by learning whereas Operant is learning by response.
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Chapter 2: Memory and the Brain
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Q1) By what mechanism do drugs, such as caffeine, affect brain functions ?
A)neurons
B)dendrites
C)axon
D)synapse
Answer: A
Q2) Visual processing takes place in which lobe?
A)imaging lobe
B)parietal
C)left
D)occipital
Answer: D
Q3) Which part of the brain is critical in emotional learning, fear, and memory?
A)thalamus
B)hypothalamus
C)frontal lobe
D)amygdala
Answer: D
Q4) List the six areas of the gross anatomy of the human brain.
Answer: Frontal, Lateral, Temporal, Occipital, Parietal, and Central Sulcus.
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Chapter 3: Working Memory
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Q1) In working memory, the sub-system responsible for working memory for visual images is the:
A)phonological loop.
B)visuospatial sketchpad.
C)episodic buffer.
D)central executive.
Answer: B
Q2) Anders Ericsson and his colleagues trained a normal college student to:
A)never forget autobiographical information.
B)to obtain an 80-number digit span.
C)remember every item in a series of serial position curve.
D)overcome the word length effect.
Answer: B
Q3) The neural structures and which processes make up the working memory.
A)cognitive
B)behavioral
C)memory
D)structural
Answer: A
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Chapter 4: Episodic Memory
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Q1) Future memory for things needing accomplished is called ______ memory.
Q2) In the levels of processing framework, better memory is produced when we:
A)use deeper level processing.
B)use sensory processing.
C)use maintenance rehearsal.
D)trust our semantic memories.
Q3) Highly confident personal memories of surprising events are termed ______ memories.
Q4) Episodic memories, compared to semantic memories, are often:
A)more difficult to maintain over long periods of time.
B)more likely to be oriented to the past.
C)more difficult to express in words.
Q5) The cognitive psychologist's term for learning is:
A)encoding.
B)representation.
C)episodic memory.
D)retrieval.
Q6) ______ is the kind of organization that leads to the best memory performance.
Q7) Explain the relationship between episodic memory and semantic memory.
Q8) Levels of processing assume that most learning is ______, not intentional.
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Chapter 5: Semantic Memory
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Q1) Spreading activation refers to the concept of transferring activation from:
A)neuron to a neuron.
B)dendrite to a dendrite.
C)node to a node.
D)memory to a memory.
Q2) According to prototype theory,
A)prototypes form the central feature in our representation of categories.
B)prototypes activate the retrieval of subordinate exemplars.
C)prototypes are only active in the subconscious.
D)common members of the category do not resemble the prototype.
Q3) Semantic memory is:
A)a working memory system.
B)a long-term memory system for general world knowledge.
C)a long-term memory system for the words in our native languages.
D)a working memory system for visual information.
Q4) Characteristic features are:
A)necessary to invoke a superordinate category.
B)required for an example of a particular category.
C)implied by the nature of semantic memory.
D)they generally accompany an instance of the category but are not required.
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Chapter 6: Visual Memory
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Q1) Meissner and others research shows that, with respect to the cross-race bias effect,
A)the cross-race bias is largest when participants are tested in a racially charged environment.
B)minority groups are better at recognizing faces of the majority group than the majority group is at recognizing faces of minority groups.
C)majority groups are better at recognizing faces of the minority group than the minority group is at recognizing faces of majority groups.
D)the cross-race bias is only apparent in American society.
Q2) Explain the Shepard and Metzler's (1971) mental rotation experiment.
Q3) Verbal facilitation occurs in:
A)show-ups.
B)line-ups.
C)hemifield neglect.
D)grow-ups.
Q4) The FFA is part of the inferior-temporal cortex.
A)True
B)False
Q5) ______ imagery is also called photographic memory.
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Chapter 7: Autobiographical Memory
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Q1) Berntsen, Staugaard, and Sorensen (in press) asked participants to engage in sound-location task which involved determining if two sounds were being played to the same ear or one to each ear.They found that novel sounds were less likely to induce involuntary memories.
A)True
B)False
Q2) In Conway's theory of autobiographical memory, specific events refers to ______ memory.
Q3) Which of the following is a methodological difficulty in studying involuntary memories?
A)Involuntary memories seldom occur under natural circumstances.
B)Involuntary memories are often false memories.
C)Involuntary memories are often observer memories.
D)Studying involuntary memory is a bit more difficult because the researchers cannot give direct cues-as that would lead to a voluntary memory.
Q4) In Conway's theory of autobiographical memory, specific events refer to episodic memories.
A)True
B)False
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Chapter 8: False Memory
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Q1) The term "false memory" refers to:
A)perceptual information that is mistaken for lexical memory.
B)memories that people have which do not correspond to events as they actually happened.
C)memories that correspond to encoding rather than retrieval.
D)memories that are inhibited and seldom are retained.
Q2) Describe the false memory induction procedure.
Q3) Wade, Green, and Nash (2010) showed that after having viewed fabricated videotapes:
A)participants were more likely to sign documents claiming they had witnessed a behavior (cheating) that they actually did not see
B)participants were less likely to sign documents claiming they had witnessed a behavior (cheating) that they actually did not see
C)participants were less likely to alert authorities that they had witnessed a behavior (cheating) that they actually did not see.
D)participants were more likely to ask for high-calorie foods than participants who had not seen fabricated videotapes.
Q4) Describe critical intrusion.
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Chapter 9: Metamemory
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Q1) Agenda-based regulation refers to the view that:
A)participants initially develop a plan of study, which includes both their study goals and their study constraints.
B)participants will study easy items if they can get away with it.
C)agendas are encoded differentially compared to cue-target stimuli.
D)the region of proximal learning occurs earlier in development.
Q2) Control processes in metamemory:
A)involve the monitoring of conscious knowledge.
B)involve the decisions and behaviors that we engage in to improve or alter or memory processes.
C)require little focused attention, as control is largely automatic in educated adults.
D)are seldom found to be accurate-artificial control leads to better metamemory.
Q3) Familiar cues can influence the strength of a feeling of knowing.This observation is consistent with which theory?
A)direct access theory
B)metacognitive inductive theory
C)inferential theory
D)the developmental metacognition matrix theory
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Chapter 10: Memory Disorders
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Q1) ______ amnesia covers all forms of amnesia that are not directly linked to disruption or injury to the brain.
Q2) What are the physical manifestations of Alzheimer's disease?
A)dense amyloid plaques form throughout the cortex
B)breakdowns in subcortical regions of the brain
C)massive cell death in the parietal lobe
D)broken connections between the left and right hemisphere
Q3) Elaborate on Dissociative Fugue.
Q4) Which of the following was symptomatic of H.M.'s amnesia?
A)impaired implicit memory
B)severe anterograde amnesia
C)childhood amnesia
D)source monitoring confusions
Q5) Which of the following are considered the signs of early stage of Alzheimer's disease?
A)global aphasia, anosognosia, and hemifield neglect
B)deficits in autobiographical memory and decision-making errors
C)retrograde amnesia, confabulation, and source monitoring deficits
D)deficits in episodic memory, mild anterograde amnesia, and lexical retrieval difficulties
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Chapter 11: Memory in Childhood
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Q1) Younger children show fewer meaning-based memory errors.This summarizes the research on false memory.
A)True
B)False
Q2) In one study, it was found that 4-month-old children looked ______ at upright photos of faces than upside-down photos of faces.
Q3) In most studies, it would be considered unethical to:
A)put young children in a highly stressful situation.
B)study suggestibility in very young children.
C)ask children to serve as participants in memory experiments.
D)mislead children about events that had occurred earlier.
Q4) In a false belief test,
A)young children will mistake cognition for metacognition.
B)young children will employ memory strategies when they should rely on memory efficiency.
C)infants replace actual objects with imagined objects.
D)young children do not recognize that others do not know what they know.
Q5) Describe mnemonic improvement relating to memory conversations.
Q6) Explain the memory efficiency view.
Q7) Describe the false-belief test.
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Chapter 12: Memory in Older Adults
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Q1) Source monitoring failures are a potential source of true memories in older adults than it is in younger adults.
A)True
B)False
Q2) Research on the "use it or lose it hypothesis" suggests that:
A)education is a buffer against age-related declines in memory.
B)older adults must constantly restudy vocabulary in order not to forget it.
C)highly stressed adults maintain memory performance into older age than do more low stress individuals.
D)older adults suffer from deficits in sensory processing which paradoxically can improve memory for source events.
Q3) In directed forgetting studies, older adults have a harder time blocking out the to-be-forgotten items, leading to better recall of to-be-forgotten items.
A)True
B)False
Q4) Studies examining how older adults make judgments of learning (JOLs) find that there is no difference in ______ of JOLs between younger and older adults.
Q5) What are white matter tracts?
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Chapter 13: Memory Improvement and Learning Efficiency
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Q1) ______ cues are helpful for memory improvement because we can structure our learning to provide with a variety of retrieval cues.
Q2) The mnemonist Sherashevsky (also known as just S.) relied on what memory technique?
A)his encyclopedic knowledge of track and field running times
B)his memory of pi to nearly 100,000 places
C)his natural ability for synesthesia
D)his knowledge on tantric yoga
Q3) Rosalind wants to study as efficiently as possible for her upcoming exam.Which strategy should she avoid?
A)Using the output of JOLs to guide her study choices
B)Spreading her study out over time
C)Asking questions of herself so that she will generate the answers herself
D)Taking ginkgo biloba to improve her memory ability
Q4) Massed practice is harmful when it immediately precedes the test.
A)True
B)False
Q5) Explain the purpose of the region of proximal learning.
Q6) Acronyms and ______ are helpful for remembering arbitrary associations.
Q7) Describe encoding specificity.
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