Cognitive Psychology

1
Cognitive Psychology

• Review Questions

2
Chapter 1 Introduction and Methods

• What is cognitive psychology? Describe an example
  of a phenomena that would interest cognitive
  psychology researchers.

3
Chapter 1 Introduction and Methods

• Be able to explain the major difference between
  introspection and behaviorism, and know the main
  points of each.

4
Chapter 1 Introduction and Methods

• What are some of the major chronological events
  that marked the Cognitive Revolution?

5
Chapter 1 Introduction and Methods

• Briefly describe the experimental method.
  Illustrate using an example from class.

6
Chapter 2 Cognitive Neuroscience

• The fact that some people can have damaged Long
  Term Memory while retaining Short Term Memory and
  others can damage Short Term Memory while their
  Long Term Memory remains intact demonstrates
• A. Single dissociation
• B. Prospagnosia
• C. Subtraction method
• D. Double dissociation
• E. Dichotic recognition

7
Chapter 2 Cognitive Neuroscience

• Name 2 out of the 4 main lobes of the brain and
  their function.

8
Chapter 2 Cognitive Neuroscience

• Name 2 instruments that are used in brain
  imaging.
• How does Positron Emission Tomography collect
  brain images?

9
Chapter 2 Cognitive Neuroscience

• What is the thick outer layer of the brain that
  is responsible for high level functioning called?
• A. Corpus callosum
• B. Thalamus
• C. Cerebral cortex
• D. Hippocampus
• E. Cerebellum

10
Chapter 2 Cognitive Neuroscience

• 1) List the processes used to measure mental
  processes and explain

11
Chapter 2 Cognitive Neuroscience

• 1. The job of the left hemisphere includes
• A) Visual skills
• B) Nonverbal perception
• C) Verbal processing
• D) Spatial Orientation

12
Chapter 2 Cognitive Neuroscience

• 2. Which is not a function of the Temporal Lobe?
• A) Touch
• B) Hearing
• C) Language
• D) Memory

13
Chapter 2 Cognitive Neuroscience

• 3. What is the Principle of Contralaterality?

14
Chapter 3 Perception

• True or False Perception is how we recognize,
  organize, synthesize, and give meaning to the
  sensations we receive from the environment.

15
Chapter 3 Perception

• Explain the difference between top-down
  processing and bottom-up processing.
• What is the difference between top-down and
  bottom-up processing?

16
Chapter 3 Perception

• 1. Viewers tend to see elements in ways that
  produce smooth continuation is the definition of
  which Gestalt Principle?
• a) proximity
• b) similarity
• c) continuity
• d) common region

17
Chapter 4 Attention

• What is attention and what are two basic types of
  attention?

18
Chapter 4 Attention

• What phenomenon is demonstrated when an
  individual takes longer to name a color with the
  name printed in an incompatible color?
• A. Stroop effect
• B. Broadbents filter model
• C. Treismans attenuation model
• D. Posners spotlight theory
• E. Donders mental chronometry

19
Chapter 4 Attention

• 2 Which of the following is TRUE for the
  automatic processes of attention?
• a) interferes with other mental activities
  (consumes resources)
• b) do not give rise to conscious awareness
• c) occur with interaction
• d) all of the above

20
Chapter 4 Attention

• True or False - When completing a dichotic
  listening and shadowing task it was found that
  participants are good at shadowing the attended
  ear, or attended text, but were not able to
  extract meaning from the unattended ear or text.

21
Chapter 4 Attention

• 1. Explain the automaticity versus controlled
  processes dichotomy.

22
Chapter 4 Attention

• 2. True or False According to Triesman, the two
  main levels of visual processing are preattentive
  and postattentive.

23
Chapter 4 Attention

• 3. What is (are) a consequence(s) of not
  attending?
• A. Inattentional Blindness
• B. Change Blindness
• C. Illusionary Conjunctions
• D. A B
• E. All of the Above

24
Chapter 4 Attention

• 1.) The ability to pay attention to one message
  and ignore all other messages is called _______?

25
Chapter 4 Attention

• 2.) What happens with automatic processing?
• a.) it happens with out intention
• b.) it uses few cognitive resources
• c.) none of the above
• d.) all of the above

26
Chapter 4 Attention

• 3.) Consistent mapping is
• a.) controlled processing
• b.) difficult in the beginning
• c.) easy in the beginning
• d.) always difficult

27
Chapter 5 Working Memory

• 6. Which is the correct series of events for
  Traditional Models of memory as depicted by
  Atkinson and Shiffrin?
• a. Focus of attention, active memory, long
  term memory
• b. central executive, phonological loop,
  visualspatial sketchpad
• c. stimulus, active memory, encoding, long
  term memory
•   d. stimulus, sensory registers, short term
  memory, long term memory

28
Chapter 5 Working Memory

• 1.) Which of the following is not part of the
  memory process?
• a.) retrieval
• b.) encoding
• c.) storage
• d.) decoding

29
Chapter 5 Working Memory

• 1.) What are three aspects of memory systems?

30
Chapter 5 Working Memory

• 2.) Which of the following is not part of
  Atkinson Shiffrin's Modal Model of memory?
• a.) working memory
• b.) short term memory
• c.) attention
• d.) long term memory

31
Chapter 5 Working Memory

• 2.) What are three components of the working
  memory model?

32
Chapter 5 Working Memory

• 3.) Which of the following is not a component of
  Baddeley's Working Memory Model?
• a.) phonological loop
• b.) visuospatial sketchpad
• c.) central executive
• d.) all are part of the model

33
Chapter 5 Working Memory

• 5. Which level of memory is the first "stop" in
  Cowan's Model of working memory?
• a. Focus of attention
•    b. Active attention
• c. Long term memory
• d. Central executive

34
Chapter 6 Memory

• Provide a brief definition of Implicit Memory,
  and two examples of this memory process.

35
Chapter 6 Memory

• Long term memory is made up of implicit and
  explicit memories. What are these types of
  memories?

36
Chapter 6 Memory

• What are three memory strategies?

37
Chapter 6 Memory

• How can you improve you memory?

38
Chapter 7 Memory Errors

• What is false memory? What commonly causes a
  false memory to occur?
• What is false memory? How is it studied in the
  lab? Summarize the basic findings.

39
Chapter 7 Memory Errors

• What are schemas? How do they affect attention
  and memory? Illustrate using an example we
  discussed in class.

40
Chapter 8 Categorization

• 3) What are three theoretical approaches to
  categorization?

41
Chapter 8 Categorization

• 3) Briefly describe semantic networks, spreading
  activation, and the fan effect.

42
Chapter 8 Categorization

• 3) What are the three levels in the vertical
  hierarchy of categories? Explain each level.
• 4) What is a prototype? How did Rosch think about
  basic level, superordinate, and subordinate
  categories? Illustrate with concrete examples.

43
Chapter 9 Visual Imagery

• 1. Experiencing a sensory impression in the
  absence of sensory input is ?????.
• a. visual imagery
• b. mental imagery
• c. spatial representation
• d. propositional representation

44
Chapter 9 Visual Imagery

• What is the dual-coding theory?

45
Chapter 9 Visual Imagery

• 1. What kind of coding would be best used to
  answer this question Do cats like yarn?
• A. Analogue Coding
• B. Symbolic Coding
• C. Perceptual Coding
• D. Sensorimotor Coding

46
Chapter 9 Visual Imagery

• 3. Imagery can be representations (in absence of
  current sensory data) of
• ________________________.
• A. seeing
• B. hearing
• C. smelling
• D. all of the above

47
Chapter 9 Visual Imagery

• True/False The functional equivalence model
  explains the images work the same way memory does.

48
Chapter 9 Visual Imagery

• 2. Explain the difference between analogue and
  symbolic coding.

49
Chapter 9 Visual Imagery

• 2. Katie was asked to imagine that she was
  walking toward the mall. The task she was doing
  is called
• a.) imagery task
• b.) spatial recognition task
• c.) mental walk task
• d.) perception task

50
Chapter 9 Visual Imagery

• 2.) Dual-coding theory involves two systems, one
  for verbal stimuli and one for non verbal
  stimuli. How do the two systems communicate?
• a.) Through verbal and visual representations
• b.) Through hand eye coordination
• c.) through multiple systems joining together
• d.) none of the above

51
Chapter 9 Visual Imagery

• 3.) ______ is responsible for conscious
  experience of images.
• a.) inner scribe
• b.) visual buffer
• c.) short term memory
• d.) both b and c

52
Chapter 9 Visual Imagery

• 4.) How can visualization help us on exams?
• a.) by pairing objects interacting
• b.) forming connections with other information
• c.) all of the above
• d.) it can not help us

53
Chapter 10 Language

• What factors help children recognize the referent
  of a word?
• A. Perceptual features of objects
• B. Principle of mutual exclusivity
• C. Joint focus of attention
• D. A C
• E. All of the above

54
Chapter 10 Language

• 3. Describe the six properties of Language.

55
Chapter 10 Language

• 3. What are the four components of language?
• 4. Define and explain the components of language.

56
Chapter 10 Language

• 1. Which of the following are considered
  components of language
• a. syntax
• b. phonology
• c. inference
• d. a b only
• e. all of the above

57
Chapter 10 Language

• 1. The component of language referred to as
  Pragmatics is
• A) rules governing how words are arranged
  into sentences
• B) the meaning of words or word
  combinations
• C) the structure and sequencing of speech
  sounds
• D) rules determining how to engage in
  communication with others

58
Chapter 10 Language

• 1. If a child was presented with an unfamilar
  word and an unfamilar object, they would most
  likely pair them based on the idea of ______?
• a. Joint Focus of Attention
• b. Perceptual features of objects
•    c. Principle of mutual exclusivity
• d. Syntactic bootstrapping

59
Chapter 10 Language

1. What is aphasia, where is it found, and what
   difficulties come from this problem?
2. What is the difference between Broca's area and
   Wernicke's area?

60
Chapter 10 Language

• 1. Broca's asphasia is when a patient has....
•    a. Left frontal lobe damage causing good
  language comprehension, but poor production.
• b. Left frontal lobe damage causing good
  language production, but poor comprehension.
• c. Left temporal lobe damage causing good
  language comprehension, but poor production.
• d. Left temporal lobe damage causing good
  language production, but poor comprehension.

61
Chapter 10 Language

• 2.) Using an object's shape to extend its label
  to other examples is __________.
• a.) shape schema
• b.) object assumption
• c.) shape bias
• d.) object repetition

62
Chapter 10 Language

• 3.) Syntactic bootstrapping is used to observe...
• a.) how words are used in sentences
• b.) how many words are in a child's
  vocabulary
• c.) how a child uses pronouns
• d.) how a child analyzes your tone of voice

63
Chapter 10 Language

• 4.) The principle of mutual exclusivity assumes
  that words refer to___________.
• a.) similar categories
• b.) separate categories
• c.) broader, more specific categories
• d.) narrower, more defined categories

64
Chapter 10 Language

• 1. Within learning words how do we use syntactic
  bootstrapping?

65
Chapter 10 Language

• 2. Why is it hard to understand and follow
  another language when we have no or little
  previous expose to it? (Speech perception)

66
Chapter 10 Language

• 2. Explain speech segmentation.

67
Chapter 10 Language

• 3. As we have learned, Eskimos have no special
  word for snow, what hypothesis does this prove
  false?

68
Chapter 10 Language

• 3. Is it easier to discriminate between two
  stimuli in the same category or in two different
  categories?

69
Chapter 10 Language

• 5.) A disorder where patients with damage to the
  left frontal lobe show relatively good language
  comprehension, but disrupted production is called
  ___________.
• a.) Wernicke's aphasia
•     b.) Broca's aphasia
• c.) Chomsky's aphasia
• d.) unilateral aphasia

70
Chapter 10 Language

• 5.) What are the major stages of language
  development?

71
Chapter 11 Problem Solving

• Why are we not naturally good at fully
  understanding the context of analogies?
• True or False - People in general are not very
  good at using analogies because they are not able
  to notice the similarity between the problems.
  They are too focused on the superficial aspects
  of the analogy.

72
Chapter 11 Problem Solving

• What was the purpose of the Tower of Hanoi?

73
Chapter 11 Problem Solving

• T/F Algorithms are approaches to problem
  solving that do not guarantee a correct answer.
• True or False - Heuristics are informal
  strategies or approaches used to solve a problem
  and always guarantee the correct answer.

74
Chapter 11 Problem Solving

• What is means-end analysis?

75
Chapter 11 Problem Solving

• 2. Which is not a step in the Means-End
  Analysis?
• A) Setting up of a goal or subgoal
• B) Try more than one method
• C) Apply an operator
• D) Look for differences between the current
  state and goal/subgoal

76
Chapter 11 Problem Solving

• 1.) Chase Simon investigate differences in
  problem solving techniques found
• a.) Experts and novices performed equally
  well when the chess game pieces were in position.
• b.) Novices performed better when the game
  pieces were scrambled.
• c.) Novices performed better when the game
  pieces were in position.
• d.) Experts and novices performed equally
  well when the pieces were scrambled.

77
Chapter 11 Problem Solving

• 1. Which is false as to why experts are
  superior to novices at problem solving in their
  domain of expertise?
• a) they have a superior knowledge base
• b) have an effective use of top-down processing
• c) focus on underlying similarity rather than
  surface similarity
• d) none of the above

78
Chapter 11 Problem Solving

• 1. Describe the three states of a problem.

79
Chapter 11 Problem Solving

• 6. What is the difference between initial state,
  intermediate state and goal state?

80
Chapter 11 Problem Solving

• 7. What is it called when a person inhibits uses
  for objects because of the predispositional use
  for that object?

81
Chapter 11 Problem Solving

• 8.Gestalt thinkers believe we use two
  applications when problem solving, what are these?

82
Chapter 11 Problem Solving

• 1. Name and describe two factors that influence
  problem solving.

83
Chapter 11 Problem Solving

• 1. ????? thinking is open-ended and for which
  there are a large number of potential solutions
  and no correct answer.
• a. convergent
• b. preservation
• c. divergent
• d. none of the above

84
Chapter 11 Problem Solving

• 9. What is another name for a open ended problem
  which has a large number of potential solutions?

85
Chapter 11 Problem Solving

• 10. How do people use convergent thinking?

86
Chapter 12 Decision Making

• The fact that green MMs can not be more likely
  than plain MMs to be picked out of a bag of
  mixed candy reflects what concept?
• A. Gamblers fallacy
• B. Availability heuristic
• C. Illusory covariation
• D. Base rate neglect
• E. Confirmation bias

87
Chapter 12 Decision Making

• 1. When someone bases their own judgments of the
  frequency of events on what events come to mind
  they are using which of the following
• a. representativeness heuristic
• b. availability heuristic
• c. inductive reasoning
• d. deductive reasoning

88
Chapter 12 Decision Making

• 1. What is the relation between anchoring and
  adjustment?

89
Chapter 12 Decision Making

• 1. Definition of sunk cost effect

90
Chapter 12 Decision Making

• 1. What are the two types of framing?

91
Chapter 12 Decision Making

• 3. Which model is how people ACTUALLY make
  decisions?
• a. Normative Model
• b. Practical Model
• c. Descriptive Model
• d. Real Model

92
Chapter 12 Decision Making

• 3. What is the difference between normative and
  descriptive decision making models?

93
Chapter 12 Decision Making

• 4. Maria is a bubbly, spirited woman who loves
  children and helping others. She is more likely
  to be a kindergarten teacher versus a lawyer
  based on what principle?
• a. Availability
• b. Anchoring and adjustment
• c. Representativeness
• d. all of the above

94
Chapter 12 Decision Making

• What is the difference between normative and
  descriptive decision making?

95
Chapter 12 Decision Making

• 1.) True or False Deductive reasoning is when we
  arrive at a conclusion which is probably true
  based on evidence.

96
Chapter 12 Decision Making

• 2.) If a syllogism's conclusion is true or agrees
  with a person's belief this increases the
  likelihood that the syllogism will be judged as
  valid. This is an example of ___.
• a.) atmosphere effect
• b.) invalid syllogism
• c.) belief basis
• d.) valid syllogism

97
Chapter 12 Decision Making

• 3.) "if f then e" is an example of _____.
• a.) consequent
• b.) antecedent
• c.) falsification principle
• d.) none of the above

98
Chapter 12 Decision Making

• 1) What are the three errors people make in
  decision making? Define these errors.

99
Cognitive Development

• What is the developmental order of spatial
  attention according to Newcombe and Learmonths
  article?
• Response learning--dead reckoning--using
  landmarks
• Response learning--using landmarks--dead
  reckoning
• Cue learning--using landmarks--response learning
• Dead reckoning--cue learning--using landmarks
• Using landmarks--dead reckoning--cue learning

100
Cognitive Development

• 3. Out of the four types of coding identified by
  Newcombe et al. (1999), describe two of them (Cue
  learning, response learning/sensorimotor coding,
  place learning, dead reckoning/inertial
  navigation)

101
Cognitive Development

• Which of these would NOT be an example of
  Piagets Schemes as we learned in class?
• A) Sucking
• Dropping
• Sleeping
• Banging

102
Cognitive Development

• True of False Piaget completely changed the way
  we think about adults and the elderly.

103
Cognitive Development

• True or False - Piaget's third stage of cognitive
  development is the sensorimotor stage which is
  the stage in which infants understand the world
  around them through actions.

104
Cognitive Development

• What are the four steps of cognitive development?

105
Cognitive Development

• 1. What is the order of Piaget's stages of
  cognitive development?
• A. Sensorimotor Stage, Preoperational Stage,
  Formal Operational Stage, Concrete Operational
  Stage
• B. Sensorimotor Stage, Preoperational Stage,
  Concrete Operational Stage,Formal Operational
  Stage
• C. Preoperational Stage, Formal Operational
  Stage, Sensorimotor Stage, Concrete Operational
  Stage
• D. Formal Operational Stage, Preoperational
  Stage,Concrete Operational Stage, Sensorimotor
  Stage

106
Cognitive Development

• 2. According to Piaget, infants/children pass
  (are sucessfully correct) the "conservation
  tasks" at what stage?
• A. Formal Operational Stage
• B. Preoperational Stage
• C. Sensorimotor Stage
• D. Concrete Operational Stage

107
Cognitive Development

• Describe the A - not B error.

108
Cognitive Development

• 1. If a child in the preoperational stage lacks
  hierarchical classification then how would he or
  she respond to the following problem? If you are
  given 7 blue beads and 3 white beads, are there
  more beads or more blue beads? (The child would
  be able to see and count the beads in an actual
  experiment.)
• a) more beads
• b) more blue beads
• c) more white beads
• d) same number of beads

109
Cognitive Development

• 1. Young children have problems with
  conservation tasks and hierarchical
  classification. At what stage of development are
  children able to pass conservation tasks and
  inclusion problems?
• a) sensorimotor stage
• b) preoperational stage
• c) concrete operational stage
• d) formal operational stage

110
Cognitive Development

• 1. Describe the characteristics involved in
  the preoperational stage.

111
Cognitive Development

• 1. True or False - The main development in the
  formal operational stage the separates it from
  the other three stages is the development of
  abstract and scientific thinking.

112
Cognitive Development

• 1. Briefly describe the main components of
  Vygotskys theory of cognitive development. Be
  sure to include details regarding scaffolding and
  internalization.