Assess Your Knowledge Chapters 5-8 Flashcards
the average adult needs about six hours of sleep a night
FALSE
people move slowly through the first four stages of sleep but then spend the rest of the night in rem sleep
FALSE
when we dream, our brains are much less active than when we are awake
FALSE
sleep apnea is more common in thin than overweight people
FALSE
night terrors usually last only a few minutes and are typically harmless
TRUE
dreams often reflect unfulfilled wishes, as freudsuggested
FALSE
activation-synthesis theory proposed that dreams results from incomplete neural signals being generated by the pons
TRUE
rem sleep is triggered by the neurotransmisster acetylcholine
TRUE
damage to the forebrain can eliminate dreams
TRUE
recurrent dreams are extremely rare
FALSE
college and university students rarely, if ever, report they hallucinate
FALSE
OBEs are related to the ability to fantasize
TRUE
many of the experiences associated with an NDE can be created in circumstances that have nothing to do with being “near death”
TRUE
deja vu experiences often last for as long as an hour
FALSE
a hypnosis induction greatly increases suggestibility beyond waking suggestibility
FALSE
the effects of many drugs depend on the expectations of the user
TRUE
alcohol is a central nervous system depressant
TRUE
tobacco is the most potent natural stimulant drug
FALSE
a causal link between marijuana and unemployment has been well established
FALSE
drug flashbacks are common among people who use LSD
FALSE
habituation to meaningless stimuli is generally adaptive
TRUE
in classical conditioning, the conditioned stimulus (CS) initially yields a reflexsive, automatic response
FALSE
conditioning is generally most effective when the CS precedes the UCS by a short period of time
TRUE
extinction is produced by the gradual “decay” of the CR over time
FALSE
heroin addiction may sometimes be “broken” by dramatically altering the settings in which addicts inject the drug
TRUE
in classical conditioning, responses are emitted; in operant conditioning, the’re elicited
FALSE
negative reinforcement and punishment are superficially different, but they produce the same short-term effects on behaviour
FALSE
according to two=process theory, the persistence of anxiety disorders can best be explained by operant conditioning, but not classical conditioning
TRUE
the principle of partical reinforcement states that behaviours reinforced only some of the time extinguish more rapidly than behaviours reinforced continuously
FALSE
we can reinforce less frequent behaviours with more frequent behaviours
TRUE
according to skinner, animals don’t think or experience emotions
FALSE
proponents of latent learning argue that reinforcement isn’t necessary for learning
TRUE
research on observvational learning demonstrates that children can learn aggression by watching aggressive role models
TRUE
there’s no good research evidence for insight learning
FALSE
many conditioned taste aversions are acquired in only a single trial
TRUE
most research suggests that the assumption of equipotentiality is false
TRUE
the phenomenon of preparedness helps explain why virtually all major phobias are equally common in the general population
FALSE
with progressively more reinforcement, animals typically drift further and further away fro their instinctive patterns of behavious
FALSE
sleep-assisted learning techniques work only if subjects stay completely asleep during learning
FALSE
the few positivie results for accelerated leanring in the SALTT program may be sue to placebo effects
TRUE
discover learning tends to be more efficient than direct instruction for solving most scientific problems
FALSE
there’s little evidence that matching teaching methods to people’s learning styles enhances learning
FALSE
most of us can accurately recognize thousands of faces we’ve seen only a few days earlier
TRUE
memory is more reconstructive than reproductive
TRUE
the major reason for forgetting information from short-term memory appears to be the decay of memories
FALSE
chunking can permit us to greatly increase the number of digits or letters we hold in our short-term memory
TRUE
information in long-term memory often lasts for years or decades
TRUE
we encode virtually all of our life experience, even though we can’t retrieve more than a tiny proportion of them
FALSE
we need to practise mnemonics to use them successfully
TRUE
schemas only distort memories, but don’t enhance them
FALSE
in general, recall is more difficult than recognition
TRUE
cramming for exams, although stressful, is actually a good strategy for enhancing long term recall of material
FALSE
long-term potentiation appears to play a key role in learning
TRUE
the hippocampus is the site of the engram
FALSE
memory recover from amnesia is usually quite sudden
FALSE
explicit and implicit memory are controlled by the same brain structure
FALSE
alzheimer’s disease is only one cause of dementia
TRUE
most young children underestimate their memory abilities
FALSE
children as young as 2 months have implicit memoreis of their experiences
TRUE
most adults can accurately recall events that took place before they were 3 years old
FALSE
one explanation for infantile amnesia is that the hippocampus is only partially developed in infancy
TRUE
flashbulb memories almost never change over time
FALSE
people sometimes find it difficult to tell the difference between a true and a false memory
TRUE
it is almost impossible to create false memories of complex events, like undergoing a painful medical procedure
FALSE
one powerful way of creating false memories is to show people fake photographs of events that didn’t happen
TRUE
repeatedly asking children if they were abused leads to more accurate answers than asking them only once
FALSE
fast and frugal processing almost always leads to false conclusions
FALSE
concepts are a form of cognitive economy because they don’t reply on any specific knowledge or experience
FALSE
assuming that someone must play basketball because he or she is extremely tall is an example of the availability heuristic
TRUE
humans are typically biased to consider base rates when calculating the likelihood that something is true
FALSE
top-down processing involves drawing inferences from previous experiuence and applying them to current situations
TRUE
decision making is always an implicit process subtly influenced by how we frame the problem
FALSE
performing careful analysis of pros and cons is typically most useful when making decisions about emotional preferences
FALSE
neuroeconomics has the potential to use brain imaging to identify personality differences and psychiatric disorders
TRUE
comparing problems that require simular reasoning processes but different surface characteristics can help us overcome deceptive surface similarities
TRUE
functional fixedness is a product of Western technology-dependent society
FALSE
nonstandard dialects or english follow syntactic rules that differ from but are just as valid as the rules of standard canadian english
TRUE
children’s two-word utterances typically violate syntactic rules
FALSE
children who are deaf learn to sign at an older age than hearing children who are learing to talk
FALSE
bilingual individuals usually have one dominant language which they learned earlier in development
TRUE
few nonhuman animal communication systems involve exchanges of information beyond the here and now
TRUE
we can’t determine whether the fine distinctions the inuit make among different kinds of snow are a cause or consequence of the many terms for snow in their language
TRUE
neuroimaging studies suggest that thought can’t occur without language
FALSE
according to the sapir-whorf hypothesis, all aspects of thinking are slightly, but not strongly, influenced by language
FALSE
people who speak languages that lack terms for distinguishing colours can’t tell these colours apart
FALSE
the Stroop color-naming task demonstrates that reading is automatic
TRUE
phonetic decomposition is a straight-forward linking of printed letters to phonemes
FALSE
whole word recognition is the most efficient reading strategy for fluent readers and the best way to teach children to read
FALSE
increasing our reading speed can increase our comprehension as long as we stay under 400 words per minute
TRUE
