Chapter 4 - Athabasca Quiz Flashcards

1
Q

According to the discussion of working memory, the phonological loop
Question options:

is useful when you learn a foreign language.

primarily activates the right hemisphere of the brain.

primarily receives information from the episodic buffer.

has a large capacity when you are learning new vocabulary words.

A

is useful when you learn a foreign language.

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2
Q

Chapter 4 discussed research on the recency effect. How is this research related to short-term memory?
Question options:

The final words in a list are recalled accurately because they are still in short-term memory.

There is a clear-cut difference between pattern perception and short-term memory.

The material can pass directly into long-term memory, without first entering short-term memory.

The recency effect showed that the capacity of short-term memory is extremely large.

A

The final words in a list are recalled accurately because they are still in short-term memory.

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3
Q

What evidence suggested to Alan Baddeley that working memory has several components?
Question options:

the research on release from proactive interference

complex computer simulations

modeling using the parallel distributed processing approach

research showing that people can rehearse words and make spatial judgments at the same time

A

research showing that people can rehearse words and make spatial judgments at the same time

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4
Q

According to the Baddeley’s revised model of working memory, one major purpose of the episodic buffer is to
Question options:

store musical information (such as pitch and tones) for brief periods of time.

manage the decisions that are too complicated for the central executive.

coordinate the meaning and the visual appearance of written text.

provide temporary storage for information from long-term memory, the phonological loop, and the visuospatial sketchpad.

A

provide temporary storage for information from long-term memory, the phonological loop, and the visuospatial sketchpad.

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5
Q

People with attention-deficit/hyperactivity disorder often have problems because they are impulsive and inattentive. The component of working memory that is most likely to be relevant in these problems is
Question options:

the episodic buffer.

the central executive.

the visuospatial sketchpad.

the phonological loop.

A

the central executive.

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6
Q

One of the most widely cited articles in psychology is George Miller’s (1956) article on the size of short-term memory. According to your text, Miller used the term _____ to describe the capacity of short-term memory.
Question options:

buffer

rehearsal

chunk

bit

A

chunk

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7
Q

Neuroscientists who have examined the visuospatial sketchpad have discovered that
Question options:

visual tasks typically activate the right hemisphere, whereas spatial tasks typically activate the left hemisphere.

visual and spatial tasks typically activate the right hemisphere of the brain.

visual and spatial tasks are apparently converted into a verbal code because they primarily activate the left hemisphere of the brain.

there is no clear correspondence between visuospatial tasks and the patterns of brain activation.

A

visual and spatial tasks typically activate the right hemisphere of the brain

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8
Q

Suppose that you are having trouble recalling the information for a question about Baddeley’s theory because the information about Atkinson and Shiffrin’s theory (which you learned earlier) keeps interfering. This phenomenon is called
Question options:

proactive interference.

the recency effect.

the primacy effect.

chunking.

A

proactive interference.

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9
Q

According to Atkinson and Shiffrin’s classic theory,
Question options:

short-term memory and long-term memory are distinctly different.

items stored in short-term memory are fairly permanent.

rehearsal is necessary in order to move material from sensory memory to short-term memory.

there are no strict limits to the capacity of short-term memory.

A

short-term memory and long-term memory are distinctly different.

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10
Q

According to Chapter 4, working memory is especially important because
Question options:

it provides a perfect copy of the physical stimulus, for example, a visual image that accurately represents the words on a page.

it demonstrates that there is a clear-cut limit to the number of items we can store for a short time.

it is the first process that occurs after the stimulus has entered long-term memory.

it keeps some items active, so that we can use these items when we are working on a relevant task.

A

it keeps some items active, so that we can use these items when we are working on a relevant task.

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11
Q

Reed conducted research demonstrating that people had difficulty locating a parallelogram in their mental image of a six-sided star. This research
Question options:

supports the analog position on mental images.

demonstrates that mental images require a four-stage processing sequence.

supports the idea that we use verbal descriptions to store mental images.

demonstrates that we must reject both the analog and propositional views of mental imagery.

A

supports the idea that we use verbal descriptions to store mental images.

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12
Q

Which of the following students provides the most accurate information about the current importance of mental imagery and spatial skills?
Question options:

Assaf: “Spatial ability plays a very important part in careers related to science and technology.”

Lucille: “Within the area of mental imagery, people now conduct more research on auditory imagery than on visual imagery.”

Sondra: “Elementary school teachers in the U.S. are now emphasizing spatial skills much more than in the previous decade.”

Evgeni: “Unfortunately, people cannot greatly improve their spatial skills, once they have reached early adolescence.”

A

Assaf: “Spatial ability plays a very important part in careers related to science and technology.”

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13
Q

Suppose that you have just studied a map of a region, and you have formed a cognitive map for it. Based on what you know from Chapter 7, we could predict that
Question options:

you would estimate that two cities are far apart if there are many other cities in between.

you would estimate that two cities are close if there are many cities in between.

the number of intervening cities only influences distance estimates when people are very familiar with the route.

the number of cities on the route between two cities has little effect on distance estimates.

A

you would estimate that two cities are far apart if there are many other cities in between.

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14
Q

Researchers have conducted studies on a variety of vision-like processes that are unfamiliar to the general public. This research demonstrates that a mental image has roughly the same effect that an actual visual stimulus has, for example, in producing the masking effect. On the basis of this research, we can conclude that
Question options:

demand characteristics probably cannot explain the results.

the propositional-coding explanation is likely to be correct.

visual imagery is stronger than auditory or motor imagery.

experimenter expectancy consistently influences the research on mental imagery.

A

demand characteristics probably cannot explain the results.

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15
Q

The research on cognitive maps suggests that
Question options:

people—surprisingly—are just as accurate at reading a road map when it does not match the orientation of their mental map as when it has the same orientation.

people create cognitive maps from several successive views, if the area is very large.

individual differences in people’s senses of direction are very small.

there is a very high correlation between people’s verbal skills and their skills at creating cognitive maps.

A

people create cognitive maps from several successive views, if the area is very large.

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16
Q

Imagine that you read about research in which students study a map of an imaginary college campus. Then they are instructed to mentally travel between two points on this map. According to their results, the mental travel time increases as the distance increases between the two points. These results seem to support
Question options:

the analog code.

the propositional code.

the alignment heuristic.

the spatial framework model.

A

the analog code.

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17
Q

Which of the following students’ statements best describes the spatial framework model proposed by Franklin and Tversky?
Question options:

Susan: “The mental maps we create do not have a built-in bias; we attach the same significance to left-right distinctions as to up-down distinctions.”

Nadia: “The vertical dimension seems to have special significance when we try to create representations of our environment.”

Stanley: “When we hear a story, we automatically assume the perspective of someone looking down on the scene from above, because of the up-down heuristic.”

Igor: “People vary greatly in the way they construct mental maps when they hear a narrative: some rotate the scene to match the perspective of the main character, but most look at the scene as if they were outside the scene looking in.”

A

Nadia: “The vertical dimension seems to have special significance when we try to create representations of our environment.”

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18
Q

Suppose that you have a mental image of your favourite male actor. If that image is stored in a propositional code, the representation would emphasize
Question options:

spatial relationships, including information about angles and lines.

a correspondence between the mental imagery and perceptual imagery.

a language-like description.

spatial relationships for the actor’s general shape, but a language-like description for the details of his face.

A

a language-like description.

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19
Q

Suppose that researchers studying mental rotation compare the performance of a group of people who are deaf and are fluent in American Sign Language with a second group of people who are not deaf and have had no experience with American Sign Language. Which of the following patterns of results would you be most likely to find, with respect to mental rotation?
Question options:

The individuals who are deaf would be more skilled because auditory information would not interfere with their performance.

The individuals who are deaf would be more skilled because they are accustomed to seeing hand positions from a different perspective.

The individuals who are not deaf would be more skilled because they have extra clues from the auditory information that accompanies hand movement.

The individuals who are not deaf would be more skilled because they have had extra practice “translating” auditory stimulation into changes in visual images.

A

The individuals who are deaf would be more skilled because they are accustomed to seeing hand positions from a different perspective.

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20
Q

Your textbook discusses research showing that people have better acuity for mental images that are visualized in the centre of the retina, rather than in the periphery of the retina. The reason that this research is significant is that
Question options:

it offers strong support for the propositional approach to mental images.

it demonstrates that the previous imagery research had been influenced by experimenter expectancy.

the research is similar to the results obtained when people perceive actual visual stimuli.

it demonstrates that individual differences in visual imagery are actually very small.

A

the research is similar to the results obtained when people perceive actual visual stimuli.

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21
Q

Imagine that you are taking an art history course. You’re thinking about a painting that you liked, especially because the artist captured a woman’s facial expression very skillfully. You remember that you saw this woman’s entire face, but then you check the painting. In actuality, part of her face is hidden from view. What concept in the description of schemas is most similar to this incident?
Question options:

the pragmatic approach

a script

an implicit-memory task

boundary extension

A

boundary extension

22
Q

In the classic research on inferences, Sir Frederick Bartlett told British students a Native American story. In this research, the students
Question options:

had especially vivid memory for the details that did not match British folk tales.

had surprisingly strong verbatim memory for most of the information in the story.

initially omitted some details that did not match British folk tales, and they omitted even more of these unusual details several days afterwards.

had poor recall initially for most components of the story, but they recalled the details better several days afterwards.

A

initially omitted some details that did not match British folk tales, and they omitted even more of these unusual details several days afterwards.

23
Q

Which of the following students provides the best definition of the term “inference,” in connection with the discussion of semantic memory in Chapter 8?
Question options:

Don: “An inference refers to those conclusions and logical implications that people make, even when they were never directly stated in the original stimulus.”

Javier: “An inference is the grammatical structure of a sentence, in both written and spoken language.”

Polina: “An inference occurs when one speaker stops talking, and another begins to speak.”

Lindsey: “An inference is basically an alternate term for the word validity.”

A

Don: “An inference refers to those conclusions and logical implications that people make, even when they were never directly stated in the original stimulus.”

24
Q

The exemplar approach to semantic memory is especially relevant
Question options:

when you want to emphasize how various concepts are related to each other.

when the categories are very fluid and not very clearly defined.

when all of the items are low-frequency nouns.

when a category has a relatively small number of members.

A

when a category has a relatively small number of members.

25
Q

According to John Anderson’s theories of semantic memory and other aspects of cognitive processes,
Question options:

each of the components of cognition operates independently.

every concept in a proposition can be represented by a network of connections.

the term spreading activation refers to our knowledge about facts and things.

each item in semantic memory is listed according to its appropriate graded structure.

A

every concept in a proposition can be represented by a network of connections.

26
Q

Chapter 8 discusses the term “graded structure” in connection with the prototype theory of semantic memory. The best example of this term is
Question options:

the observation that we frequently make spontaneous generalizations.

the structure of our knowledge during the tip-of-the-tongue effect.

the arrangement of words in a specific category, from most prototypical to least prototypical.

the fact that the terms “concept” and “category” are related but somewhat different from each other.

A

the arrangement of words in a specific category, from most prototypical to least prototypical.

27
Q

What is the current status of the parallel distributed processing approach?
Question options:

It was popular when the Atkinson-Shiffrin model was judged to be too rigid, but it is no longer prominent.

Research shows that it has no neurological support.

It has been applied to many cognitive tasks in which processes are operating simultaneously.

It is so limited in scope that it probably will not remain popular for long.

A

It has been applied to many cognitive tasks in which processes are operating simultaneously.

28
Q

According to your textbook, Anderson’s ACT-R theory
Question options:

is broader in scope than the prototype approach or the exemplar approach.

points out that higher mental processes require insight and the reorganization of large bodies of information.

emphasizes that procedural knowledge is roughly comparable to semantic memory.

argues that semantic memory is basically organized into a series of hierarchies.

A

is broader in scope than the prototype approach or the exemplar approach.

29
Q

According to the network models of semantic memory,
Question options:

activation expands from the node that has been activated, extending outward to other related nodes.

only a small number of nodes are connected with other nodes.

nonprototypes are just as important as prototypes.

each item is compared with a prototype to determine the category to which it belongs.

A

activation expands from the node that has been activated, extending outward to other related nodes.

30
Q

Which of the following students provides the most accurate information about the prototype approach to semantic memory?
Question options:

Elisabeth: “People store an abstract representation of each basic-level category.

Lester: “The prototype approach applies only to inanimate objects.”

Horatio: “The data on the semantic-priming effect are not consistent with the prototype approach.”

Joni: “Superordinate terms tend to activate different regions of the cortex from the regions activated by basic-level terms.”

A

Joni: “Superordinate terms tend to activate different regions of the cortex from the regions activated by basic-level terms.”

31
Q

Suppose that you are listening to your professor’s description of the layout of several buildings in a city. If the discussion of mental maps can be applied to your representation of this city, it is most likely that
Question options:

you will store this information in a passive fashion, without creating a cognitive map.

your cognitive map will represent the distances as being larger than they really are.

you will construct a cognitive map to represent the arrangement of buildings.

your cognitive map will be highly inaccurate.

A

you will construct a cognitive map to represent the arrangement of buildings.

32
Q

Which of the following everyday examples would be most similar to the research findings on visual images and interference?
Question options:

When you form a visual image of a friend’s face, you have difficulty seeing a faint visual stimulus.

When you form a visual image of a friend’s face, you are faster at identifying his or her voice.

A visual image will enhance your ability to see a faint visual stimulus, but it will reduce your ability to hear a faint auditory stimulus.

When you form an auditory image of a doorbell ringing, you will be better at detecting a tone of a similar pitch; in contrast, you will be worse at detecting a tone that is at least an octave higher or lower.

A

When you form a visual image of a friend’s face, you have difficulty seeing a faint visual stimulus.

33
Q

Suppose that you are drawing, from memory, a map of the streets and buildings in a city you know well. If you were to show a bias in your recall of the buildings, you would be likely to
Question options:

place the buildings in a cluster near the centre of town.

place buildings with similar functions near each other.

fail to recall clusters from certain geographic regions.

first place one cluster of related buildings on the map, and then insert other important buildings on the map one at a time.

A

place buildings with similar functions near each other.

34
Q

Chapter 7 discussed one study about auditory imagery for pitch and one study about auditory imagery for timbre. According to these two studies,
Question options:

imagery for pitch is not related to the pitch of the stimuli, and imagery for timbre is not related to the timbre of the stimuli.

imagery for pitch is related to the pitch of the stimuli, but imagery for timbre is not related to the timbre of the stimuli.

imagery for pitch is not related to the pitch of the stimuli, but imagery for timbre is related to the timbre of the stimuli.

imagery for pitch is related to the pitch of the stimuli, and imagery for timbre is related to the timbre of the stimuli.

A

imagery for pitch is related to the pitch of the stimuli, and imagery for timbre is related to the timbre of the stimuli.

35
Q

Suppose you draw a map of Italy, and you show the “boot” located in a north-south direction, rather than slanted at an angle. This would be an example of the
Question options:

regularization heuristic.

alignment heuristic.

symmetry heuristic.

rotation heuristic.

A

rotation heuristic.

36
Q

The research on mental rotation has shown that
Question options:

people use very different strategies when they rotate letters of the alphabet, as opposed to abstract geometric figures.

right-handed people and left-handed people are basically identical in their ability to recognize pictures of left and right hands.

young people are typically faster than elderly people in the speed of their mental rotation.

young people and elderly people differ greatly in their sense of direction.

A

young people are typically faster than elderly people in the speed of their mental rotation.

37
Q

A general conclusion about cognitive maps is that
Question options:

they bear little relationship to physical reality.

they are highly accurate.

they are fairly accurate, and the errors that they show tend to be rational.

they are fairly accurate, but the errors that they show tend to be random.

A

they are fairly accurate, and the errors that they show tend to be rational.

38
Q

One of the most difficult problems in conducting research on imagery is that
Question options:

the individual differences are so large that it is virtually impossible to find any consistent results.

it is difficult to examine such an inaccessible mental process.

people’s introspections about imagery are so vivid that they prevent researchers from manipulating most variables.

only a relatively small proportion of people seem to use imagery on a regular basis.

A

it is difficult to examine such an inaccessible mental process.

39
Q

Suppose that Arthur lives in Houston, Texas, and his friend Scott lives in a much smaller city about 20 miles from Houston. Arthur seems to think that it is farther from Houston to that small town, compared to the distance from the small town to Houston. Arthur is demonstrating the
Question options:

spatial framework model.

landmark effect.

alignment heuristic.

rotation heuristic.

A

landmark effect.

40
Q

From the research on mental imagery for the positions of the hands on a clock, we can conclude that
Question options:

in this area, there is strong evidence for propositional codes.

so few people can construct this kind of mental image that we need to be concerned about the limits of imagery research.

people with high mental-imagery ability perform this task faster than people with low mental-imagery ability.

decisions about the shapes of images require much longer when the two images are very different than when they are very similar.

A

people with high mental-imagery ability perform this task faster than people with low mental-imagery ability.

41
Q

According to the discussion of the parallel distributed processing approach to memory, the term “default assignment” means that
Question options:

we can figure out missing information about someone or something, based on information about similar people or things.

the item in the neural network that receives the greatest amount of stimulation receives the default assignment.

when our information about something is defective or faulty, we seldom experience an activated network.

we can use attributes (such as an object’s shape) to locate material in memory.

A

we can figure out missing information about someone or something, based on information about similar people or things.

42
Q

Research on the idea of “family resemblance” has demonstrated that
Question options:

in a family resemblance category, there must be at least one attribute that is shared by all examples of that concept.

a prototype is equivalent to a family resemblance category.

in a family resemblance category, each example has at least one attribute in common with some other example of the concept.

family resemblance categories are artificial, and they are found more often in the laboratory than in real life.

A

in a family resemblance category, each example has at least one attribute in common with some other example of the concept.

43
Q

The category “furniture” is a
Question options:

prototype.

superordinate-level category.

basic-level category.

subordinate-level category.

A

superordinate-level category.

44
Q

The category “car” is
Question options:

a superordinate-level category.

a basic-level category.

a subordinate-level category.

an example of a script.

A

a basic-level category.

45
Q

Chapter 8 discusses theories of semantic memory. Which of the following statements about the parallel distributed processing approach is correct?
Question options:

When one unit is stimulated, all the units that are connected with it are simultaneously inhibited.

When one unit is stimulated, all the other units are automatically given a default assignment.

When one unit reaches an appropriate activation level, it can either inhibit or excite other units to which it is connected.

At any given time, numerous serial operations are proceeding at the same time through several portions of the cortex.

A

When one unit reaches an appropriate activation level, it can either inhibit or excite other units to which it is connected.

46
Q

If an important component of your television set is defective, the television will not operate, even if all the other parts are in good working order. According to the parallel distributed processing approach,
Question options:

memory is similar; for instance, if the short-term store is not working, an item will not be recalled.

memory is similar; for instance, a defect in one component spreads to other components.

memory is different; for instance, the functioning parts help to heal the defective part.

memory is different; for instance, memory can often operate, even if some of the input is inappropriate.

A

memory is different; for instance, memory can often operate, even if some of the input is inappropriate.

47
Q

Which of the following students’ statements represents the best understanding of the concept of schemas?
Question options:

Rosario: “Schemas are typically counterproductive, causing more errors than correct responses.”

Dean: “Schemas help us anticipate what will happen in a situation.”

Angelique: “Schemas refer to the order in which events occur, whereas scripts refer to the general characteristics of a situation.”

Edgar: “Schemas are especially well developed for nonprototypical items.”

A

Dean: “Schemas help us anticipate what will happen in a situation.”

48
Q

According to research on memory for interrelated sentences,
Question options:

people recall hearing sentences that were never actually presented.

people’s verbatim memory is generally close to perfect.

people often believe that they have heard a sentence before, even if the meaning of that sentence is very different from the original.

several minutes after the material has been presented, people usually cannot remember the general meaning of that material.

A

people recall hearing sentences that were never actually presented.

49
Q

you have just heard the word vegetable, you can quickly make judgements about the word carrot; in contrast, your judgments about the word mushroom take much longer. According to the prototype approach, this observation shows that
Question options:

family resemblance is stronger for prototypes than for nonprototypes.

prototypes are items that have the smallest number of connection weights.

after priming, people respond faster to prototypes than to nonprototypes.

basic-level categories are judged more quickly than superordinate-level categories.

A

after priming, people respond faster to prototypes than to nonprototypes.

50
Q

Suppose that a researcher conducts a study on schemas. The results demonstrate that the participants blended information together from several sentences, rather than remembering the exact wording of each sentence. These results would support the
Question options:

constructive model of memory.

exemplar view of concepts.

family-resemblance approach to concepts.

pragmatic view of memory.

A

constructive model of memory.

51
Q
A