quiz 3 (week 9.2 to 11.2)

Question 1

proactive vs retroactive interference

Answer 1

proactive: old pairing interferes with new; stronger if the old pair has a stronger connection than the new
retroactive: new replaces old; stronger if the old one was learned a long time ago

Question 2

LTM classification schemes (3)

Answer 2

episodic vs semantic, declarative vs procedural, implicit vs explicit

Question 3

deep vs shallow processing

Answer 3

deep: meaning-based processing
shallow: form-based processing

Question 4

hierarchical network model

Answer 4

our knowledge and concept are organized like a hierarchy of categories; concepts related in meaning (semantic memory)

Question 5

spreading activation

Answer 5

hearing/seeing one word also activates multiple related concepts/words (not always language-related); can spread from one layer to another

Question 6

classic view of concept and categorization (3)

Answer 6

list of features, binary distinction (belong or not belong to the category), no goodness-of-fit (no good or bad member)

Question 7

Jessen et al. (2000)

Answer 7

fMRI study of German words; tested concrete vs abstract words; implied that you can mentally “sense” the concrete objects even if the actual object is not presented (imagery)

Question 8

Cooper and Shepard (1973)

Answer 8

tested mental rotation; task was to identify whether the letter in the testing trial was a normal letter or a mirror image of the letter; had another condition with different cue durations

Question 9

Pardo-Vasquez and Hernandez-Rey (2012)

Answer 9

tested mental rotation like Cooper and Shepard (1973), except they only tested without cues; found that mental rotation is highly correlated with working memory capacity (related to visual rehearsal)

Question 10

localization of mental rotation in the brain (2)

Answer 10

parietal lobe, premotor cortex

Question 11

mental rotation process (4)

Answer 11

(1) encode, (2) indicate the direction of rotation, (3) mentally rotate the shape, (4) match (judge if the rotated result is correct)

Question 12

Shepard and Metzler (1971)

Answer 12

showed that we can rotate 3D shapes; the larger the rotation angle, the larger the RT

Question 13

principles of visual imagery (Finke 1989) (5)

Answer 13

implicit encoding of features, perceptual equivalence, spatial equivalence, transformational equivalence (rotation), structural equivalence

Question 14

fusiform face area (FFA)

Answer 14

the part of the brain specialized for facial recognition; perceptual equivalence in visual imagery

Question 15

Kosslyn (1983) spatial equivalence

Answer 15

found that the longer the distance in the image, the longer the scanning RT

Question 16

Kosslyn et al. (1983) structural equivalence

Answer 16

found that the higher the complexity of the verbal description of an object, the slower the RT

Question 17

moving from low to higher-level cognition (6)

Answer 17

sensory input -> perception -> attention -> memory -> reasoning/problem-solving/decision making -> language

Question 18

the role of language in our cognition (5)

Answer 18

effective communication, survival (i.e., signaling food resource and danger), socialization, passing down the knowledge, verbalizing emotions and thoughts

Question 19

Chomsky vs Skinner view on language

Answer 19

Chomsky: nativism, universal grammar, innate language
Skinner: behaviorism, reinforcement and conditioning, stimulus-response, behavioral studies of verbal behavior

Question 20

lexigrams

Answer 20

symbol-meaning pairings

Question 21

major features that differentiate human language from animal communication (2)

Answer 21

productivity of utterances, displacement (ability to talk about space and time freely)

Question 22

linguistic determinism vs linguistic relativism

Answer 22

determinism: the form of our language determines our cognition (stronger)
relativism: different languages generate different cognitive structures; language influences, but does not determine, our cognition (weaker)

Question 23

Sapir-Whorf hypothesis (3)

Answer 23

strong version (determinism): language determines thought and every aspect of our cognition
weaker version (relativism): language affects only perception
weakest version (relativism): the influence of language is “task-dependent”

Question 24

Pirahã language example

Answer 24

they have only three words for counting (one, two, many); evidence for relativism because the larger the quantity, the larger the error rate

Question 25

Winawer et al. (2007)

Answer 25

studied Russian vs. English speakers’ categorization of colors; Russians could use different words for “blue” despite the subtle color difference

Question 26

Renzi et al. (1966)

Answer 26

studied the impact of aphasia on abstract thinking with the Weigl Sorting Test; found that left-hemisphere damaged but non-aphasic scored higher than aphasic but lower than normal and right-hemisphere damaged but non-aphasic; supported relativism (weak or weakest version)

Question 27

Iverson and Goldin-Meadow (2005)

Answer 27

found two types of gestures in early preverbal development (supplementary and complementary); found a positive correlation between onset age of supplementary gestures and onset age of two-word stage

Question 28

supplementary vs complementary gestures

Answer 28

supplementary: adds information to the verbal information; two concepts
complementary: redundant information; one concept

Question 29

cross-modal vs phonological binding task

Answer 29

cross-modal: associate a visual with an auditory input
phonological: associate two auditory input

Question 30

under- vs over-extension

Answer 30

under-extension: failure to generalize from one exemplar to others (being too specific)
over-extension: overgeneralize one word to all other members in the broader category

Question 31

if a child has a working memory deficit… (4)

Answer 31

difficulty following verbal instructions, difficulty in reading, delayed vocabulary acquisition, delayed syntactic acquisition

Question 32

Gathercole and Baddeley (1990)

Answer 32

found that higher repetition and shorter words facilitate learning

Question 33

Kim and Kaiser (2000)

Answer 33

tested children with and without ADHD; found that WM and attention are important for sentence imitation and word articulation

Question 34

benefits of being bilingual (3)

Answer 34

ability to figure out and describe patterns and rules (metalinguistic awareness), better executive control, better performance in cognitive tasks

Question 35

bilinguals vs monolinguals in attention shift task

Answer 35

less perseveration observed in bilinguals (better inhibitory control, lower switch cost)

Question 36

Krizman et al. (2012)

Answer 36

found a correlation between neural response to complex sounds and sustained selective attention; people who are proficient in multiple languages have enhanced sensory processing and selective attention

Question 37

is language essential for problem solving?

Answer 37

no (but would help the thinking process), unless a task requires verbal skills

Question 38

necessary for problem solving (5)

Answer 38

goal setting, attention, memory, experience, knowledge about the problem itself (problem-specific)

Question 39

well- vs ill-defined problems

Answer 39

well-defined: clear goal/narrower scope; narrower set of actions; easier to play ahead
ill-defined: open-ended; unclear actions needed to achieve the goal; may generate some well-defined problems while solving the ill-defined ones

Question 40

common strategies in problem-solving (4)

Answer 40

generate-and-test, working backward, backtracking, analogy

Question 41

generate-and-test

Answer 41

a strategy in problem-solving; trial-and-error approach

Question 42

working backward

Answer 42

a strategy in problem-solving; knowing what the solution should look like; performing the last step first; planning of moves

Question 43

backtracking

Answer 43

a strategy in problem-solving; stepping back to track the root of the problem

Question 44

mental set

Answer 44

one’s strategy/preference to approach a problem

Question 45

functional fixedness

Answer 45

a fixed mental set for the function of an object