Quiz Questions Exam II

Question 1

In dichotic listening tasks, most participants are able to

OPTIONS
1. repeat the stimuli in the unattended channel only
2. ignore their name in the unattended channel
3. concentrate effectively on the message in the attended channel, so that they detect none of the message in the unattended channel.
4. maintain their focus on the message in the attended channel only with considerable difficulty and with frequent slips to the unattended channel.
5. accurately detect target stimuli in the unattended channel
6. easily detect target words in bot attended and unattended channels.
7. identify physical attributes of the message presented in the unattended channel.
8. repeat the stimuli in both channels.
9. determine if the unattended channel contains a coherent message or just random words.

Answer 1

7. identify physical attributes of the message presented in the unattended channel.

Question 2

In each trial of an experiment, participants see a warning signal and then a pair of letters. The participants press one button if the letters in the pair are the same (e.g., W W) and a different button if the letters are different (e.g., P X). In 80% of the trials, the warning signal is identical to the letters that will be shown on that trial.

Group 1: warning signal = L; test pair = L L

Group 2: warning signal = U; test pair = L L

Group 3: warning signal = +; test pair = L L

In this setup we should expect the fastest responses from:

OPTIONS
Group 2 and no difference between Groups 1 and 3.
Group 1 and the slowest responses from Group 2.
Group 1 and no difference between Groups 2 and 3.
Group 3 and the slowest responses from Group 1.
Group 2 and the slowest responses from Group 3.
Group 2 and the slowest responses from Group 3.
Group 2 and the slowest responses from Group 1.
Group 3 and the slowest responses from Group 2.
Group 1 and the slowest responses from Group 3.
Group 3 and no difference between Groups 1 and 2.

YOU GOT THIS WRONG IDIOT STUPID

Answer 2

Group 1 and no difference between Groups 2 and 3.

Question 3

An experimenter reads a list of 30 words to a group of participants at the rate of 1 word per second. This is immediately followed by a free recall test. A second group of participants hears the same 30 words presented at the faster rate of 2 words per second. **We should expect that the group hearing the slower presentation will show improved memory performance for the

OPTIONS

• pre-recency portion of the list, but there will be no impact on the recency effect.
• words at the end of the list and diminished performance for the pre-recency portion of the list.
• words at the list’s end, but there will be no improvement for the words earlier in the list.
• words in the middle of the list only.
• entire list.
• recency portion of the list.
• primacy and recency portions of the list only.

Answer 3

pre-recency portion of the list, but there will be no impact on the recency effect.

Question 4

A physician has just read an article about a recently developed drug for Alzheimer’s Disease. Which of the following is the LEAST important factor in determining whether the physician will remember the article later?

OPTIONS

• A drug company rep later reminds the physician about claims from the article.
• The physician realized how suggestions within the article could be integrated with other things she already knew.
• A patient comes in that day and demands a prescription for the drug.
• The physician reads the article a second time, looking up references from it.
• The physician begins to write a rebuttal to the letter based on their own patient data in using similar drugs.
• The physician expected to need the information later and therefore employed a maintenance memorization strategy that had helped her memorize material in the past.
• The physician read the article carefully to determine whether it was persuasive.
• The physician quickly saw that the new drug might have multiple uses, so she thought about several circumstances in which she might use it.

Answer 4

The physician expected to need the information later and therefore employed a maintenance memorization strategy that had helped her memorize material in the past.