Ch. 8 General Knowlegde pt 3
According to research on memory for interrelated sentences, a. people recall hearing many sentences that were never actually presented. b. people's verbatim memory is generally close to perfect. c. people often believe that they have heard a sentence before, even if the meaning of that sentence is very different from the original. d. several minutes after the material has been presented, people usually cannot remember the general meaning of that material.
Answer: a
According to the discussion of schemas in Chapter 8, a. a schema applies to your generalized knowledge, such as knowledge about how to register for classes at your college. b. a schema can be divided into smaller units of knowledge, called "scripts." c. each person in a particular culture has a schema for an everyday event that is very different from other people's schemas for that event. d. in most cases, a schema can be directly converted to an exemplar.
Answer: a
If you are buying concert tickets at a box office, there are certain procedures and interactions that occur in a standard fashion. This sequence of events is known as a. a script. b. parallel distributed processing. c. family resemblance. d. an inference.
Answer: a
Psychologists have conducted research on implicit measures of gender stereotyping. This research shows that people typically respond in a stereotyped fashion a. on a measure of event-related potential and on the Implicit Association Test. b. on a measure of event-related potential, but not on the Implicit Association Test. c. on the Implicit Association Test, but not on a measure of event-related potential. d. on neither a measure of event-related potential nor on the Implicit Association Test.
Answer: a
Suppose that a friend missed class and asks you to tell him, word for word, about the professor's description of the next assignment. Your description captures the basic message, even though none of your sentences are precisely what your professor said. This phenomenon is a good example of a. abstraction. b. boundary extension. c. change blindness. d. a script.
Answer: a
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 a. constructive model of memory. b. exemplar view of concepts. c. family-resemblance approach to concepts. d. pragmatic view of memory.
Answer: a
Suppose that researchers want to determine whether young college students have stereotypes about elderly people. An implicit measure of stereotyping would be better than an explicit measure because a. an implicit measure would be less influenced by people's tendency to supply a socially appropriate answer. b. the norms are more accurate if they are based on implicit measures. c. people's schemas would have greater influence on implicit measures. d. the pragmatic view of memory would interfere with an explicit measure.
Answer: a
Suppose that you attend a lecture in which a psychologist says, "Memory is created by gathering together and integrating information from a variety of sources. After a memory has been formed, we cannot accurately recall the source of each memory component." This speaker would be most likely to endorse the () view of memory. a. constructive b. boundary-extension c. exemplar d. pragmatic
Answer: a
Suppose that you hear that Dr. Angela Smith is a clinical psychologist who uses schema therapy. You would expect that she is likely to work with clients by a. figuring out some helpful new schemas that can replace harmful schemas that they had learned in the past. b. asking them to listen to a series of words, each time supplying a word that is consistent with a schema. c. trying to classify each person's psychological disorder according to a carefully developed set of schemas. d. encouraging them to classify a series of ambiguous images.
Answer: a
The pragmatic view of memory proposes that a. people typically pay attention to the gist of a story; however, if they realize that exact wording is important, they are likely to emphasize verbatim recall. b. people are more concerned with the politeness of a message than with its grammatical structure or the specific meaning in that message. c. people realize that researchers are going to be testing verbatim recall, so they pay much more attention to the specific words than they do in real-life situations. d. we tend to remember schema-inconsistent material more accurately than schema-consistent material.
Answer: a
Which of the following concepts is most closely associated with the term schema? a. Heuristic b. Nonprototype c. Serial processing d. Exemplar
Answer: a
According to the constructive model of memory, a. people construct a hypothesis about what they expect to hear, and this concept guides speech perception. b. listeners integrate information from individual sentences in order to construct more complex ideas. c. sentences are joined together in memory, though the elements can be easily untangled. d. we construct the meaning of a sentence by analyzing the sentence's components.
Answer: b
According to the introductory discussion about schemas in Chapter 8, a. behaviorists frequently used the term "schema" in their theories. b. Piaget applied the concept of schemas to infants. c. outside the area of cognitive psychology, other psychologists rarely discuss the concept of schemas. d. Sigmund Freud was the first to incorporate the concept of a schema into a psychological theory.
Answer: b
According to the research about the constructive model of memory, a. detailed information enters into our memory in a passive fashion. b. we frequently integrate information from several different sources. c. we typically pay attention to the exact wording of a verbal message. d. we typically over-emphasize family resemblance when deciding which information should be maintained.
Answer: b
In what way is the topic of boundary extension related to the topic of schemas? a. Both of them describe a sequence of events that occur in a predictable order. b. Both refer to situations where we can fill in missing information, either visual information or verbal information. c. In both cases, we tend to recall schema-inconsistent information more accurately than schema-consistent information. d. In both cases, the exemplar approach to semantic memory is more useful than the prototype approach to semantic memory.
Answer: b
Suppose that you want to bring your car to a garage for repairs. This procedure requires you to call for an appointment, drive to the appropriate location, leave your keys, and arrange for a time when you will return for your car. Cognitive psychologists call this sequence of actions a. an exemplar. b. a script. c. a family resemblance. d. a graded structure.
Answer: b
Suppose you are sitting in an art class, and you have been instructed to draw from memory the scene you see from a window in your own bedroom. Although you cannot actually see the top of a tree through the bedroom window, you still draw the complete tree. The error you have committed is called a. episodic memory. b. boundary extension. c. change blindness. d. a script error.
Answer: b
What can we conclude about the role of schemas in memory? a. In general, schemas seldom operate in memory during adulthood. b. Schemas often operate; however, we sometimes remember material that is not consistent with a schema. c. When people have normally functioning memory processes, schemas consistently operate in memory. d. Schemas operate consistently in our everyday experiences, though we find little evidence for them in the laboratory.
Answer: b
Which of the following students' statements represents the best understanding of the concept of schemas? a. Rosario: "Schemas are typically counterproductive, causing more errors than correct responses." b. Dean: "Schemas help us anticipate what will happen in a situation." c. Angelique: "Schemas refer to the order in which events occur, whereas scripts refer to the general characteristics of a situation." d. Edgar: "Schemas are especially well developed for nonprototypical items."
Answer: b
According to the research on scripts, a. the structure of a script is very similar to the structure of a prototype. b. scripts do not seem to have a specific chronological structure. c. a person's recall is enhanced if a script is identified at the beginning of a description. d. experts and novices have similar understanding of a script's structure.
Answer: c
Chapter 8 described a study in which participants stayed briefly in an office. Later, their recall showed that a. when people have a schema for a scene, their recall is typically accurate. b. people with little expertise on a topic are likely to have particularly clear-cut schemas for that topic. c. people are likely to recall objects and events that are consistent with the schema. d. schemas usually reduce our memory accuracy.
Answer: c
In the classic research on inferences, Sir Frederick Bartlett told British students a Native American story. In this research, the students a. had especially vivid memory for the details that did not match British folk tales. b. had surprisingly strong verbatim memory for most of the information in the story. c. initially omitted some details that did not match British folk tales, and they omitted even more of these unusual details several days afterwards. d. had poor recall initially for most components of the story, but they recalled the details better several days afterwards.
Answer: c
People tend to recall the events in a script more accurately if a. they have not personally experienced the events described in the script. b. the script is first generalized into a schema. c. the script is identified at the beginning of the description. d. the script is not a prototype.
Answer: c
Which of the following statements presents the most accurate view of how schemas operate in memory? a. Schemas can only operate in the initial selection of material to encode; they do not affect the integration process. b. Schemas are so powerful that we never remember information that is inconsistent with our schemas. c. Schemas are particularly influential in the remembering of visual scenes. d. We store all memories in abstract fashion, losing the details of the exact words of the original presentation.
Answer: c
Which of the following students provides the most accurate statement about the research on schemas and integration in memory? a. Miguel: "Background knowledge is especially likely to influence recall if people are tested immediately after learning." b. Sam: "In reality, schemas are not likely to operate during memory integration; they are much more likely to operate during memory selection." c. Empresly: "Schemas do not always operate during memory integration, but they are more likely when you have too much to remember at the same time." d. Teresinha: "Schemas only operate during integration when the material is abstract, rather than concrete."
Answer: c
You walk into a movie theater lobby and are surprised to see a rack of clothing on sale in a corner. Your surprise is due to your () about movie theater lobbies. a. exemplars b. parallel processes c. schema d. tip of the tongue effect
Answer: c
Chapter 8 discusses how schemas can influence the way you integrate information on a memory task. Which of the following situations would be most likely to encourage schema-consistent integration? a. No other simultaneous task, with recall tested immediately afterwards b. Another simultaneous task, with recall tested immediately afterwards c. No other simultaneous task, with a delay prior to recall d. Another simultaneous task, with a delay prior to recall
Answer: d
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. Actually, part of her face is hidden from view. What concept in the description of schemas is most similar to this incident? a. The pragmatic approach b. A script c. An implicit-memory task d. Boundary extension
Answer: d
People are especially likely to remember schema-inconsistent material when a. this material is ordinary and routine. b. this material flows naturally from the earlier material c. this material is not relevant for people's lives. d. this material is surprising.
Answer: d
Researchers have conducted studies about memory for inferences related to gender stereotypes. According to tests that assess explicit memory, a. people actually remember a greater percentage of items that are the opposite of the common gender stereotype. b. people take the pragmatic approach in processing the material, and they recall the exact wording of the original material. c. in the current era, people apparently no longer hold gender stereotypes. d. people tend to recall gender-stereotyped material somewhat better than nonstereotyped material.
Answer: d
Suppose that some research participants are asked to remember a story. Furthermore, this story contains some particularly vivid and surprising material that is not consistent with a standard schema. The participants would be most likely a. to show spreading activation to schema-inconsistent material. b. to emphasize prototypical information. c. to prefer scripts to schemas. d. to recall the schema-inconsistent material.
Answer: d
Think about the various approaches to general knowledge, as discussed in Chapter 8. Which of these approaches is most closely related to the concept of boundary extension? a. The prototype approach b. The exemplar approach c. The parallel distributed processing (PDP) approach d. The schema approach
Answer: d
Which of the following students provides the most accurate description of the way that boundary extension might operate in eyewitness testimony? a. Daniel: "Each time the eyewitness retells the story, the boundary becomes increasingly well defined." b. Nora: "In reality monitoring, eyewitnesses have difficulty establishing the boundary between events that actually happened and events that they simply imagined." c. Dora María: "A lawyer can carefully manipulate the questions, so that eyewitnesses remember the inferences, rather than events that actually happened." d. Augusto: "Eyewitnesses may believe that they saw a person's entire face, when part of the face was actually blocked from view."
Answer: d
