Past Midterms

(2-19) 2nd exam review question (from the 3rd exam): Imagine that a researcher conducted a multitasking study and showed that maintaining verbal information in working memory interfered more with subjects' performance on a different verbal task than on a nonverbal (e.g., spatial) task, whereas maintaining spatial information in working memory interfered more with subjects' performance on a nonverbal task than on a verbal task. Such a finding would (i)__________ one central assumption of Kahneman's capacity theory of attention that (ii)__________. A. (i) directly challenge (ii) there is only one pool of general-purpose resources B. (i) directly challenge (ii) mental resources can be divided flexibly to multiple tasks C. (i) strongly support (ii) there is only one pool of general-purpose resources D. (i) strongly support (ii) mental resources can be divided flexibly to multiple tasks

A. (i) directly challenge (ii) there is only one pool of general-purpose resources

(4-20) In the TED talk video you watched in preparation for the 11/28 (T) class, Keith Chen presented the results of his research comparing the saving behaviors of the speakers of "futured" vs. "futureless" languages. Chen tried to argue that, compared to the speakers of futured languages, the speakers of futureless languages are (i)________ likely to save money, even when they were matched on various potentially confounding factors. This finding (ii)________ the linguistic relativity hypothesis A. (i) more (ii) supports B. (i) less (ii) supports C. (i) equally (ii) supports D. (i) equally (ii) disconfirms

A. (i) more (ii) supports

(4-3) People are faster at judging whether BUTTER is a real word or not if it is immediately preceded by BREAD than by NURSE. This phenomenon is known as the (i)________ effect, and Collins and Loftus's spreading activation model (ii)________ it. A. (i) semantic priming (ii) can easily explain B. (i) semantic priming (ii) cannot easily explain C. (i) repetition priming (ii) can easily explain D. (i) repetition priming (ii) cannot easily explain

A. (i) semantic priming (ii) can easily explain

(4-19) In Roberson et al.'s study, English and Berinmo speakers were asked to categorize very similar colors that had either the same or different names in their respective languages. The results of this study indicated that: A. English and Berinmo speakers categorized colors differently, and the differences in categorization reflected the differences in the language labels they use B. both English and Berinmo speakers categorized different colors in exactly the same way C. English speakers' categorization was affected by the color names, but, because the Berinmo language does not have any color terms, Berinmo speakers' categorization was not affected by language at all D. both English and Berinmo subjects had difficulty discriminating subtle differences in colors

A. English and Berinmo speakers categorized colors differently, and the differences in categorization reflected the differences in the language labels they use

(4-11) According to the video on the critical period effect shown in class on 11/14 (T), which of the following groups of bilinguals show clear evidence of a specialized brain area for grammatical (function) words during the processing of a second language (L2)? A. Fluent bilinguals who have acquired an L2 early (before age 4-5) B. Fluent bilinguals who have acquired an L2 rather late (after age 10) C. both A and B D. neither A nor B

A. Fluent bilinguals who have acquired an L2 early (before age 4-5)

Consider the following hypothetical experiment. In this study, subjects are divided into three groups (Groups 1, 2, & 3) and asked to process words in three different ways: • Group 1: judge whether each word fits a particular sentence context • Group 2: decide whether each word rhymes with some other word • Group 3: count the number of letters in each word The three groups of subjects are later given a surprise recall task, in which they have to recall as many words as possible from the earlier session. (1-7) On the basis of a particular memory principle covered in class, you predict that subjects' recall performance in this hypothetical study would likely be BEST in which group? A. Group 1 B. Group 2 C. Group 3 D. Performance should be equivalent in all three groups

A. Group 1

(4-8) Which of the following statements BEST characterizes the relationship between imagery and perception? A. Imagery and perception share the underlying neural machinery, but there are also some components unique to each B. Imagery and perception are one and the same and completely overlap in neural processes; no evidence of separability has been found C. Imagery and perception are supported by completely nonoverlapping regions of the brain D. Imagery and perception share the underlying neural machinery, but that shared region is restricted to the primary visual cortex only

A. Imagery and perception share the underlying neural machinery, but there are also some components unique to each

(1-13) Which of the following statements about metamemory is NOT true? A. One effective way to minimize the inaccuracy of our metamemory is to read the study material over and over so that we become very familiar with the material. B. People's metamemory is quite inaccurate when judgments are made right after the learning has taken place as well as when the to-be-learned information is still in front of them C. Typically, people who had low scores on an exam are less accurate than those who had high scores in their predictions of their own exam scores D. None of the above (= all of the above statements are true)

A. One effective way to minimize the inaccuracy of our metamemory is to read the study material over and over so that we become very familiar with the material.

(4-10) Which of the following statements about the critical period is TRUE? A. The presence of some critical period effects on language is consistent with the idea that humans have a biological predisposition for acquiring language B. The time window for the critical period is extremely narrow; one's ability to acquire native-like second language proficiency declines suddenly (rather than gradually) once one reaches a certain age C. It affects the acquisition of grammar (syntax), pronunciation (phonology), and vocabulary size. D. All of the above

A. The presence of some critical period effects on language is consistent with the idea that humans have a biological predisposition for acquiring language

(1-3) In this class, you take a quiz at the end of each lecture, a mid-term exam after 5 lectures, and then a cumulative final exam at the end of the semester. This schedule requires you to review what you learned multiple times by steadily increasing the time intervals between your successive review sessions. In other words, this learning schedule takes advantage of expanding retrieval practice. A. True B. False

A. True

(2-1) The recognition-by-components (RBC) theory of pattern recognition proposes that humans recognize objects by means of identifying their basic components and their spatial configurations. Those basic components are called geons in this theory. A. True B. False

A. True

(2-17) We are often overconfident about our ability to accurately detect changes occurring around us and quickly react to them. This overconfidence for our change-detection ability is called change blindness blindness. A. True B. False

A. True

(3-22) A baseball player who had a concussion and, as a result, cannot remember some events that took place before the incident can be said to be suffering from retrograde amnesia. A. True B. False

A. True

(3-7) Within Baddeley's multicomponent model of working memory, the most recently added component is called the episodic buffer. This subsystem is specialized for the temporary storage of information that is bound together from different sources. A. True B. False

A. True

(4-1) According to the principle of cognitive economy assumed in the hierarchical network model, a characteristic like "breathe" should be stored along with the "animal" node, rather than the "dog" node or the "poodle" node. A. True B. False

A. True

(4-13) A phenomenon known as the McGurk effect strongly disconfirms the view that speech perception is based purely on auditory processes and is not influenced by any other sensory processes, such as visual perception. A. True B. False

A. True

(4-12) Imagine that you are examining an adult brain-damaged patient who has damage in her left temporal lobe. Her speech is fluent, but often nonsensical, and her language comprehension is generally quite poor. On the basis of this information, you conclude that she fits the classical description of a patient with ________. A. Wernicke's aphasia B. Broca's aphasia C. Specific Language Impairments (SLI) D. Williams syndrome

A. Wernicke's aphasia

(1-23) 1st exam review question (from the 2nd exam): Imagine that you are testing a split brain patient. You flash the picture shown here (i.e., a face made of vegetables) very briefly to the patient's left visual field (i.e., to the left of the middle fixation point) and ask her to report what she saw by drawing a picture with her left hand. In this situation, the patient is most likely to: A. draw a face (without drawing vegetables that made up the face). B. draw a bunch of vegetables (without putting them into the shape of a face) C. draw a face made of vegetables D. draw a large piece of vegetable that were made up of a bunch of small faces

A. draw a face (without drawing vegetables that made up the face).

(1-8) Which of the following memory principles covered in the lectures is the MOST directly relevant in making the above prediction? A. levels of processing B. encoding specificity C. test-enhanced learning D. cue distinctiveness

A. levels of processing

The next two questions concern Farah's (1992) analysis of the subsystems underlying the recognition of different types of patterns (e.g., words, objects, and faces). (2-9) According to Farah's analysis, the visual recognition of which type of patterns is the MOST strongly dependent on the subsystem specialized for analysis by parts? A. words B. objects C. faces D. A, B, and C are equally dependent on "analysis by parts"

A. words

(2-15) The patterns of results you chose for the above two questions provide nice illustrations, respectively, of which metaphors of attention? A. (2-13) flexible spotlight (2-14) resources (or energy) B. (2-13) flexible spotlight (2-14) glue C. (2-13) glue (2-14) flexible spotlight D. (2-13) glue (2-14) resources (or energy)

B. (2-13) flexible spotlight (2-14) glue

(1-21) The dorsal pathway is one of the two main cortical pathways for visuospatial processing that goes to the (i)__________ lobe and processes primarily (ii)__________ information. A. (i) parietal (ii) visual ("what") B. (i) parietal (ii) spatial location ("where") C. (i) temporal (ii) visual ("what") D. (i) temporal (ii) spatial location ("where")

B. (i) parietal (ii) spatial location ("where")

(1-6) 1st exam review question (from the 2nd exam): In the Karpicke and Blunt's (2011) study, different groups of students provided meta-memory judgments (e.g., judgments of learning) at the end of the initial study session and then, a week later, answered both verbatim and inference questions about the passage they studied earlier. According to Karpicke and Blunt's (2011) findings, (i) which group was the most confident about their learning after the initial study session (i.e., the highest level for the judgment of learning), and (ii) which group scored the best in answering the verbatim and inference questions a week later? A. for both (i) and (ii), the group that studied the text twice B. (i) the group that studied the text twice; (ii) the group that studied the text once and then tried to recall as much information as possible about the text C. for both (i) and (ii), the group that studied the text once and then tried to recall as much information as possible about the text D. (i) the group that studied the text once and then tried to recall as much information as possible about the text; (ii) the group that studied the text twice

B. (i) the group that studied the text twice; (ii) the group that studied the text once and then tried to recall as much information as possible about the text

♣ The next two questions concern the Karpicke and Blunt (2011) study discussed in class. In this study, four groups of subjects studied a lengthy text in Session 1 and answered verbal and inference questions about the text in Session 2, which occurred a week later. The four groups differed only in the way they studied the text in Session 1. Specifically, here is what the four groups did in Session 1: • Group 1 studied (read) the text carefully only once • Group 2 studied (read) the text carefully once and then studied (read) it again • Group 3 studied (read) the text carefully once and then created a detailed concept map • Group 4 studied (read) the text carefully once and then tried to recall as much information from the text as possible (1-4) Which of the four groups were (i) the most confident and (ii) the least confident, respectively, about what they learned from the text (= their judgments of learning) at the end of Session 1? A. (i) the most confident = Group 2; (ii) the least confident = Group 1 B. (i) the most confident = Group 2; (ii) the least confident = Group 4 C. (i) the most confident = Group 3; (ii) the least confident = Group 4 D. (i) the most confident = Group 4; (ii) the least confident = Group 2

B. (i) the most confident = Group 2; (ii) the least confident = Group 4

(4-2) People can verify the sentence "A robin is a bird" faster than the sentence "An ostrich is a bird." This finding is known as the (i)________ effect, and Collins and Quillian's hierarchical network model (ii)_______ it. A. (i) typicality (ii) can naturally explain B. (i) typicality (ii) cannot easily explain C. (i) prominent feature (ii) can naturally explain D. (i) prominent feature (ii) cannot easily explain

B. (i) typicality (ii) cannot easily explain

(2-4) Subjects are shown a visual stimulus very briefly and are then asked, "Was there an E or a K in the stimulus?" We would expect the best performance if the stimulus was: A. K B. BARK C. BWQK D. The accuracy would be equally for A and B

B. BARK

(3-15) Which of the following statements are TRUE regarding the false fame effect and the propaganda effect? A. Both are explicit memory phenomena B. Both are implicit memory phenomena C. The false fame effect is an explicit memory phenomenon, but the propaganda effect is an implicit memory phenomenon D. The false fame effect is an implicit memory phenomenon, but the propaganda effect is an explicit memory phenomenon

B. Both are implicit memory phenomena

(1-15) The method of loci technique requires you to imagine to-be-remembered items at random locations. You can imagine these locations in any order you like. A. True B. False

B. False

(1-22) You are testing a split-brain patient. Imagine that you just briefly flashed a word (e.g., apple) in the patient's left visual field. In this case, she should be able to say out loud what word she just saw. A. True B. False

B. False

(1-9) 1st exam review question (from the 2nd exam): If you conduct, at the time of encoding, some semantic analysis of the to-be-remembered information (e.g., does this word fit with this sentence frame?), then you can recall that information better later than if you conduct some visual analysis of that information (e.g., is this word printed in capital letters?) at encoding. This idea is consistent with the memory principle known as encoding specificity. A. True B. False

B. False

(2-12) The so-called cocktail party phenomenon can readily be explained by the early selection theory, but the phenomenon presents a major challenge to the late selection theory and the attenuation theory. A. True B. False

B. False

(2-6) 2nd exam review question (from the 3rd exam): The word superiority effect is a phenomenon that nicely illustrates the operation of bottom-up processing in visual recognition. McClelland and Rumelhart's interactive activation model of word recognition can explain this phenomenon because the flow of information in this model is unidirectional, always going from the feature level to the word level. A. True B. False

B. False

(2-7) You are currently examining a brain-damaged patient. He is not blind and can easily recognize faces, but fails to recognize common objects. His ability to copy a line drawing is relatively spared, and he can also visually match a simple shape (e.g., an X) against multiple alternatives. These observations suggest that the patient most likely suffers from apperceptive agnosia. A. True B. False

B. False

(3-1) Attention deficit/hyperactivity disorder (ADHD) is more closely related to the posterior attention system than to the anterior attention system. A. True B. False

B. False

(3-16) A good example of a script is your memory of the rather unusual sequence of events that took place when you went to an Ethiopian restaurant in Manhattan during your last trip to New York two years ago. A. True B. False

B. False

(3-17) 3rd exam review question (from the 4th exam): Schemas are a type of semantic memory, whereas scripts are a type of procedural memory. A. True B. False

B. False

(3-8) Declarative memory consists of semantic and procedural memory. A. True B. False

B. False

(4-18) The linguistic determinism hypothesis refers to the idea that, because different languages map onto the world in different ways, speakers of different languages think and perceive differently. A. True B. False

B. False

(4-5) The results of a study concerning the "mental scanning" of a fictitious island suggest that subjects can scan across their image almost instantaneously, regardless of scanning distances. A. True B. False

B. False

(4-9) When people who share no common language come into constant contact, they develop a structurally simple communication system called a creole. When children of these people are exposed to it, they spontaneously develop a full-fledged language called a pidgin, which is equipped with sophisticated grammatical rules. A. True B. False

B. False

(1-5) Which of the following statements BEST characterizes the accuracy of answering verbatim and inference questions on a later test given in Session 2? A. Group 3 was by far the best for both types of questions B. Group 4 was by far the best for both types of questions C. Groups 2 and 3 did better than Group 4 for both types of questions, but there was no difference between Groups 2 and 3 D. Groups 3 and 4 did better than Group 2 for both types of questions, but there was no difference between Groups 3 and 4

B. Group 4 was by far the best for both types of questions

(2-16) Which of the following statements about change blindness and inattentional blindness is TRUE? A. They essentially mean the same thing; those terms can be used interchangeably B. Inattentional blindness occurs when participants are intensely focusing their attention on something else C. The "monkey business (gorilla) illusion" video shown in class is a good illustration of change blindness D. Change blindness occurs only when people are NOT given any advance warning; as long as they know beforehand that some change will occur, they are immune to change blindness, even though they do not know what those changes actually entail

B. Inattentional blindness occurs when participants are intensely focusing their attention on something else

(3-9) Which of the following would be considered an example of semantic memory? A. Remembering that you dropped a hot dog on the ground and cried when you went to see a baseball game for the first time in second grade B. Knowing that the Baseball Hall of Fame is in Cooperstown, NY C. Knowing how to swing a baseball bat D. Both A and B

B. Knowing that the Baseball Hall of Fame is in Cooperstown, NY

(1-12) Which of the following statements about the SQ3R method is TRUE? A. The five stages you need to go through are: Study à Question à Read à Review à Recite B. Of the 5 stages associated with the SQ3R method, the stage that is most directly related to the idea of test-enhanced learning is the Recite stage C. Although the method specifies the five activities you need to do, you can do these activities in any order you like D. All of the above

B. Of the 5 stages associated with the SQ3R method, the stage that is most directly related to the idea of test-enhanced learning is the Recite stage

(1-2) In one of the in-class demonstrations, I asked you to read out loud a list of 14 unrelated sentences with the last word(s) printed in green (e.g., "A bathtub can be used as a PUNCH BOWL" ---PUNCH BOWL is printed in green in this example). When I asked you to recall any of the green words later, your recall was poor, but, as soon as I showed you the word "bathtub," many of you were able to recall PUNCH BOWL without any problems. This example BEST illustrates which of the following points? A. Divided attention during encoding can have negative influences on memory, but full attention during retrieval can compensate for the initial lack of attention B. The absence of retrieval cues can be a powerful source of forgetting C. Deeper processing facilitates long-term retention of information D. Visual imagery is crucial for successful use of mnemonic techniques

B. The absence of retrieval cues can be a powerful source of forgetting

(3-21) Loftus's lost in the mall study (discussed in class and mentioned in Loftus's TED talk) showed that: A. virtually all college students (> 95%) developed detailed false memories of an event that never took place in their childhood B. about a quarter (25%) of college students developed detailed false memories of an event that never took place in their childhood C. virtually all college students (> 95%) recovered long-lost memories of a traumatic childhood event that actually took place D. about a quarter (25%) of college students recovered long-lost memories of a traumatic childhood event that actually took place

B. about a quarter (25%) of college students developed detailed false memories of an event that never took place in their childhood

(1-20) The result you chose for the above question occurs because a faster presentation: A. wipes out the contents of STM B. makes the maintenance rehearsal of the first few items more difficult C. makes the maintenance rehearsal of the last few items more difficult D. relies more on sensory memory than a slower presentation

B. makes the maintenance rehearsal of the first few items more difficult

(4-17) The result you chose for the above question indicates that, immediately after encountering an ambiguous word: A. people effectively use the preceding context and activate only the contextually appropriate meaning of the ambiguous word B. people activate multiple meanings of the ambiguous word, regardless of the preceding context C. people do not activate any meaning initially; they tend to wait for 750 milliseconds or so, until they are completely sure which meaning fits the context best D. people activate only the most frequent meaning of the ambiguous word

B. people activate multiple meanings of the ambiguous word, regardless of the preceding context

(2-20) Strayer and Johnston's (2001) research in which the researchers examined the effects of hands-free versus hand-held cell phones on driving performance showed that: A. driving performance was impaired only with hand-held cell phones, whereas no performance impairment at all was observed for hands-free phones, thus supporting the peripheral interference hypothesis B. talking on either kind of phone impairs driving performance significantly and to the same extent, thus supporting the attentional hypothesis C. driving performance was impaired in both cases, but much less so with hands-free phones than with hand-held phones, thus providing partial support for both the peripheral interference hypothesis and the attentional hypothesis D. talking on either kind of phone did not have any negative effect whatsoever on driving performance, thus directly contradicting both the peripheral interference hypothesis and the attentional hypothesis

B. talking on either kind of phone impairs driving performance significantly and to the same extent, thus supporting the attentional hypothesis

(2-14) Suppose that you are searching for a set of square-shaped, red earrings on a display that has four kinds of earrings: square blue, square red, round blue, and round red. On the basis of what you learned in class about Treisman's feature integration theory (as well as from the 4th ZAPS assignment, VISUAL SEARCH), you predict that: A. you would find the square red earrings equally fast, regardless of whether there are few or many other earrings B. the number of other types of earrings on the display strongly influence the time taken to find the square red earrings C. it would take less time to decide that the square red earrings are NOT on the display than to notice that they are actually in the display D. both B and C

B. the number of other types of earrings on the display strongly influence the time taken to find the square red earrings

(2-22) Imagine that you are participating in a psychology experiment and are asked to name the color of the ink in which each stimulus is printed as quickly and as accurately as possible. On the basis of what you know about this effect, you predict that you will most likely have the greatest difficulty (i.e., longest reaction times and highest error rates) with which of the following stimuli? A. the word GREEN printed in green B. the word RED printed in green C. the letter string XXXXX printed in green D. both B and C (i.e., B and C are equally difficult)

B. the word RED printed in green

(2-11) Results from dichotic listening studies indicate that, while a person is actively shadowing one message, he/she will LEAST LIKELY notice which of the following features of the unattended message? A. whether it is spoken by a male or a female B. whether it is spoken in English or in Japanese C. whether it is speech or simply noise D. A, B, and C are equally likely to be noticed

B. whether it is spoken in English or in Japanese

(3-6) 3rd exam review question (from the 4th exam): Sperling's work strongly suggests that the (i)________ technique is a better method if one wants to accurately assess the capacity of iconic memory, primarily because this method minimizes rapid fading of items from memory. In fact, when this method is used, the iconic-memory capacity is estimated to be (ii)________. A. (i) whole report (ii) virtually unlimited B. (i) whole report (ii) ~4 items C. (i) partial report (ii) virtually unlimited D. (i) partial report (ii) ~4 items

C. (i) partial report (ii) virtually unlimited

(4-4) From the 4th exam (one of the textbook questions): If you perceive a stimulus and then later perceive the same stimulus again, you are likely to perceive the stimulus more quickly and more easily the second time. This effect is known as the (i)__________ effect, and this benefit can be described in terms of an increase in (ii)__________. A. (i) semantic priming (ii) processing fluency B. (i) semantic priming (ii) spreading activation C. (i) repetition priming (ii) processing fluency D. (i) repetition priming (ii) spreading activation

C. (i) repetition priming (ii) processing fluency

In this study, subjects listened to a passage with an ambiguous word (e.g., BUGS) embedded in a meaningful context (e.g., The man was not surprised when he found several spiders, roaches, and other BUGS in the corner of his room.). At some point, subjects saw a test word flashed on the screen and had to judge whether it was a real word or not. The test word was related to the contextually appropriate meaning of the ambiguous word (ANT), the contextually inappropriate meaning of the word (SPY), or neither meaning of the word (SEW). (4-16) Which of the following statements BEST describes the results when the visual presentation of the test word occurred immediately after the auditory presentation of the ambiguous word BUGS? A. ANT was processed faster than SEW, but the reaction time for SPY was similar to that for SEW B. SPY was processed faster than SEW, but the reaction time for ANT was similar to that for SEW C. Both ANT and SPY were processed faster than SEW D. The reaction times for both ANT and SPY were about the same as that for SEW

C. Both ANT and SPY were processed faster than SEW

(3-10) Which of the following provides the BEST example of the influence of implicit memory? A. Andrew was taking a true-false test. He didn't know the answer to Question 50, so he skipped the item. B. Not only did Ben remember the answer, but he also remembered where the answer appeared on the textbook page. C. Cate was taking a multiple-choice test. She was having a hard time with Question 60, but option D for that question seemed familiar to her. So, she decided that D must be the correct answer. D. Daphne couldn't remember the answer for a short-answer question, but she did her best to reconstruct what the answer might be.

C. Cate was taking a multiple-choice test. She was having a hard time with Question 60, but option D for that question seemed familiar to her. So, she decided that D must be the correct answer.

(2-3) If you were to study top-down processing as it applies to the sense of smell, which of the following questions would be MOST relevant? A. Do the receptors in the nasal passages respond differently to lemon and rose fragrances? B. Does the portion of the brain that receives information about smell store different fragrances in different locations? C. Do people recognize a lemon fragrance more readily when they see a photo of a lemon than when they see a photo of a rose? D. Is the chemical structure of lemon-fragrance molecules substantially different from the chemical structure of rose-fragrance molecules?

C. Do people recognize a lemon fragrance more readily when they see a photo of a lemon than when they see a photo of a rose?

(3-13) Which of the following statements BEST describes the results of this study? A. For both tests, the accuracy was highest for the "generate" condition and lowest for the "no context" condition B. For both tests, the accuracy was highest for the "no context" condition and lowest for the "generate" condition C. For recognition, the accuracy was highest for the "generate" condition and lowest for the "no context" condition; for tachistoscopic identification, the accuracy was highest for the "no context" condition and lowest for the "generate" condition D. For recognition, the accuracy was highest for the "no context" condition and lowest for the "generate" condition; for tachistoscopic identification, the accuracy was highest for the "generate" condition and lowest for the "no context" condition

C. For recognition, the accuracy was highest for the "generate" condition and lowest for the "no context" condition; for tachistoscopic identification, the accuracy was highest for the "no context" condition and lowest for the "generate" condition

(1-10) Consider the following four groups of subjects taking part in a study on the effect of alcohol on memory: • Group 1: encode a list of words while sober and recall those words while sober again • Group 2: encode a list of words while sober but recall those words while drunk • Group 3: encode a list of words while drunk but recall those words while sober • Group 4: encode a list of words while drunk and recall those words while drunk again Which of the following statements is NOT true about the word-recall performances of these four groups of participants? A. Group 1's recall performance is better than Group 2's B. Group 4's recall performance is better than Group 3's C. Group 4's recall performance is as good as Group 1's D. None of the above (i.e., the three statements above are all true)

C. Group 4's recall performance is as good as Group 1's

(3-14) The results you picked for the above question indicate that: A. Both implicit memory and explicit memory greatly benefit from deeper levels of processing (e.g., semantic processing) B. Both implicit memory and explicit memory of specific stimuli benefit substantially from an earlier episode of perceptual processing C. Implicit memory and explicit memory represent different memory systems D. Familiarity influences implicit memory and explicit memory equally

C. Implicit memory and explicit memory represent different memory systems

(1-11) Suppose that a friend of yours has just told you that she is not entirely sure exactly what sort of questions will be asked on a forthcoming exam for a social psychology class, but that she plans to use flashcards to study for the exam. Which of the following should you AVOID suggesting to her if you want to help her do well on this exam? A. Make sure to retrieve the answer before flipping each card to see whether it is correct or not B. Rely on not just flashcards but also other methods of studying as well C. Maximize the number of repetitions by reading both sides of each cards as many times as possible before the exam D. None of the above (A, B, and C are all good suggestions that should help your friend)

C. Maximize the number of repetitions by reading both sides of each cards as many times as possible before the exam

(3-19) Which of the following statements is TRUE regarding eyewitness memory? A. When a lineup is used, it is better to present the individuals in the lineup simultaneously to the witness (i.e., all at once) rather than sequentially (i.e., one by one) B. The confidence level of a witness is a very good indicator of whether his/her memory is accurate or not C. Minor wording differences in questions, such as "Did you see the knife in that room?" versus "Did you see a knife in that room?," can have a significant influence on an eyewitness falsely remembering the presence of a knife in the crime scene. D. All of the above

C. Minor wording differences in questions, such as "Did you see the knife in that room?" versus "Did you see a knife in that room?," can have a significant influence on an eyewitness falsely remembering the presence of a knife in the crime scene.

(1-19) Imagine you are conducting a study in which you present 20 words one by one to subjects and, immediately after the presentation, ask them to recall the words in any order. If you present the words at a regular pace (1 word per second), you would obtain regular serial position effects (both primacy and recency effects). If, however, you present the words much faster (say, 3 words per second), which of the following results would you expect to find? A. No change—normal primacy and recency effects will be observed B. Both the primacy and recency effects will be considerably reduced C. Only the primacy effect will be considerably reduced D. Only the recency effect will be considerably reduced

C. Only the primacy effect will be considerably reduced

(3-23) Which of the following descriptions about relatively pure cases of anterograde amnesia (like the patient called "Mike" shown in a video segment) is NOT true? A. Patients with anterograde amnesia can still recall the events that took place before the onset of their amnesia B. Patients with anterograde amnesia can still acquire new procedural memories C. Patients with anterograde amnesia have severe impairments in short-term memory D. None of the above (i.e., all of the statements above are true)

C. Patients with anterograde amnesia have severe impairments in short-term memory

(2-21) Which of the following statements is NOT true about automatic processes? A. Automatic processes require few mental/attentional resources B. Automatic processes are implicated in the performance of highly familiar or overlearned tasks C. Practice can gradually turn automatic processes into controlled processes D. None of the above (i.e., all of the above statements are true)

C. Practice can gradually turn automatic processes into controlled processes

(3-3) The results of Sperling's original experiment using the whole-report vs. partial-report techniques are usually taken as evidence that the capacity of iconic memory is fairly large (or even almost unlimited). Which of the following findings allows us to make such an inference? (Hint: Two of the statements below are true, but only one of them is crucial for making that inference.) A. Subjects' recall was limited (4 or 5 letters out of 12) when the partial-report technique was used B. Subjects' recall was limited (4 or 5 letters out of 12) when the whole-report technique was used C. Subjects' recall was nearly perfect when the partial-report technique was used D. Subjects' recall was nearly perfect when the whole-report technique was used

C. Subjects' recall was nearly perfect when the partial-report technique was used

(4-6) Which of the following findings covered in the visual imagery lecture provides the BEST illustration(s) of some picture-like properties of visual imagery? A. Distortions in mental maps (e.g., San Diego vs. Reno) B. Difficulty in reversing the interpretation of an ambiguous figure (e.g., duck vs. rabbit) in imagery C. Taking more time to focus on a small image (e.g., a fly standing next to a rabbit) than on a large image (e.g., a rabbit standing next to a fly) D. Both B and C

C. Taking more time to focus on a small image (e.g., a fly standing next to a rabbit) than on a large image (e.g., a rabbit standing next to a fly)

(2-5) Which of the following features of McClelland and Rumelhart's interactive activation model of word recognition is the MOST crucial one to account for the word superiority effect? (Hint: More than one statement below may be true for the model, but you need to pick the most crucial feature of the model in terms of explaining the word superiority effect.) A. The model is hierarchically organized (i.e., has different levels) B. The model allows the flow of information from the feature level up to the word level C. The model allows the flow of information from the word level down to the feature level D. The model does not postulate any "demons"

C. The model allows the flow of information from the word level down to the feature level

(2-18) Many researchers consider that the results from various cell phone and driving studies discussed in class are generally consistent with one specific assumption made in Kahneman's capacity theory of attention. What does that specific assumption say? A. The availability of mental resources can be influenced by various factors like arousal and fatigue B. Mental resources can be divided flexibly to multiple tasks C. There is only one pool of general-purpose resources D. Some tasks require few resources, whereas other tasks require a lot

C. There is only one pool of general-purpose resources

(3-5) The results of the 6th ZAPS assignment (Sensory Memory) revealed a much lower rate of successful letter recall than would be expected on the basis of Sperling's original iconic memory experiment discussed in class. Which of the following is NOT a likely reason for this major discrepancy in the results? A. Participants had to recall the presented letters by typing them or by choosing (via clicking) from an array of possible letters; either way, the recall likely proceeded more slowly than simply saying the letters out loud B. ZAPS used a visual cue, rather than an auditory cue, to indicate which row of letters to recall, thus creating some visual interference C. ZAPS implemented only the whole-report method, not the partial-report method, for the recall of letters, thus failing to simulate the most important part of Sperling's original study D. None of the above (i.e., all of them are likely reasons for the result discrepancy)

C. ZAPS implemented only the whole-report method, not the partial-report method, for the recall of letters, thus failing to simulate the most important part of Sperling's original study

(3-11) 3rd exam review question (from the 4th exam): Which of the following is NOT considered a method to tap implicit memory? A. a word fragment completion test B. a tachistoscopic identification test C. a recognition test D. none of the above (i.e., A, B, and C are all commonly used methods to tap implicit memory)

C. a recognition test

(4-7) According to O'Craven and Kanwisher's neuroimaging (fMRI) study discussed in class, when does the parahippocampal place area (PPA) get activated? A. when subjects are actually viewing landmarks and buildings B. when subjects imagine landmarks and buildings C. both A and B D. neither A nor B

C. both A and B

(3-20) Which of the following potential sources of memory errors in eyewitness testimony BEST explains the results of Ross et al.'s (1994) study (discussed in class) showing that many subjects (~60%) incorrectly identified an innocent teacher shown in a video they watched earlier as the robber, especially when the actual robber was not in the photo lineup? A. misidentification associated with insufficient or inaccurate perception and attention B. misidentification due to suggestion C. misidentification due to a vague sense of familiarity without conscious recollection D. misidentification due to automatically activated semantically related information

C. misidentification due to a vague sense of familiarity without conscious recollection

(1-1) You have to take two exams on the same day, one in sociology and one in anthropology. You first study for your sociology exam. After a few hours of review, you study for your anthropology exam. On the next morning, you first take the sociology exam, but you are dismayed to discover that the appropriate sociology terms/concepts keep eluding you while various anthropology terms pop into your head. In this case, you are experiencing ___________. A. a retrieval failure due to the lack of effective retrieval cues B. proactive interference C. retroactive interference D. retrieval-induced forgetting

C. retroactive interference

(2-10) According to Farah's analysis, which of the following combinations of sparing and impairments in pattern recognition should NOT be observed? (Hint: This is a challenging question, but, if you know what subsystems Farah proposed and how each type of pattern depends on those subsystems, you should be able to figure this one out logically.) A. face recognition spared; object and word recognition impaired B. object and face recognition spared; word recognition impaired C. word and face recognition spared; object recognition impaired D. word recognition spared; object and face recognition impaired

C. word and face recognition spared; object recognition impaired

(3-2) Unilaterial neglect is commonly associated with damage to the (i)__________ attention system, located primarily in the (ii)___________ lobes of the brain. A. (i) anterior (ii) frontal B. (i) anterior (ii) parietal C. (i) posterior (ii) frontal D. (i) posterior (ii) parietal

D. (i) posterior (ii) parietal

(3-4) Why is the partial-report technique developed by Sperling considered better suited than the whole-report technique to assess the capacity of iconic memory? A. Because the partial-report technique is more objective than the whole-report technique B. Because the partial-report technique prevents the operation of implicit memory C. Because the partial-report technique allows a large number of items presented simultaneously in the display D. Because the partial-report technique minimizes the problem of rapid fading of letters from sensory memory

D. Because the partial-report technique minimizes the problem of rapid fading of letters from sensory memory

(1-16) Two key ideas highlighted in Atkinson and Shiffrin's (1968) modal model of memory are that (a) short-term memory (STM) and long-term memory (LTM) involve completely separate structures and that (b) maintenance rehearsal is the key mechanism to transfer information from STM to LTM. Which of the following statements about these ideas are TRUE? A. Both (a) and (b) are still widely accepted now B. Although (a) is still widely accepted, (b) has been convincingly refuted by subsequent research C. Although (b) is still widely accepted, (a) has been convincingly refuted by subsequent research D. Both (a) and (b) have been convincingly refuted by subsequent research

D. Both (a) and (b) have been convincingly refuted by subsequent research

(2-13) LaBerge (1983) presented a series of five-letter words under two conditions. In the narrow focus condition, subjects continuously focused their attention on the middle letter of each word. In the wide focus condition, subjects kept attending to the entire word. Occasionally, a test item (a number) appeared in one of the five locations, at which point subjects had to make some decision (e.g., larger or smaller than 5?) as quickly as possible. What did LaBerge find? A. In both conditions, the position of the target number did not have any effect on subjects' reaction times B. In both conditions, the position of the target number had a strong effect; subjects' decisions were fastest when the target number appeared in the center position C. In the narrow focus condition, the position of the target number did not have any effect on reaction times; however, in the wide focus condition, subjects' reaction times were fastest if the target number appeared in the center position. D. In the wide focus condition, the position of the target number did not have any effect on reaction times; however, in the narrow focus condition, subjects' reaction times were fastest if the target number appeared in the center position.

D. In the wide focus condition, the position of the target number did not have any effect on reaction times; however, in the narrow focus condition, subjects' reaction times were fastest if the target number appeared in the center position.

During the initial phase of this study, subjects processed the words in one of three ways. In the "no context" condition, subjects saw each word without any context (e.g., "XXXX, DARK") and read aloud the second word. In the "context" condition, subjects saw each word along with its antonym (e.g., HOT, COLD"). In the "generate" condition, subjects were shown only the first word (e.g., "LOW, ????") and had to generate its antonym ("HIGH"). In the testing phase, two different measures were used to test subjects' memory of the second words: a recognition test and a tachistoscopic identification test. (3-12) Which of the following statements is TRUE regarding the two tests used in this study? A. Both tests were used as two different ways to tap implicit memory B. Both tests were used as two different ways to tap explicit memory C. Recognition was used to tap implicit memory, whereas tachistoscopic identification was used to tap explicit memory D. Recognition was used to tap explicit memory, whereas tachistoscopic identification was used to tap implicit memory

D. Recognition was used to tap explicit memory, whereas tachistoscopic identification was used to tap implicit memory

(3-18) Which of the following statements regarding schemas and scripts is NOT true? A. A good example of a schema is your knowledge of what a typical kitchen is like B. Schemas and scripts serve as "default" options and help us fill in "gaps" present in texts or conversations C. Schemas and scripts can contribute to memory distortions D. Schemas are a type of semantic memory, whereas scripts are a type of procedural memory

D. Schemas are a type of semantic memory, whereas scripts are a type of procedural memory

In this study, a researcher creates a series of synthetic speech sounds gradually ranging, in uniform small steps (in terms of voice onset time [VOT]), from a ba sound at one extreme to a pa sound at the other extreme. Subjects are asked to identify each of these sounds as ba or pa. (4-14) Which of the following statements BEST characterize the results of this sort of study? A. Subjects identify sounds very close to ba as ba and identify sounds very close to pa as pa, but they perceive the sounds midway between these as ta, a compromise sound that is different from both ba and pa B. Subjects identify sounds very close to ba as ba and identify sounds very close to pa as pa, but they are unable to identify at all the sounds midway between them C. As the sounds gradually shift from ba to pa, subjects' pattern of responding gradually shifts from ba to pa D. Subjects' perceptions of the sounds show an abrupt transition, with all of the sounds closer to ba clearly identified as ba, while all of the sounds closer to pa are clearly identified as pa

D. Subjects' perceptions of the sounds show an abrupt transition, with all of the sounds closer to ba clearly identified as ba, while all of the sounds closer to pa are clearly identified as pa

(1-25) The result you indicated for the above question is likely to be observed because: A. The flashed picture will be processed by the right hemisphere, which is dominant for the processing of "global" information B. The flashed picture will be processed by the right hemisphere, which is dominant for the processing of "local" information C. The flashed picture will be processed by the left hemisphere, which is dominant for the processing of "global" information D. The flashed picture will be processed by the left hemisphere, which is dominant for the processing of "local" information

D. The flashed picture will be processed by the left hemisphere, which is dominant for the processing of "local" information

(2-2) Which of the following statements are TRUE about the pandemonium model of letter recognition and the recognition-by-components (RBC) theory of object recognition? A. Although the RBC theory assumes only bottom-up processing, the pandemonium model assumes both bottom-up and top-down processing B. Although the pandemonium model assumes only bottom-up processing, the RBC theory assumes both bottom-up and top-down processing C. They both assume not only bottom-up processing but also top-down processing D. They both assume feature analysis as the basis of visual recognition

D. They both assume feature analysis as the basis of visual recognition

(1-14) Which of the following examples BEST illustrates the mnemonic technique known as the pegword method? A. You try to remember a list of grocery items by mentally placing each item at a specific place in the house. In the grocery store, you walk through the house mentally to retrieve the grocery items. B. You use the acronym HOMES to help remember the names of the Great Lakes (Huron, Ontario, Michigan, Erie, and Superior) C. If the first item on the list of to-be-remembered words is "peach," then you try to come up with a word that rhymes with "peach" (e.g., "beach"). You then create an interactive image of the to-beremembered word and the rhyming word you came up with (e.g., an image of a peach sitting on the beach). D. You try to remember a list of grocery items by creating a mental image of each item with an already memorized cue. For example, the first item on the list (e.g., "peach") is combined with the first prememorized cue (e.g., "bun"). In the grocery store, you try to recreate your mental image of a bun and see what item comes with it.

D. You try to remember a list of grocery items by creating a mental image of each item with an already memorized cue. For example, the first item on the list (e.g., "peach") is combined with the first prememorized cue (e.g., "bun"). In the grocery store, you try to recreate your mental image of a bun and see what item comes with it.

(1-24) Imagine that you are testing a split-brain patient. You flash the picture shown above (i.e., a triangle composed of many small rectangles) briefly to the patient's right visual field and ask him to report what he saw by drawing a picture with his right hand. In this situation, the patient is most likely to produce: A. a drawing of a large triangle (without any small rectangles) B. a drawing of a large rectangle C. a drawing of many small triangles D. a drawing of many small rectangles (but not arranged in the form of a triangle)

D. a drawing of many small rectangles (but not arranged in the form of a triangle)

(1-17) 1st exam review question (from the 2nd exam): It is well known that presenting each word at the rate of 1 per second and asking subjects to immediately start recalling the words in any order they like (= free recall) would produce a regular serial position curve that demonstrate both the primacy and recency effects. Which of the following changes to this standard procedure is known to greatly reduce only the recency effect but leave the primacy effect intact? A. asking subjects to recall the words in the order presented (i.e., requiring sequential recall) B. asking subjects to count backwards by 3's starting with 999 C. presenting words at a much faster rate (e.g., 3 words per second) D. both A and B E. all of the above

D. both A and B

(3-24) On which of the following tasks do you expect patients with anterograde amnesia to perform as well as healthy, non-amnesic individuals? A. verifying various fact statements like "China and Vietnam are in Asia" B. filling in word fragments (e.g., A__N__S__A) C. recalling the main story line of a movie they saw half an hour ago D. both A and B

D. both A and B

(4-15) The pattern of results you chose for the above question is called: A. the phoneme restoration effect B. the McGurk effect C. coarticulation D. categorical perception

D. categorical perception

(1-18) In class, we discussed the impact of serial recall (rather than free recall) on the serial position effect. When compared to the condition in which subjects were asked to recall the words in any order they like (= free recall), asking them to recall the words in the order presented (= serial recall) should: A. leave both the primacy effect and the recency effect intact B. considerably reduce both the primacy effect and the recency effect C. considerably reduce the primacy effect, but not the recency effect D. considerably reduce the recency effect, but not the primacy effect

D. considerably reduce the recency effect, but not the primacy effect

(2-8) 2nd exam review question (from the 3rd exam): According to Farah's analysis, which of the following combinations of sparing and impairments in pattern recognition should NOT be observed? (Hint: This is a challenging question, but, if you know what subsystems Farah proposed and how each type of pattern depends on these subsystems, you should be able to figure this one out logically). A. object and word recognition spared; face recognition impaired B. word recognition spared; object and face recognition impaired C. object and face recognition spared; word recognition impaired D. object recognition spared; word and face recognition impaired

D. object recognition spared; word and face recognition impaired