Cognitive Psychology Final (PSYC 2145)

(a)________ processing is about focusing on the meaning of the to-be-learned information, whereas (b)________ processing is about establishing new connections. A. (a) deep; (b) elaborative B. (a) deep; (b) shallow C. (a) elaborative; (b) deep D, (a) elaborative; (b) shallow

A. (a) deep; (b) elaborative

In the Rhodes & Castel (2009) study discussed in the Metacognition chapter, participants heard a list of words, some presented really loudly (loud words) and some at a normal volume (normal words). When participants predicted which type of words they would be able to recall better on a later test, they predicted that they should be able to recall (a)________. Their actual recall performance showed (b)_________. A. (a) loud words better than normal words; (b) no difference between loud and normal words B. (a) loud words better than normal words; (b) better recall for loud words than normal words C. (a) both types of words equally well; (b) no difference between loud and normal words D. (a) both types of words equally well; (b) better recall for loud words than normal words

A. (a) loud words better than normal words; (b) no difference between loud and normal words

Attention plays a critically important role in learning, especially during __________. A. Encoding B. Storage C. Retrieval D. All of the above

A. Encoding

This question concerns a hypothetical experiment similar to an in-class demo given in class. 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. Subjects' recall performance in this 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

Consider the following hypothetical experiment similar to an in-class demo you took part in. In this study, three groups of participants are asked to process words in the following ways: Group 1: count the number of letters in each word (e.g., sad) Group 2: judge whether each word (e.g., sad) is synonymous to some other word (e.g., angry) Group 3: decide whether each word (e.g., sad) rhymes with some other word (e.g., mad) Participants are later given a surprise recall task and asked to recall as many target words (e.g., sad) as possible. Which of the following concepts BEST explains the expected result of this hypothetical experiment? A. Levels of processing B. Encoding specificity C. The effectiveness of retrieval cues D. Transfer-appropriate processing

A. Levels of processing

According to the Five Popular Study Strategies article, which of the following practices may NOT be harmful when using flash cards for studying? A. Mixing flash cards from two different topics B. Dropping items correctly recalled once from further study C. Simply looking at both sides of the cards repeatedly without recalling D. None of the above (i.e., they are all harmful to your learning)

A. Mixing flash cards from two different topics

Listed below are all instances of studying pitfalls discussed in the Five Popular Study Strategies article, EXCEPT: A. Over-testing of some concepts inadvertently harming the recall of less frequently tested concepts B. Highlighting too much C. Copying notes verbatim D. Mistaking fluency for learning when rereading

A. Over-testing of some concepts inadvertently harming the recall of less frequently tested concepts

Which of the following types of goals are the WORST ones to have if you want to maximize long-term learning and academic achievement? A. Performance avoidance goals B. Performance approach goals C. Mastery goals D. SMART goals

A. Performance avoidance goals

According to the Five Popular Study Strategies article, some study strategies, though widely used, require at least sometraining (even extensive training) before the learner can effectively implement those strategies. Which of the following strategies does NOT require much prior training, according to the article? A. Rereading B. Marking C. Note-taking D. Outlining

A. Rereading

Using the pomodoro technique or the 5-second rule can be effective in reducing procrastination because those techniques help you overcome the problem of (a)________, which results from a major contributing factor to procrastination known as (b)________. A. (a) feeling some initial resistance toward the to-be-completed task; (b) impulsivity B. (a) feeling some initial resistance toward the to-be-completed task; (b) task aversion C. (a) feeling some initial resistance toward the to-be-completed task; (b) the optimism bias D. (a) underestimating the time it takes to perform the must-do task; (b) task aversion E. (a) underestimating the time it takes to perform the must-do task; (b) the optimism bias

B. (a) feeling some initial resistance toward the to-be-completed task; (b) task aversion

When you read a textbook chapter over and over again, you feel that it is getting easier and easier to process the information presented in that chapter. This ease of processing you experience is called (a)________, and it is (b)_________ to use this perceived ease of processing as the major source of your judgment on how much you learned from the chapter. A. (a) fluency; (b) a good idea B. (a) fluency; (b) not a good idea C. (a) metacognitive control; (b) a good idea D. (a) metacognitive control; (b) not a good idea

B. (a) fluency; (b) not a good idea

Imagine that a friend of yours tells you that she has been quite frustrated that she has not been getting good exam scores in a challenging but important course and that she wants to give up and drop that course. Your friend likely has: A. (a) a mastery goal orientation B. (b) a fixed mindset C. (c) a growth mindset D. Both (a) and (b) E. Both (a) and (c)

B. (b) a fixed mindset

Consider the Kornell & Bjork (2008) study discussed during the 08/27 (T) lecture (the one about the learning of the painting styles of different artists). When participants later performed a test of their learning (i.e., identify the artist for each NEW painting they did not see in the earlier learning phase), the results indicated that: A. Blocked learning led to much better classification performance than mixed learning B. Mixed learning led to much better classification performance than blocked learning C. Blocked learning and mixed learning were both highly effective for this learning task D. Most participants were not able to reliably learn and identify the painting styles of new paintings presented during the test phase

B. Mixed learning led to much better classification performance than blocked learning

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 studying sociology, you try to study for your anthropology exam, but you are dismayed to discover that you have difficulty remembering anthropology terms because various sociology concepts you studied earlier keep popping up in your mind. 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. Over-inflation of metacognitive judgments

B. Proactive interference (old information blocks new information)

When you use flashcards for studying for exams, which of the following should you try to AVOID? A. Making sure to retrieve the answer before turning over the card B. Removing a card after recalling it correctly once C. Elaborating on what you know about the concept listed on the card D. None of the above (i.e., all of the above actions are effective ways to use flashcards)

B. Removing a card after recalling it correctly once

One important overarching theme of the Five Popular Study Strategies article is that: A. Students already use some of the popular study strategies optimally, but not others B. Students are often unaware of the pitfalls associated with each of the five commonly used study strategies covered in this article C. All five strategies covered in this article are ineffective without extensive training and hence should be avoided altogether D. It is difficult to make concrete recommendations for students because existing evidence is highly mixed or inconsistent for any of the strategies covered in this article

B. Students are often unaware of the pitfalls associated with each of the five commonly used study strategies covered in this article

In an in-class demo, I asked you to read aloud a list of unrelated sentences with the last word(s) highlighted in green (e.g., "A bathtub can be used as a PUNCH BOWL"). 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. This demo result BEST illustrates which of the following points? A. Divided attention during encoding can have negative influences on memory B. The absence of good retrieval cues can be a source of forgetting C. Deeper processing facilitates long-term retention of information D. Repeated exposures are not enough for effective learning and long-term retention

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

According to the authors of the Optimizing Learning in College article, which form of note-taking is more effective for learning: typing on a laptop and writing by hand? A. Typing on a laptop B. Writing by hand C. Both are equally effective D. Neither; focusing on just listening to the lecture is by far more effective

B. Writing by hand

(1) The probability of your being able to recall the target word "DISH" would likely be the GREATEST in which of the following three processing contexts? A. "Is the word written in capital letters?" B. "Does the word rhyme with FISH?" C. "Does the word fit into the sentence?: He passed her a _______ full of steaming pasta" (2) You can make this prediction on the basis of __________. A. (1) B; (2) the levels of processing theory B. (1) B; (2) the principle of transfer-appropriate processing C. (1) C; (2) the levels of processing theory D. (1) C; (2) the principle of transfer-appropriate processing E. (1) B & C are equally good processing contexts: (2) the levels of processing theory F. (1) B & C are equally good processing contexts: (2) the principle of transfer-appropriate processing

C. (1) C; (2) the levels of processing theory

When you take a quiz to test your memory, you might come to the realization that you have not successfully retained much of the information you are supposed to learn. As a result, you might start using a different study strategy. This initial assessment and realization about the ineffectiveness of your learning is an example of the metacognitive process of (a)________, whereas the subsequent step of implementing some changes in your studying behavior is an example of the metacognitive process of (b)________. A. (a) judgment; (b) control B. (a) judgment; (b) monitoring C. (a) monitoring; (b) control D. (a) monitoring; (b) judgment

C. (a) monitoring; (b) control

Which of the following statements about metacognition is TRUE? A. One effective way to minimize the inaccuracy of metacognitive judgments about our learning is to read the study material over and over so that we become very familiar with the material. B. People's metacognition is highly accurate when judgments are made right after the learning has taken place and, hence, their memory is still fresh. C. Although people are generally not good at estimating their total exam scores, they are more accurate when they try to judge whether they answered individual test items correctly or not. D. None of the above (i.e., the three statements above are all false)

C. Although people are generally not good at estimating their total exam scores, they are more accurate when they try to judge whether they answered individual test items correctly or not.

In the Karpicke and Blunt (2011) study, four groups of subjects studied a lengthy text in Session 1 and answered verbatim and inference questions about the text a week later (Session 2). The four groups differed only in the way they studied the text in Session 1: - Group 1 read the text only once - Group 2 read the text once and then read it again - Group 3 read the text once and then created a detailed concept map - Group 4 read the text once and then tried to recall as much information as possible The results of this study STRONGLY support all of the following conclusions EXCEPT: A. People's metacognitive judgments of their learning can be often inaccurate if made immediately after the learning took place B. Engaging in retrieval practice after learning is an effective way to promote long-term retention C. Creating a concept map is a highly effective learning method for studying because it involves visual processing and promotes elaborative processing D. None of the above (i.e., the results of this study support all three conclusions above)

C. Creating a concept map is a highly effective learning method for studying because it involves visual processing and promotes elaborative processing

Which of the following is NOT associated with good academic performance? A. Good time management skills B. Regular class attendance C. Frequent media multitasking during learning D. Attempts to minimize distractions while learning

C. Frequent media multitasking during learning

Which of the following statements about the effect of background knowledge on learning is FALSE? A. Linking what you are learning to what you already know is a highly important aspect of elaborative processing B. Increasing relevant background knowledge before class (e.g., doing the reading assignment in advance) helps the student better integrate the new information he/she will be learning later in class C. Having a sufficient amount of background knowledge is necessary for taking full advantage of the transfer-appropriate processing principle D. The amount of a student's relevant background knowledge is a strong predictor of his/her success in learning on that topic

C. Having a sufficient amount of background knowledge is necessary for taking full advantage of the transfer-appropriate processing principle

Which of the following is NOT among the recommended tips for optimally implementing some study techniques, according to the Five Popular Study Strategies article? A. If you want to highlight parts of a text, make sure to read through the text first before doing so B. If you reread a text, make sure to space out the readings C. If you recall an item successfully once, drop that item from further study so that you can save time and maximize the efficiency of your flashcard study session D. Both B and C (i.e., only A is recommended by the authors of the article) E. None of the above (i.e., A, B, and C are all recommended by the authors of the article)

C. If you recall an item successfully once, drop that item from further study so that you can save time and maximize the efficiency of your flashcard study session

Which of the following is NOT among the strategies recommended by the authors of the Optimizing Learning in College article? A. Make sure to secure enough sleep B. Leave your laptop at home C. Learn how to speedread the assigned readings D. None of the above (all three strategies above are recommended in that article)

C. Learn how to speedread the assigned readings

Which of the following types of practice or learning is NOT effective, according to the authors of the Optimizing Learning in College article? A. Spaced practice B. Retrieval practice C. Massed practice D. Successive relearning

C. Massed practice

According to the Five Popular Study Strategy article, which of the statements is TRUE about flashcards? A. Dropping items you correctly recalled once or twice from further study is an effective way to study because it saves a lot of time B. Simply looking at both sides of the cards repeatedly without recalling is still an effective way to learn using flashcards C. Mixing flashcards from two different topics does not necessarily harm your learning D. None of the above (i.e., the three statements above are all false)

C. Mixing flashcards from two different topics does not necessarily harm your learning

The memory principles of spaced learning and retrieval practice are both about countering the negative impact of forgetting by promoting: A. Initial better-quality encoding of information B. A close match between the encoding and retrieval contexts C. Repeated strengthening of memory traces D. All of the above

C. Repeated strengthening of memory traces

Consider the following hypothetical experiment about the effects of alcohol on memory, in which, four groups of subjects were tested: Group 1: encode a list of words while sober and recall those words while sober again Group 2: encode a list of words while drunk and recall those words while drunk again Group 3: encode a list of words while sober but recall those words while drunk Group 4: encode a list of words while drunk but recall those words while sober This study is MOST likely about: A. Proactive vs. retroactive interference B. The effectiveness of retrieval cues C. State-dependent memory D. Levels of processing

C. State-dependent memory

According to the Karpicke and Blunt (2011) study presented during the 08/30 (TH) class, which of the following study conditions led to the BEST long-term retention? A. The restudy group B. The concept mapping group C. The retrieval practice (testing) group D. The concept mapping and retrieval practice groups did equally well

C. The retrieval practice (testing) group

Consider the following pieces of study advice: (a) "Don't be misled by in-the-moment confidence you feel about your learning" and (b) "Avoid cramming." These two pieces of advice, respectively, are MOST DIRECTLY related to which principle of effective learning covered in the Module 1 lectures? A. (a) retrieval practice; (b) focused learning B. (a) retrieval practice; (b) spaced learning C. (a) accurate metacognition; (b) focused learning D. (a) accurate metacognition; (b) spaced learning

D. (a) accurate metacognition; (b) spaced learning

In an in-class demo, some of you (Group A) were asked to remember word pairs (e.g., piano-cigar) by repeating the words in each pair over and over (e.g., "piano, cigar, piano, cigar,..."), whereas others (Group B) were asked to create a combined image of the words in each pair (e.g., imagining a piano smoking a cigar). The later recall of the word pairs was much better (a)________, suggesting that (b)________ is not a particularly effective memory strategy. A. (a) for Group A than for Group B; (b) elaborative rehearsal B. (a) for Group A than for Group B; (b) maintenance rehearsal C. (a) for Group B than for Group A; (b) elaborative rehearsal D. (a) for Group B than for Group A; (b) maintenance rehearsal

D. (a) for Group B than for Group A; (b) maintenance rehearsal

Forgetting can occur at which stage(s) of memory processes? A. Primarily at the encoding stage B. Primarily at the storage stage C. Primarily at the retrieval stage D. All of the above (i.e., all three stages above can be responsible for forgetting)

D. All of the above (i.e., all three stages above can be responsible for forgetting)

This course is designed to make sure that you will study the content of each lecture multiple times. You first complete a pre-lecture homework assignment to become familiar with the lecture topics. You then attend the lecture and take a short 5-item quiz at the end. Then, after some delay, you take a post-lecture quiz and also review the notes/slides for that lecture. Of course, you also study the content of that lecture for a mid-term exam. By following these course requirements, you are taking advantage of which memory principle(s)? A. Spaced learning B. Retrieval practice C. Transfer-appropriate processing D. Both (a) and (b)

D. Both (a) and (b)

Which of the following is NOT one of the tips recommended in the Optimizing Learning in College article? A. Ask your professor for a copy of any PowerPoint slides before class, so that you can take notes directly on the slide handout B. Stay focused in class by leaving laptop at home; you'll avoid distracting yourself and your classmates C. Answer the end-of-chapter questions not only after but also before reading the assigned chapter D. Learn how to speedread, and, once you grasp the gist of the assigned chapter, test yourself many times. This is the most time-efficient way to study the assigned reading. E. Both C and D (i.e., only A and B are among the study tips provided by the authors of the article)

D. Learn how to speedread, and, once you grasp the gist of the assigned chapter, test yourself many times. This is the most time-efficient way to study the assigned reading.

One important factor contributing to procrastination is ________, which often leads you to seek a temporary repair of your negative mood by engaging in some pleasant task instead (e.g., watching a funny YouTube video). As a result, you end up procrastinating. A. Low motivation B. Impulsivity C. The optimism bias D. Task aversion

D. Task aversion

The Metacognition chapter suggests multiple ways to make your metacognitive judgments about your learning more accurate. Which of the following is NOT among the strategies suggested in that chapter? A. Try to explain what you learned to somebody else B. Gauge your learning by testing yourself after some delay C. Figure out exactly what you need to learn D. Use the feeling of fluency as the main source of your metacognition

D. Use the feeling of fluency as the main source of your metacognition

The Optimizing Learning in College article makes some recommendations as to what you should do or should not do when attending classes. Which of the following is NOT among the tips given by the authors? A. Leave your laptop at home and write your notes instead of typing them B. Obtain slides before class and take notes on them C. Don't miss any lectures; You won't learn if you're not in class D. Put major due dates and exams on your calendar and set reminders E. None of the above (i.e., all four strategies are recommended in the article

E. None of the above (i.e., all four strategies are recommended in the article

Which of the following statements is TRUE? A. Multitasking is harmful to the learning of individuals who are engaged in media multitasking in class, but it does not harm the learning of individuals who can see other people multitasking in class B. The memory principles of spaced learning and retrieval practice are both about countering the negative impact of forgetting by ensuring initial better-quality encoding of information C. If you feel that your learning is going smoothly and do not find it challenging, then that means that you are maximizing the long-term retention of what you are learning D. Typically, the metacognitive predictions of exam scores made by high-scoring students are as poor as the predictions made by low-scoring students E. None of the above (i.e., all of the statements above are false)

E. None of the above (i.e., all of the statements above are false)

The in-class demo given during the 09/03 (T) lecture involving sentences like "A wine bottle can be used as a candleholder" nicely illustrates the idea that forgetting can occur as a result of: A. Insufficient initial encoding B. Memory decay C. Retroactive interference D. Proactive interference E. The lack of appropriate retrieval cues

E. The lack of appropriate retrieval cues

Which of the following examples/demos given in class MOST DIRECTLY support the idea that mere repetitions or repeated exposures alone are not sufficient for successful later recall? A (a) The painting style learning study (the 08/27 lecture) B. (b) The word-pair recall demo (the 08/27 lecture) C. (c) The $10 bill memory example (the 08/29 lecture) D. None of the above E. Both (a) and (b) F. Both (b) and (c)

F. Both (b) and (c)

The Karpicke & Blunt (2011) study, presented during the 08/30 (TH) lecture, clearly demonstrated that subjects' intuition about how much they learned (= judgments of learning) is quite accurate. True/False

False