|
a. Introspection, empirical methods |
||
|
b. Psychopathology, normal development |
||
|
c. Observables, mental states |
||
|
d. Development over time, mechanisms of thought |
|
a. People have visual images of situations |
||
|
b. The brain has neurons organized by synaptic connections into populations and brain areas |
||
|
c. People have representations that involve simple processing units linked to each other by excitatory and inhibitory connections |
||
|
d. People have verbal and visual representations of situations that can be used as cases or analogs |
|
a. A car |
||
|
b. A computer |
||
|
c. A radio |
||
|
d. A television |
|
a. Psychopathology |
||
|
b. Language acquisition |
||
|
c. Memory |
||
|
d. Attention |
|
a. He emphasized humans’ unique ability to understand |
||
|
b. He wrote about the important concepts of imagery and reflection |
||
|
c. He emphasized the notion that senses are the physiological mechanisms for bringing thoughts into the mind |
||
|
d. All of the above |
|
a. Structure |
||
|
b. Function |
||
|
c. Temperature |
||
|
d. Interconnection |
|
a. Humanism |
||
|
b. Structuralism |
||
|
c. Functionalism |
||
|
d. Behaviorism |
|
a. Concepts |
||
|
b. Schemas |
||
|
c. Scripts |
||
|
d. Mental states |
|
a. J. B. Watson |
||
|
b. B. F. Skinner |
||
|
c. Noam Chomsky |
||
|
d. George Miller |
|
a. What environmental contingencies contribute to particular human action? |
||
|
b. What conditions of worth determine an individual’s ability to function well later in life? |
||
|
c. What rules do individuals generally use when making decisions? |
||
|
d. What conditions impact the decision-making process of a group? |
|
a. Comprehensive aphasia |
||
|
b. Expressive aphasia |
||
|
c. Speech impediment |
||
|
d. None of the above |
|
a. Event-Related Potentials (ERP) |
||
|
b. Electroencephalography (EEG) |
||
|
c. Positron emission tomography (PET) |
||
|
d. Regional Cerebral Blood Flow (RCBF) |
|
a. Theoretical neuroscience |
||
|
b. Connectionism |
||
|
c. Behaviorism |
||
|
d. Cognitive community psychology |
|
a. PET Scan |
||
|
b. EEG |
||
|
c. MRI |
||
|
d. XRAY |
|
a. Richard F. Thompson |
||
|
b. Hermann Ebbinghaus |
||
|
c. Jean Piaget |
||
|
d. Endel Tulving |
|
a. It uses introspection as a method of investigation |
||
|
b. It is concerned with questions regarding mental states |
||
|
c. It characterizes people as dynamic information-processing systems |
||
|
d. It is concerned with perception |
|
a. Triadic engagements |
||
|
b. Collaborative engagements |
||
|
c. Protoconversations |
||
|
d. None of the above |
|
a. Avoidance-avoidance conflict |
||
|
b. Approach-approach conflict |
||
|
c. Approach-avoidance conflict |
||
|
d. Vacillation |
|
a. Emotions differ across culture, which speaks to the notion that emotional experiences are culturally bound |
||
|
b. There are certain basic emotions which are independent of culture and language |
||
|
c. Disgust and fear are two basic emotions expressed across people from different cultures |
||
|
d. Happiness and joy are two basic emotions expressed across people from different cultures |
|
a. The purpose of having drives is to correct disturbances of homeostasis |
||
|
b. The hypothalamus is a part of the brain which functions to regulate drives |
||
|
c. Thirst and hunger are examples of drives |
||
|
d. None of the above—all statements are true |
|
a. Kin selection |
||
|
b. Group selection |
||
|
c. Reciprocal altruism |
||
|
d. Utility theory |
|
a. Clark Hull |
||
|
b. B. F. Skinner |
||
|
c. Abraham Maslow |
||
|
d. John B. Watson |
|
a. Broca’s area |
||
|
b. Wernicke’s area |
||
|
c. Visual cortex |
||
|
d. Auditory cortex |
|
a. Event-Related Potentials (ERP) |
||
|
b. Positron Emission Tomography (PET) |
||
|
c. Electroencephalography (EEG) |
||
|
d. Computerized Axial Tomography (CAT) |
|
a. Functional Magnetic Resonance Imagery (fMRI) |
||
|
b. Computerized Axial Tomography (CAT scan) |
||
|
c. Event-Related Potentials (ERP) |
||
|
d. Transcranial magnetic stimulation (TMS) |
|
a. Iconic memory |
||
|
b. Ganglion cells |
||
|
c. Auditory sensory memory |
||
|
d. Long-term memory |
|
a. In real time, 5 seconds old |
||
|
b. 1 second old, in real time |
||
|
c. 1 second old, 5 seconds old |
||
|
d. In real time, in real time |
|
a. All motivation comes originally from biological imbalances or needs |
||
|
b. Animals will repeat any behaviors that reduce drives |
||
|
c. Biological motives like hunger and thirst do indeed operate as homeostatic systems |
||
|
d. Biological motives are not as important as psychological ones |
|
a. Drives are biological in nature while motives are more psychological in nature |
||
|
b. Motives are biological in nature while drives are more psychological in nature |
||
|
c. Drives are harder to satisfy than motives |
||
|
d. There are no real differences—these two terms can be used interchangeably |
|
a. Emotions occur after a mood is established |
||
|
b. Moods are characterized by intense emotions |
||
|
c. Emotions occur as a result of particular drives, while moods occur as a result of particular motivations |
||
|
d. Mood refers to a situation where an emotion occurs frequently or continuously |
|
a. Problem solving |
||
|
b. Share perception |
||
|
c. Joint intentionality |
||
|
d. None of the above |
|
a. Environment memory |
||
|
b. Short-term memory |
||
|
c. Sensory memory |
||
|
d. Working memory |
|
a. Gathering, short-term memory |
||
|
b. Chunking, short-term memory |
||
|
c. Working memory, neuronal |
||
|
d. Working memory, intellectual |
|
a. The gestalt of the object is captured and identified |
||
|
b. Breakdown of the object into its elementary features |
||
|
c. Integration of features into a single, yet to be named/identified object |
||
|
d. Short but focused attention to a singular object |
|
a. One applies better to attention, the other to memory |
||
|
b. They differ in their level of automaticity |
||
|
c. One has underlying mathematical representations, one does not |
||
|
d. They differ in their assumptions about the presence of “noise” |
|
a. Episodic, semantic |
||
|
b. Sensory, episodic |
||
|
c. Procedural, episodic |
||
|
d. Procedural, semantic |
|
a. Episodic |
||
|
b. Long-term memory |
||
|
c. Sensory memory |
||
|
d. Flashbulb memory |
|
a. Repetition, central executive |
||
|
b. Chunking, visuospatial sketchpad |
||
|
c. Rehearsal, phonological loop |
||
|
d. Rehearsal, central executive |
|
a. Egocentric bias |
||
|
b. Misinformation effect |
||
|
c. Consistency bias |
||
|
d. Lure error |
|
a. Sequencing in attention |
||
|
b. Interference in attention |
||
|
c. Suppression of memories |
||
|
d. Errors in memory |
|
a. Sensory store |
||
|
b. Short-term memory |
||
|
c. Long-term memory |
||
|
d. Filter |
|
a. Similarity Choice, social cognition |
||
|
b. Signal Detection, emotion |
||
|
c. Similarity Choice, attention |
||
|
d. Signal Detection, mental imagery |
|
a. Bottleneck theory |
||
|
b. Capacity theory |
||
|
c. Stage of selection theory |
||
|
d. Multimode theory |
|
a. Sensory memory |
||
|
b. Working memory |
||
|
c. Short-term memory |
||
|
d. Long-term memory |
|
a. Sensor memory |
||
|
b. Short-term memory |
||
|
c. Long-term memory |
||
|
d. Working memory |
|
a. Seven plus or minus 2 |
||
|
b. Eight plus or minus 2 |
||
|
c. Five plus or minus 1 |
||
|
d. Nine plus or minus 1 |
|
a. It decays very rapidly |
||
|
b. It decays very slowly but predictably over time |
||
|
c. Its rate of decay depends on a host of factors |
||
|
d. The information does not decay over time as it is transmitted directly to long-term memory |
|
a. Phonological loop |
||
|
b. Controlled attention |
||
|
c. Object perception |
||
|
d. Social cognition |
|
a. Semantic network |
||
|
b. Mnemonic |
||
|
c. Cocktail party effect |
||
|
d. None of the above |
|
a. Spotlight, bottleneck |
||
|
b. Attenuator, filter |
||
|
c. Bottleneck, spotlight |
||
|
d. Filter, attenuator |
|
a. 1,000 |
||
|
b. 50 |
||
|
c. Less than 5 |
||
|
d. 50,000 |
|
a. Superordinate |
||
|
b. Basic |
||
|
c. Subordinate |
||
|
d. None of the above |
|
a. Theory of semantics |
||
|
b. Theory of word imagery |
||
|
c. Theory of spatial representation |
||
|
d. Theory of propositional network |
|
a. Basic, Prototypes |
||
|
b. Superordinate, Prototypes |
||
|
c. Basic, Exemplar |
||
|
d. Subordinate, Exemplar |
|
a. The information was encoded as propositions, not symbols |
||
|
b. Spatial information is best remembered when there are familiar objects |
||
|
c. Individuals encode spatial images in a way that is analogous to the structure of real space |
||
|
d. None of the above |
|
a. Theory of semantics |
||
|
b. Theory of word imagery |
||
|
c. Theory of spatial representation |
||
|
d. Theory of propositional network |
|
a. The language of a culture affects the way people think and perceive |
||
|
b. There are four components of conversations which facilitate effective communication |
||
|
c. Cultural cognitions impact the language of the culture |
||
|
d. None of the above |
|
a. Images are exact replications of what humans see, if encoded properly |
||
|
b. Relationships between objects are represented by symbols and not by spatial mental images of the scene |
||
|
c. We organize spatial information in a general form that can be accessed by either perceptual or linguistic mechanisms. |
||
|
d. None of the above |
|
a. Prototype, Connectionist |
||
|
b. Exemplar, Integrationist |
||
|
c. Semantic, Connectionist |
||
|
d. Hierarchical, Integrationist |
|
a. Amygdala |
||
|
b. Cerebellum |
||
|
c. Prefrontal cortex |
||
|
d. Striate cortex |
|
a. A bird which averages the images of birds we have stored in our mind (i.e., a prototype) |
||
|
b. A bird which we are most familiar with—one that is typical or representative (i.e., an exemplar) |
||
|
c. A series of propositions which describes the bird in categories |
||
|
d. The last bird we have seen in nature |
|
a. Intentionality |
||
|
b. Creativity |
||
|
c. Time |
||
|
d. Space |
|
a. They use the same mechanism |
||
|
b. They occur in similar parts of the brain |
||
|
c. They are separate processes that occur in different parts of the brain |
||
|
d. None of the above |
|
a. Facial expressions |
||
|
b. Semanticity |
||
|
c. Creativity |
||
|
d. Structure dependency |
|
a. Elaboration |
||
|
b. PQ4R |
||
|
c. Method of loci |
||
|
d. Association |
|
a. Closure, Interactionist |
||
|
b. Semantics, Interactionist |
||
|
c. Closure, Syntax-First |
||
|
d. Semantics, Syntax-First |
|
a. Frontal lobes |
||
|
b. Medial lobes |
||
|
c. Hippocampus |
||
|
d. Amygdala |
|
a. First, 72 |
||
|
b. Second, 36 |
||
|
c. Third, 72 |
||
|
d. Fourth, 36 |
|
a. Selective listening/attention |
||
|
b. Object perception/recognition |
||
|
c. Comprehension |
||
|
d. Pattern recognition |
|
a. In some situations, we take a scene-centered approach to pattern recognition as opposed to an object centered approach |
||
|
b. In some situations, we do not see the individual parts of the scene and instead only see the edges of the scene |
||
|
c. In some situations, we take a bottom-up approach to processing, which allows us to first analyze the basic components fully and then make sense of the information on a larger scale |
||
|
d. In some situations, we make inaccurate conclusions as we only look to scene-centered information |
|
a. Template matching model |
||
|
b. Feature analysis model |
||
|
c. Theory of propositional network |
||
|
d. Method of loci |
|
a. Worse |
||
|
b. Better |
||
|
c. Same |
||
|
d. Not applicable—it depended on the actual letters/words presented as they varied in difficulty |
|
a. The law of symmetry |
||
|
b. The law of closure |
||
|
c. The law of continuity |
||
|
d. The law of proximity |
|
a. Template matching model |
||
|
b. Feature analysis model |
||
|
c. Theory of propositional network |
||
|
d. Method of loci |
|
a. Texture |
||
|
b. Color |
||
|
c. Edges |
||
|
d. Motion |
|
a. Automatic |
||
|
b. Effortful |
||
|
c. Affective |
||
|
d. None of the above |
|
a. Occurs without intention |
||
|
b. Does not give rise to conscious awareness |
||
|
c. Does not interfere with other mental activities |
||
|
d. Does not require cognitive processing |
|
a. Place of articulation |
||
|
b. Voicing |
||
|
c. Bilabial |
||
|
d. Alveolar |
|
a. You wouldn’t be able to stop thinking about it because thought suppression does not work |
||
|
b. You wouldn’t be able to stop thinking about it if the thing they asked you to suppress was personally relevant |
||
|
c. You would experience an increase in the amount of times you thought about it |
||
|
d. You would do better at suppressing the thought if you were in a familiar environment |
|
a. The unified whole is different from the sum of its parts |
||
|
b. Pattern recognition is a complex and dynamic process |
||
|
c. Individuals of different cultures have somewhat different perceptions |
||
|
d. Slight changes in organization do not lead to different perceptions |
|
a. Less, Closure |
||
|
b. More, Proximity |
||
|
c. More, Symmetry |
||
|
d. Less, Similarity |
|
a. Tell her she is on the right track, that it is possible to simply decide to “stop” thinking about it |
||
|
b. Tell her that her method might actually backfire and increase the frequency of the unwanted thought; you advise her to keep trying to work through it and talk to others about it |
||
|
c. Tell her that stopping the thought is just as effective as talking about the upsetting event, so she can choose either method |
||
|
d. Tell her that it really depends on how much she is presently thinking about it in whether she will be able to just “stop” thinking about it |
|
a. Object perception |
||
|
b. Pattern recognition |
||
|
c. Automaticity |
||
|
d. Comprehension |
|
a. Representativeness heuristic |
||
|
b. Confirmation bias |
||
|
c. Anchoring heuristic |
||
|
d. Availability heuristic |
|
a. Recruiting more intelligent, qualified medical students |
||
|
b. Exposing medical students to a wide variety of medical diagnoses |
||
|
c. Using instructional procedures which encourage medical students to use reflective reasoning |
||
|
d. Using negative reinforcement when incorrect diagnoses are made |
|
a. Losses, Gains |
||
|
b. Gains, Losses |
||
|
c. Induction, Deduction |
||
|
d. Deduction, Induction |
|
a. Reproduction |
||
|
b. Algorithmic |
||
|
c. Fixation |
||
|
d. Trial and error |
|
a. They had difficulties disengaging themselves from vastly anchored thinking patterns |
||
|
b. The greater degree of ego-enhancement of the stockbrokers, the more likely they were to be guided by past experience |
||
|
c. They had trouble changing their decisions once they were made |
||
|
d. Intelligence guided their ability to disengage from existing beliefs |
|
a. Algorithms |
||
|
b. Word superiority effect |
||
|
c. Restructuring |
||
|
d. Functional fixedness |
|
a. Organizing, creativity |
||
|
b. Inhibiting, executive functions |
||
|
c. Organizing, social intelligence |
||
|
d. Inhibiting, executive functions |
|
a. Permission schema |
||
|
b. Inductive reasoning |
||
|
c. Deductive reasoning |
||
|
d. Cheater-detection |
|
a. Means-end analysis |
||
|
b. Trial and error |
||
|
c. Fixation |
||
|
d. Algorithmic |
|
a. A quick shallow reading of the problem and/or weak monitoring of their efforts made to come to a solution |
||
|
b. A person’s tendency to respond to a given task in a manner based on past experience |
||
|
c. Inadequate monitoring |
||
|
d. Both A and C |
|
a. People assume that tornadoes are more likely than car accidents even though this is not true, because they are exposed to more news stories about tornadoes |
||
|
b. Someone assumes that cigarette smoking is not unhealthy because his father smoked for years and is seemingly healthy. |
||
|
c. A man believes that going to visit his in-laws is always unpleasant and therefore attends to the more unpleasant aspects of his trip, but he will be inattentive to the unpleasant aspects of a trip to visit his parents |
||
|
d. None of the above |
|
a. Experts know more about their field |
||
|
b. Experts use more trial and error methods |
||
|
c. Experts’ knowledge is organized differently |
||
|
d. Experts tend to spend more time analyzing the problem |
|
a. Amygdala |
||
|
b. Prefrontal regions of the frontal lobes |
||
|
c. Hippocampus |
||
|
d. Lateral regions of the parietal lobes |
|
a. Premise: Jerry always listens to music with his iPod. Conclusion: Therefore, Jerry reasons that all music is only listened to on iPods. |
||
|
b. Premise: All crows Jerry has seen have been black. Conclusion: Therefore, Jerry reasons that all crows must be black. |
||
|
c. Premise: Every life form we know of depends on liquid water to exist. Conclusion: All life depends on liquid water to exist. |
||
|
d. Premise: All men are mortal and Socrates is a man. Conclusion: Socrates is mortal |
|
a. Focusing illusion |
||
|
b. Normative approach |
||
|
c. Framing effect |
||
|
d. Illusory correlation |
|
a. Inductive reasoning, a conclusion is valid if it fits a “good enough” criterion |
||
|
b. Deductive reasoning, a conclusion is valid only if it cannot be refuted by any mode of the premises |
||
|
c. Inductive reasoning, a conclusion is valid only if it cannot be refuted by any mode of the premises |
||
|
d. Deductive reasoning, a conclusion is valid only if it fits a “good enough” criterion |
|
a. Step-by-step procedures, Restructuring |
||
|
b. Algorithms, Schema |
||
|
c. Restructuring, Step-by-Step procedures |
||
|
d. Schema, Fixation |