| 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 |