Cognition Theory And Applications 8th Edition By Reed - Test Bank

Cognition Theory And Applications 8th Edition By Reed – Test Bank

 

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Sample Questions Are Posted Below

 

Chapter 5-Long-Term Memory

Student: ___________________________________________________________________________

1. Memory for names and concepts in a cognitive psychology course stabilizes at above-chance levels after how many years of retention?
   A. 1 year
   B. 3 years
   C. 5 years
   D. 10 years

 

2. Studies of long-term memory for material learned in cognitive psychology classes indicate that
   A. 10 years from now you will not remember anything that you now know.
   B. 10 years from now you will remember almost everything you know now.
   C. 10 years from now you will remember about 25 percent of what you know now.
   D. 10 years from now you will remember about 50 percent of what you know now.

 

3. The best predictor of retention of high school algebra is
   A. the grade in the course.
   B. math SAT scores.
   C. continued study of advanced mathematics.
   D. grades in other high school mathematics courses.

 

4. In Atkinson and Shiffrin’s model of LTM, all of the following are control processes, except
   A. coding.
   B. sensory inhibition.
   C. rehearsal.
   D. retrieval strategies.

 

5. According to the Atkinson-Shiffrin model of memory, which of the following is not a characteristic of LTM?
   A. The rate of forgetting is slow.
   B. The capacity of LTM is unlimited.
   C. Control processes determine what information is acquired.
   D. Information is acquired only through repetition.

 

6. Selection of a search strategy occurs during which stage of learning?
   A. acquisition
   B. retention
   C. retrieval
   D. rehearsal

 

7. Which of the following is not an acquisition strategy suggested by Atkinson and Shiffrin?
   A. priming
   B. rehearsal
   C. imaging
   D. coding

 

8. The coding strategy in the Atkinson and Shiffrin model involves
   A. verbal repetition of information.
   B. semantic elaboration of information.
   C. creating visual images.
   D. selecting a search strategy.

 

9. Rote learning
   A. means simply repeating information over and over.
   B. can be useful for learning abstract information.
   C. Both a and b
   D. Neither a nor b

 

10. Which strategy is most likely to lead to rote learning?
    A. rehearsal
    B. coding
    C. imaging
    D. elaboration

 

11. According to Atkinson and Shiffrin, the probability of recalling an item depends on
    A. the probability of including that item in the rehearsal set.
    B. the number of rehearsal trials.
    C. the number of intervening trials between the end of rehearsal and the test.
    D. All of these

 

12. A subject was told to study the following words: book, chair, calendar, alarm, phone, lamp, pencil, and desk. Later he recalled book, chair, pencil, and desk. This result is best explained as
    A. the primacy effect.
    B. the recency effect.
    C. the serial position effect.
    D. the proactive interference effect.

 

13. The primacy effect in a serial position curve can be eliminated if
    A. subjects rehearse all words equally often, suggesting that the primacy effect is caused by retrieval from STM.
    B. subjects rehearse all words equally often, suggesting that the primacy effect is caused by retrieval from LTM.
    C. subjects perform another task for 30 seconds, suggesting that the primacy effect is caused by retrieval from STM.
    D. subjects perform another task for 30 seconds, suggesting that the primacy effect is caused by retrieval from LTM.

 

14. The recency effect found in a serial position curve can be eliminated if
    A. subjects rehearse all words equally often, suggesting that the recency effect is caused by retrieval from STM.
    B. subjects rehearse words equally often, suggesting that the recency effect is caused by retrieval from LTM.
    C. subjects perform another task for 30 seconds, suggesting that the recency effect is caused by retrieval from STM.
    D. subjects perform another task for 30 seconds, suggesting that the recency effect is caused by retrieval from LTM.

 

15. Dunlosky and Nelson found that immediate judgments of learning were superior to delayed judgments of learning when judging
    A. which of two learning strategies was most effective.
    B. which individual items were learned.
    C. Both a and b
    D. Neither a nor b

 

16. When people have ample time to study, they focus on _____, while when they are under time constraints they focus on _____.
    A. difficult concepts; easy concepts
    B. easy concepts; difficult concepts
    C. difficult concepts; difficult concepts
    D. easy concepts; easy concepts

 

17. A negative recency effect (decreased recall of words at the end of the list) occurs for
    A. immediate recall of a word list.
    B. delayed recall of a word list.
    C. Both immediate recall of a word list and delayed recall of a word list.
    D. Neither immediate recall of a word list nor delayed recall of a word list.

 

18. A benefit of taking a Cognitive Psychology course is that you are more likely to use _____ judgments to make predictions about your learning.
    A. experientially-based
    B. brain-based
    C. functionally-based
    D. theory-based

 

19. A benefit of taking a Cognitive Psychology course is that you are more likely to use _____ judgments to make predictions about your learning.
    A. experientially-based
    B. brain-based
    C. functionally-based
    D. theory-based

 

20. Both Brown & McNeill and Read & Bruce found that the most frequently used strategy for searching LTM during the ‘tip-of-the-tongue’ stage was to
    A. spontaneously recall the name without thinking.
    B. use contextual information associated with the name.
    C. use partial information related to the spelling of the name.
    D. generate a list of plausible names.

 

21. A difference between naturalistic and laboratory studies of the tip-of-the-tongue effect is that people are more likely in naturalistic studies to
    A. spontaneously recall the name without thinking.
    B. use contextual information associated with the name.
    C. use partial information related to the spelling of the name.
    D. generate a list of plausible names.

 

22. One of the primary problems with the use of hypnosis to help eyewitnesses recall crimes is
    A. hypnotism does not really work. It is just a sham that has been debunked by modern cognitive scientists.
    B. hypnotists can induce witnesses to report things they never saw, or to report incorrectly.
    C. no one can tell whether or not a person is actually hypnotized, or just faking it.
    D. hypnotism is only effective within the first 24 hours after the incident.

 

23. One of the primary problems with the use of hypnosis to help eyewitnesses recall crimes is
    A. hypnotism does not really work. It is just a sham that has been debunked by modern cognitive scientists.
    B. hypnotists can induce witnesses to report things they never saw, or to report incorrectly.
    C. no one can tell whether or not a person is actually hypnotized, or just faking it.
    D. hypnotism is only effective within the first 24 hours after the incident.

 

24. A cognitive interview involves
    A. reinstating the context and reporting everything.
    B. assessing the duration and capacity of the witness’s Long-Term Memory to see if he or she is capable of providing valid testimony.
    C. revisiting the scene of the crime under hypnosis.
    D. All of these

 

25. The cognitive interview procedure is
    A. more difficult to learn than hypnosis.
    B. more effective than the standard interview procedure.
    C. less effective than the standard interview procedure.
    D. currently ineffective for real crimes.

 

26. In a review of wrongly convicted cases based on subsequent DNA evidence, Wells et al. (2000) found
    A. there was no primary factor in establishing the initial wrongful conviction.
    B. eyewitness testimony was the primary factor in establishing the initial wrongful conviction.
    C. courtroom error was the primary factor in establishing the initial wrongful conviction.
    D. juror memory constraints were the primary factor in establishing the initial wrongful conviction.

 

27. Accurate eyewitness identification depends on
    A. recognizing familiar faces.
    B. recalling the perpetrator in context.
    C. viewing mug shots prior to a line-up.
    D. having prior media exposure of the suspect.

 

28. One disadvantage of showing people mug shots is that it
    A. produces retroactive interference.
    B. produces proactive interference.
    C. increases the probability of a false identification.
    D. increases the probability of not recognizing a subject.

 

29. Which of the following does not belong?
    A. multiple-choice question
    B. essay question
    C. true/false question
    D. word fragment identification

 

30. Warrington and Weiskrantz discovered that patients with severe amnesia performed as well as control subjects on
    A. a recall test.
    B. a word-fragment test.
    C. a recognition test.
    D. None of the above

 

31. Memory for the context in which a word occurs is unimportant when people are tested by
    A. indirect memory tests.
    B. recognition tests.
    C. recall tests.
    D. All of the above

 

32. Semantic memory is _____ while episodic memory is _____.
    A. general knowledge; memory for skills
    B. general knowledge; memory for temporally linked information
    C. memory for skills; memory for temporally linked information
    D. memory for temporally linked information; general knowledge

 

33. Procedural memory is a part of
    A. episodic memory.
    B. semantic memory.
    C. STM.
    D. LTM.

 

34. A distinction between direct and indirect tests of memory, according to multimemory theories, is that direct tests measure
    A. episodic memory.
    B. semantic memory.
    C. procedural memory.
    D. All of the above

 

35. Which is an example of episodic memory?
    A. tying your shoe
    B. naming capitals of states
    C. recalling your 5th birthday
    D. learning definitions

 

36. Which is an example of procedural memory?
    A. tying your shoe
    B. naming capitals of states
    C. recalling your 5th birthday
    D. learning definitions

 

37. Reading the same passage twice helps amnesics increase their
    A. confidence level.
    B. reading speed.
    C. performance on a multiple choice test.
    D. performance on a recall test.

 

38. Which task requires explicit memory in Squire and Knowlton’s memory taxonomy?
    A. learned skills and procedures
    B. a recall test
    C. classical conditioning
    D. reflex learning

 

39. Which part of the brain supports explicit memory in Squire and Knowlton’s memory taxonomy?
    A. amygdala
    B. cerebellum
    C. medial temporal lobe
    D. neocortex

 

40. Learning can be characterized as the transfer of information between STM to LTM.
    True    False

 

41. The rate of decay from STM is less rapid than that of LTM.
    True    False

 

42. The probability of encoding (and subsequent retrieval) of information is a function of the amount of time the information was originally rehearsed in STM.
    True    False

 

43. Tip-of-the-tongue phenomenon is when you know the information but you have difficulty articulating because of a motor deficit of the tongue.
    True    False

 

44. The primacy effect is better memory performance early in the morning.
    True    False

 

45. Acquisition, retention, and retrieval are all important in using our knowledge.
    True    False

 

46. Showing mug shots to eyewitnesses is a good method for improving the reliability of the witness.
    True    False

 

47. Evidence from neuroscience and neuropsychology suggest that there are different types of memory.
    True    False

 

48. Memory for skills is a component of implicit memory.
    True    False

 

49. An important structure of the brain underlying memory is the parietal lobe.
    True    False

 

50. Knowing what you now know about memory, apply what you have learned to how best to study.  Include, where possible, specific examples of research to support your claims.

 

 

 

 

 

51. Explain the primacy effect and the recency effect on the rehearsal of a list of words. How could you use your knowledge of these two effects to better remember an entire list of words?

 

 

 

 

 

52. When you experience the “tip of the tongue” phenomenon, what methods do you use to try to recall the information from your long-term memory? Do these methods usually work? Are there any other methods that might work better for you?

 

 

 

 

 

53. Given what you now know about memory, do you think that the justice system should convict someone of a crime based solely on eye-witness testimony? Use the research discussed in your text to support your position.

 

 

 

 

 

54. Discuss direct (explicit) and indirect (implicit) memory tests. What are some advantages to using implicit memory tests when assessing memory?

 

 

 

 

 

55. Discuss the importance of acquisition, retention, and retrieval in learning and memory. What are some of the factors that influence each?

 

 

 

 

 

56. Discuss the Atkinson-Shiffrin model of memory. Include in your answer how information is entered into long-term memory. Include also relevant supporting research.

 

 

 

 

 

57. Discuss what you have learned about memory and the issue of eyewitness recall and identification. Would you as a member of a jury convict a defendant solely on the basis of eyewitness testimony? Why or why not?

 

 

 

 

 

58. Compare and contrast explicit and implicit aspects of memory. What research is there to support this distinction?

 

 

 

 

 

59. What is Squire and Knowlton’s conceptualization of long-term memory? How are the various brain structures related to different aspects of memory? (Hint: The diagram in your text was a good summary of this.)

 

 

 

 

 

 

 

Chapter 5-Long-Term Memory Key

1. Memory for names and concepts in a cognitive psychology course stabilizes at above-chance levels after how many years of retention?
   A.1 year
   B. 3 years
   C. 5 years
   D. 10 years

 

2. Studies of long-term memory for material learned in cognitive psychology classes indicate that
   A.10 years from now you will not remember anything that you now know.
   B. 10 years from now you will remember almost everything you know now.
   C. 10 years from now you will remember about 25 percent of what you know now.
   D. 10 years from now you will remember about 50 percent of what you know now.

 

3. The best predictor of retention of high school algebra is
   A.the grade in the course.
   B. math SAT scores.
   C. continued study of advanced mathematics.
   D. grades in other high school mathematics courses.

 

4. In Atkinson and Shiffrin’s model of LTM, all of the following are control processes, except
   A. coding.
   B. sensory inhibition.
   C. rehearsal.
   D. retrieval strategies.

 

5. According to the Atkinson-Shiffrin model of memory, which of the following is not a characteristic of LTM?
   A.The rate of forgetting is slow.
   B. The capacity of LTM is unlimited.
   C. Control processes determine what information is acquired.
   D. Information is acquired only through repetition.

 

6. Selection of a search strategy occurs during which stage of learning?
   A.acquisition
   B. retention
   C. retrieval
   D. rehearsal

 

7. Which of the following is not an acquisition strategy suggested by Atkinson and Shiffrin?
   A.priming
   B. rehearsal
   C. imaging
   D. coding

 

8. The coding strategy in the Atkinson and Shiffrin model involves
   A.verbal repetition of information.
   B. semantic elaboration of information.
   C. creating visual images.
   D. selecting a search strategy.

 

9. Rote learning
   A.means simply repeating information over and over.
   B. can be useful for learning abstract information.
   C. Both a and b
   D. Neither a nor b

 

10. Which strategy is most likely to lead to rote learning?
    A.rehearsal
    B. coding
    C. imaging
    D. elaboration

 

11. According to Atkinson and Shiffrin, the probability of recalling an item depends on
    A.the probability of including that item in the rehearsal set.
    B. the number of rehearsal trials.
    C. the number of intervening trials between the end of rehearsal and the test.
    D. All of these

 

12. A subject was told to study the following words: book, chair, calendar, alarm, phone, lamp, pencil, and desk. Later he recalled book, chair, pencil, and desk. This result is best explained as
    A.the primacy effect.
    B. the recency effect.
    C. the serial position effect.
    D. the proactive interference effect.

 

13. The primacy effect in a serial position curve can be eliminated if
    A.subjects rehearse all words equally often, suggesting that the primacy effect is caused by retrieval from STM.
    B. subjects rehearse all words equally often, suggesting that the primacy effect is caused by retrieval from LTM.
    C. subjects perform another task for 30 seconds, suggesting that the primacy effect is caused by retrieval from STM.
    D. subjects perform another task for 30 seconds, suggesting that the primacy effect is caused by retrieval from LTM.

 

14. The recency effect found in a serial position curve can be eliminated if
    A.subjects rehearse all words equally often, suggesting that the recency effect is caused by retrieval from STM.
    B. subjects rehearse words equally often, suggesting that the recency effect is caused by retrieval from LTM.
    C. subjects perform another task for 30 seconds, suggesting that the recency effect is caused by retrieval from STM.
    D. subjects perform another task for 30 seconds, suggesting that the recency effect is caused by retrieval from LTM.

 

15. Dunlosky and Nelson found that immediate judgments of learning were superior to delayed judgments of learning when judging
    A.which of two learning strategies was most effective.
    B. which individual items were learned.
    C. Both a and b
    D. Neither a nor b

 

16. When people have ample time to study, they focus on _____, while when they are under time constraints they focus on _____.
    A.difficult concepts; easy concepts
    B. easy concepts; difficult concepts
    C. difficult concepts; difficult concepts
    D. easy concepts; easy concepts

 

17. A negative recency effect (decreased recall of words at the end of the list) occurs for
    A.immediate recall of a word list.
    B. delayed recall of a word list.
    C. Both immediate recall of a word list and delayed recall of a word list.
    D. Neither immediate recall of a word list nor delayed recall of a word list.

 

18. A benefit of taking a Cognitive Psychology course is that you are more likely to use _____ judgments to make predictions about your learning.
    A.experientially-based
    B. brain-based
    C. functionally-based
    D. theory-based

 

19. A benefit of taking a Cognitive Psychology course is that you are more likely to use _____ judgments to make predictions about your learning.
    A.experientially-based
    B. brain-based
    C. functionally-based
    D. theory-based

 

20. Both Brown & McNeill and Read & Bruce found that the most frequently used strategy for searching LTM during the ‘tip-of-the-tongue’ stage was to
    A.spontaneously recall the name without thinking.
    B. use contextual information associated with the name.
    C. use partial information related to the spelling of the name.
    D. generate a list of plausible names.

 

21. A difference between naturalistic and laboratory studies of the tip-of-the-tongue effect is that people are more likely in naturalistic studies to
    A.spontaneously recall the name without thinking.
    B. use contextual information associated with the name.
    C. use partial information related to the spelling of the name.
    D. generate a list of plausible names.

 

22. One of the primary problems with the use of hypnosis to help eyewitnesses recall crimes is
    A.hypnotism does not really work. It is just a sham that has been debunked by modern cognitive scientists.
    B. hypnotists can induce witnesses to report things they never saw, or to report incorrectly.
    C. no one can tell whether or not a person is actually hypnotized, or just faking it.
    D. hypnotism is only effective within the first 24 hours after the incident.

 

23. One of the primary problems with the use of hypnosis to help eyewitnesses recall crimes is
    A.hypnotism does not really work. It is just a sham that has been debunked by modern cognitive scientists.
    B. hypnotists can induce witnesses to report things they never saw, or to report incorrectly.
    C. no one can tell whether or not a person is actually hypnotized, or just faking it.
    D. hypnotism is only effective within the first 24 hours after the incident.

 

24. A cognitive interview involves
    A.reinstating the context and reporting everything.
    B. assessing the duration and capacity of the witness’s Long-Term Memory to see if he or she is capable of providing valid testimony.
    C. revisiting the scene of the crime under hypnosis.
    D. All of these

 

25. The cognitive interview procedure is
    A.more difficult to learn than hypnosis.
    B. more effective than the standard interview procedure.
    C. less effective than the standard interview procedure.
    D. currently ineffective for real crimes.

 

26. In a review of wrongly convicted cases based on subsequent DNA evidence, Wells et al. (2000) found
    A.there was no primary factor in establishing the initial wrongful conviction.
    B. eyewitness testimony was the primary factor in establishing the initial wrongful conviction.
    C. courtroom error was the primary factor in establishing the initial wrongful conviction.
    D. juror memory constraints were the primary factor in establishing the initial wrongful conviction.

 

27. Accurate eyewitness identification depends on
    A.recognizing familiar faces.
    B. recalling the perpetrator in context.
    C. viewing mug shots prior to a line-up.
    D. having prior media exposure of the suspect.

 

28. One disadvantage of showing people mug shots is that it
    A.produces retroactive interference.
    B. produces proactive interference.
    C. increases the probability of a false identification.
    D. increases the probability of not recognizing a subject.

 

29. Which of the following does not belong?
    A.multiple-choice question
    B. essay question
    C. true/false question
    D. word fragment identification

 

30. Warrington and Weiskrantz discovered that patients with severe amnesia performed as well as control subjects on
    A.a recall test.
    B. a word-fragment test.
    C. a recognition test.
    D. None of the above

 

31. Memory for the context in which a word occurs is unimportant when people are tested by
    A.indirect memory tests.
    B. recognition tests.
    C. recall tests.
    D. All of the above

 

32. Semantic memory is _____ while episodic memory is _____.
    A.general knowledge; memory for skills
    B. general knowledge; memory for temporally linked information
    C. memory for skills; memory for temporally linked information
    D. memory for temporally linked information; general knowledge

 

33. Procedural memory is a part of
    A.episodic memory.
    B. semantic memory.
    C. STM.
    D. LTM.

 

34. A distinction between direct and indirect tests of memory, according to multimemory theories, is that direct tests measure
    A.episodic memory.
    B. semantic memory.
    C. procedural memory.
    D. All of the above

 

35. Which is an example of episodic memory?
    A.tying your shoe
    B. naming capitals of states
    C. recalling your 5th birthday
    D. learning definitions

 

36. Which is an example of procedural memory?
    A.tying your shoe
    B. naming capitals of states
    C. recalling your 5th birthday
    D. learning definitions

 

37. Reading the same passage twice helps amnesics increase their
    A.confidence level.
    B. reading speed.
    C. performance on a multiple choice test.
    D. performance on a recall test.

 

38. Which task requires explicit memory in Squire and Knowlton’s memory taxonomy?
    A.learned skills and procedures
    B. a recall test
    C. classical conditioning
    D. reflex learning

 

39. Which part of the brain supports explicit memory in Squire and Knowlton’s memory taxonomy?
    A.amygdala
    B. cerebellum
    C. medial temporal lobe
    D. neocortex

 

40. Learning can be characterized as the transfer of information between STM to LTM.
    TRUE

 

41. The rate of decay from STM is less rapid than that of LTM.
    FALSE

 

42. The probability of encoding (and subsequent retrieval) of information is a function of the amount of time the information was originally rehearsed in STM.
    TRUE

 

43. Tip-of-the-tongue phenomenon is when you know the information but you have difficulty articulating because of a motor deficit of the tongue.
    FALSE

 

44. The primacy effect is better memory performance early in the morning.
    FALSE

 

45. Acquisition, retention, and retrieval are all important in using our knowledge.
    TRUE

 

46. Showing mug shots to eyewitnesses is a good method for improving the reliability of the witness.
    FALSE

 

47. Evidence from neuroscience and neuropsychology suggest that there are different types of memory.
    TRUE

 

48. Memory for skills is a component of implicit memory.
    TRUE

 

49. An important structure of the brain underlying memory is the parietal lobe.
    FALSE

 

50. Knowing what you now know about memory, apply what you have learned to how best to study.  Include, where possible, specific examples of research to support your claims.

Answer not provided.

 

51. Explain the primacy effect and the recency effect on the rehearsal of a list of words. How could you use your knowledge of these two effects to better remember an entire list of words?

Answer not provided.

 

52. When you experience the “tip of the tongue” phenomenon, what methods do you use to try to recall the information from your long-term memory? Do these methods usually work? Are there any other methods that might work better for you?

Answer not provided.

 

53. Given what you now know about memory, do you think that the justice system should convict someone of a crime based solely on eye-witness testimony? Use the research discussed in your text to support your position.

Answer not provided.

 

54. Discuss direct (explicit) and indirect (implicit) memory tests. What are some advantages to using implicit memory tests when assessing memory?

Answer not provided.

 

55. Discuss the importance of acquisition, retention, and retrieval in learning and memory. What are some of the factors that influence each?

Answer not provided.

 

56. Discuss the Atkinson-Shiffrin model of memory. Include in your answer how information is entered into long-term memory. Include also relevant supporting research.

Answer not provided.

 

57. Discuss what you have learned about memory and the issue of eyewitness recall and identification. Would you as a member of a jury convict a defendant solely on the basis of eyewitness testimony? Why or why not?

Answer not provided.

 

58. Compare and contrast explicit and implicit aspects of memory. What research is there to support this distinction?

Answer not provided.

 

59. What is Squire and Knowlton’s conceptualization of long-term memory? How are the various brain structures related to different aspects of memory? (Hint: The diagram in your text was a good summary of this.)

Answer not provided.