Cognition: The Science of the Mind SIXTH EDITION

Cognition: The Science of the Mind SIXTH EDITION Daniel Reisberg, Reed College QUESTIONS AND ANSWERS TEST BANK Cognition: The Science of the Mind Whitney Hanson ARIZONA STATE UNIVERSITY CONTENTS Assessment Guidelines Based on the Science of Learning vii Part 1 The Foundations of Cognitive Psychology Chapter 1 | The Science of the Mind 1 Chapter 2 | The Neural Basis for Cognition 16 Part 2 Learning about the World around Us Chapter 3 | Visual Perception 30 Chapter 4 | Recognizing Objects 44 Chapter 5 | Paying Attention 60 Part 3 Memory Chapter 6 | The Acquisition of Memories and the Working-Memory System 75 Chapter 7 | Interconnections between Acquisition and Retrieval 92 Chapter 8 | Remembering Complex Events 108 Part 4 Knowledge Chapter 9 | Concepts and Generic Knowledge 124 Chapter 10 | Language 140 Chapter 11 | Visual Knowledge 156 Part 5 Thinking Chapter 12 | Judgment and Reasoning 172 Chapter 13 | Problem Solving and Intelligence 189 Chapter 14 | Conscious Thought, Unconscious Thought 204 ASSESSMENT GUIDELINES BASED ON THE SCIENCE OF LEARNING When was the last time you were pleased with the consistency and quality of the assessment supplements that come with introductory texts? If you are like most professors, you probably find that these assessment packages do not always meet your needs. To address this issue, Norton collaborated with Valerie Shute (Florida State Uni- versity) and Diego Zapata-Rivera (Electronic Testing Services) to develop a methodology for delivering high- quality, valid, and reliable assessment through our test banks and extensive suite of support materials. Our Approach In evaluating the test banks that accompany introductory texts, we found four substantive problem areas associ- ated with the items: (a) misclassified item types; (b) a prevalence of low-level questions that may misrepresent the goals of the course; (c) unevenly distributed topics—where trivial topics are tested via multiple items while important topics are not tested at all; and (d) links to topics that are often at a very general level, thus preventing diagnostic use of the item information. To eradicate these issues from our test banks, we conducted a focus group to create a new model for assessment. A good assessment tool must (a) define what students need to know and the level of knowledge and skills expected of them to be competent in the concepts about which they are learning; (b) include test items that provide valid and reliable evidence by assessing the material to be learned at the appropriate level; and (c) enable instructors to accu- rately judge what students know and what they don’t know and to what degree, allowing instructors to focus on areas where students need the most help. Each question in this test bank measures and links explicitly to a specific competency and is written with clear, concise, and grammatically correct language that suits the difficulty level of the specific competency being as- sessed. To ensure the validity of the questions, no extraneous, ambiguous, or confusing material is included, and no slang expressions are used. In developing the questions, every effort has been made to eliminate bias (e.g., racial, gender, cultural, ethnic, regional, disability, age, and so on) to require specific knowledge of the material studied, not general knowledge or experience. This ensures accessibility and validity. How It Works The test bank authors developed questions designed to test students’ knowledge of a particular learning objective from the text. By asking students questions that vary in both type and level of difficulty, instructors can gather different types of evidence, which will allow them to more effectively assess how well students understand topics. SIX QUESTION TYPES 1. Remembering questions—test declarative knowledge, including textbook definitions and relationships between two or more pieces of information. Can students recall or remember the information in the same form it was learned? 2. Understanding questions—pose problems in a context different from the one in which the material was learned, requiring students to draw from their declarative and/or procedural understanding of important concepts. Can students explain ideas or concepts? 3. Applying questions—ask students to draw from their prior experiences and use critical-thinking skills to take part in qualitative reasoning about the real world. Can students use learned information in another task or situation? 4. Analyzing questions—test students’ abilities to break down information and see how different elements re- late to each other and to the whole. Can students distinguish among the different parts? 5. Evaluating questions—ask students to assess information as a whole and frame their own argument. Can stu- dents justify a stand or decision? 6. Creating questions—pose questions or objectives that prompt students to put elements they have learned together into a coherent whole to generate new ideas. Can students create a new product or point of view based on data? THREE DIFFICULTY LEVELS 1. Easy questions—require a basic understanding of the concepts, definitions, and examples presented in the text- book. 2. Moderate questions—direct students to use critical thinking skills and to demonstrate an understanding of core concepts independent of specific textbook examples. 3. Difficult questions—ask students to synthesize textbook concepts with their own experiences, making analyti- cal inferences about historical topics and more. READING THE TEST ITEM NOTATION Each question in the test bank is tagged with six pieces of information designed to help instructors create the most ideal mix of questions for the quizzes or exams. These tags are: ANS: This is the correct answer for each question. DIF: This is the difficulty assigned to the problem. REF: This is the number of the page in the textbook from which a question is drawn. OBJ: This is the learning objective that is tested by the question. MSC: This is the question type (see above) that the question is designed to test. CHAPTER 1The Science of the Mind LEARNING OBJECTIVES 1. Describe the scope and goals of cognitive psychology. 2. Understand the case of H.M., and the many ways that memory influences our lives. 3.Describe the limits of introspection. 4.Compare and contrast behaviorism and cognitive psychology. 5.Describe Baddeley and Hitch’s working memory system. 6.Explain how working memory can be affected by various manipulations, including concurrent articulation. 7.Understand the ways that cognitive psychologists are able to acquire data and advance theories. 8.Consider real-life situations wherein working memory is required. MULTIPLE CHOICE 1. Which of the following topics is NOT commonly studied within cognitive psychology? a. dreaming c. memory b. decision making d. attention ANS: A DIF: Easy REF: The Scope of Cognitive Psychology OBJ: 1.1 MSC: Understanding 2. Cognitive processes are NOT necessary for which daily activity? a. reading a newspaper c. talking on the phone b. studying for a test d. breathing ANS: D DIF: Easy REF: The Scope of Cognitive Psychology OBJ: 1.1 MSC: Applying 3. Alyssa wants to be a psychologist but is unsure which topic within psychology most interests her. Which of the following topics would be LEAST likely to lead her into cognitive psychology? a. amnesia c. Lyme’s disease b. language acquisition d. problem-solving strategies ANS: C DIF: Easy REF: The Scope of Cognitive Psychology OBJ: 1.1 MSC: Applying 4. The phrase “Betsy wants to bring Jacob a present. She shook her piggy bank” is easily understood by most people because a. our previous knowledge fills in the necessary details. b. introspection allows us to understand how Betsy feels. c. English is a simple language to understand. d. the sentences are short. ANS: A DIF: Easy REF: The Broad Role for Memory OBJ: 1.1 MSC: Understanding 5. Which of the following statements is LEAST likely to apply to patient H.M.? a. “He cannot remember what he did earlier today, including events that took place just an hour ago.”