Question 1

Research suggests that the basal ganglia are involved in learning:

Accepted Answer

A)  perceptual-motor skills. 
B)  cognitive skills. 
C)  both perceptual-motor skills and cognitive skills. 
D)  neither perceptual-motor skills nor cognitive skills. 
A)  perceptual-motor skills. 
B)  cognitive skills. 
C)  both perceptual-motor skills and cognitive skills. 
D)  neither perceptual-motor skills nor cognitive skills.

Question 2

A person who has a very hard time learning to play the piano but, with practice, becomes a concert pianist:

Accepted Answer

A)  has talent but is not an expert. 
B)  has talent and has become an expert. 
C)  does not have talent but has become an expert. 
D)  does not have talent and is not an expert. 
A)  has talent but is not an expert. 
B)  has talent and has become an expert. 
C)  does not have talent but has become an expert. 
D)  does not have talent and is not an expert.

Question 3

Which statement is TRUE regarding the cerebral cortex?

Accepted Answer

A)  Animals without much cerebral cortex cannot learn perceptual-motor tasks. 
B)  Practicing a perceptual-motor skill leads to increased cortical activity. 
C)  Practicing a skill leads to a decrease in the amount of cortical gray matter. 
D)  It is particularly important for tasks that involve tracking a target. 
A)  Animals without much cerebral cortex cannot learn perceptual-motor tasks. 
B)  Practicing a perceptual-motor skill leads to increased cortical activity. 
C)  Practicing a skill leads to a decrease in the amount of cortical gray matter. 
D)  It is particularly important for tasks that involve tracking a target.

Question 4

Which action is an example of a cognitive skill?

Accepted Answer

A)  running 
B)  tying one's shoes 
C)  climbing a ladder 
D)  balancing a checkbook 
A)  running 
B)  tying one's shoes 
C)  climbing a ladder 
D)  balancing a checkbook

Question 5

What is serial reaction time task used for?

Accepted Answer

A)  study implicit learning. 
B)  study explicit learning. 
C)  perceptual-motor skills. 
D)  cognitive skills. 
A)  study implicit learning. 
B)  study explicit learning. 
C)  perceptual-motor skills. 
D)  cognitive skills.

Question 6

In the _____ stage, learners begin using stereotyped actions when performing a skill and rely less on actively recalled memories of rules.

Accepted Answer

A)  cognitive 
B)  associative 
C)  autonomous 
D)  acquisition 
A)  cognitive 
B)  associative 
C)  autonomous 
D)  acquisition

Question 7

Suppose a child is learning to swim. If a person measures how long it takes him to swim from one end of the pool to the other each day, the person will typically find that the child's speed will:

Accepted Answer

A)  increase rapidly over the first several days and then increase more slowly on subsequent days. 
B)  increase gradually from day to day. 
C)  increase slowly over the first several days and then increase more rapidly on subsequent days. 
D)  remain the same for the first several days and then increase rather suddenly. 
A)  increase rapidly over the first several days and then increase more slowly on subsequent days. 
B)  increase gradually from day to day. 
C)  increase slowly over the first several days and then increase more rapidly on subsequent days. 
D)  remain the same for the first several days and then increase rather suddenly.

Question 8

As people learn a new perceptual-motor skill, the amount of cortex that is active _____ with practice.

Accepted Answer

A)  increases steadily 
B)  decreases steadily 
C)  increases rapidly at first and then more slowly 
D)  increases slowly at first and then more rapidly 
A)  increases steadily 
B)  decreases steadily 
C)  increases rapidly at first and then more slowly 
D)  increases slowly at first and then more rapidly

Question 9

Feedback about the performance of a skill that is critical to the effectiveness of practice is known as:

Accepted Answer

A)  knowledge of results. 
B)  knowledge of learning. 
C)  knowledge of practice. 
D)  effectiveness. 
A)  knowledge of results. 
B)  knowledge of learning. 
C)  knowledge of practice. 
D)  effectiveness.

Question 10

Being able to throw a baseball without having to think about the motions one is making is an example of the _____ stage of skill acquisition.

Accepted Answer

A)  cognitive 
B)  associative 
C)  autonomous 
D)  expert 
A)  cognitive 
B)  associative 
C)  autonomous 
D)  expert

Question 11

Describe an example of something that one has learned implicitly. Justify why one considers the example to be implicit learning.

Accepted Answer

Grading criteria: Ex

Question 12

When rats with damage to the basal ganglia are put in a water maze, and the platform is moved to a new location, the rats swim:

Accepted Answer

A)  in random directions until they find the new platform. 
B)  directly to the location where the platform used to be, but only if the platform is submerged (not visible). 
C)  directly to the new platform location only if the platform is visible. 
D)  directly to the location where the platform used to be, even when the platform is not visible. 
A)  in random directions until they find the new platform. 
B)  directly to the location where the platform used to be, but only if the platform is submerged (not visible). 
C)  directly to the new platform location only if the platform is visible. 
D)  directly to the location where the platform used to be, even when the platform is not visible.

Question 13

A sequence of movements that an organism can perform virtually automatically is known as motor programs or:

Accepted Answer

A)  habits. 
B)  expertise. 
C)  practice. 
D)  motor skills. 
A)  habits. 
B)  expertise. 
C)  practice. 
D)  motor skills.

Question 14

Thorndike's identical elements theory provides a good explanation for:

Accepted Answer

A)  apraxia. 
B)  motor programs. 
C)  skill decay. 
D)  transfer specificity. 
A)  apraxia. 
B)  motor programs. 
C)  skill decay. 
D)  transfer specificity.

Question 15

According to the power law of practice, performance during learning:

Accepted Answer

A)  starts slowly and then rapidly improves. 
B)  improves rapidly at first and then slows down. 
C)  improves at a steady rate. 
D)  improves rapidly at first and then declines. 
A)  starts slowly and then rapidly improves. 
B)  improves rapidly at first and then slows down. 
C)  improves at a steady rate. 
D)  improves rapidly at first and then declines.

Question 16

Unlike deep brain stimulation where the electrodes stimulate the brain, the motor prostheses electrodes:

Accepted Answer

A)  collect information from neurons and transmit those signals. 
B)  deliver electrical impulses to a specific body part. 
C)  provide researchers with information on a specific limb. 
D)  None of the answers is correct. 
A)  collect information from neurons and transmit those signals. 
B)  deliver electrical impulses to a specific body part. 
C)  provide researchers with information on a specific limb. 
D)  None of the answers is correct.

Question 17

Without any explicit training from adults many children know how to turn the ignition key in order to start their parent's cars. This is an example of:

Accepted Answer

A)  observational learning. 
B)  implicit learning. 
C)  explicit learning. 
D)  variable practice. 
A)  observational learning. 
B)  implicit learning. 
C)  explicit learning. 
D)  variable practice.

Question 18

If Madeleine wants to learn two very simple perceptual-motor skills MOST effectively, she should practice:

Accepted Answer

A)  them on separate days. 
B)  both on the same day and then get a good night's sleep. 
C)  one skill on the first day, then review that same skill on the second day before practicing the other skill. 
D)  both skills on the first day, then practice only the second skill on the second day. 
A)  them on separate days. 
B)  both on the same day and then get a good night's sleep. 
C)  one skill on the first day, then review that same skill on the second day before practicing the other skill. 
D)  both skills on the first day, then practice only the second skill on the second day.

Question 19

Which stage of Fitts's three-stage model would act in setting up a tent while carrying on a discussion about politics?

Accepted Answer

A)  cognitive 
B)  associative 
C)  autonomous 
D)  acquisition 
A)  cognitive 
B)  associative 
C)  autonomous 
D)  acquisition

Question 20

When a rat learns to turn the correct way in a T-shaped maze, one finds that, in the basal ganglia:

Accepted Answer

A)  neural activity is relatively constant throughout the learning process. 
B)  neural activity is low at the beginning of learning and gradually increases. 
C)  neural activity is high at the beginning of learning but gradually tapers off. 
D)  the pattern of neural activity changes as the rat becomes better at the task. 
A)  neural activity is relatively constant throughout the learning process. 
B)  neural activity is low at the beginning of learning and gradually increases. 
C)  neural activity is high at the beginning of learning but gradually tapers off. 
D)  the pattern of neural activity changes as the rat becomes better at the task.

Research suggests that the basal ganglia are involved in learning:

A person who has a very hard time learning to play the piano but, with practice, becomes a concert pianist:

Which statement is TRUE regarding the cerebral cortex?

Which action is an example of a cognitive skill?

What is serial reaction time task used for?

In the _____ stage, learners begin using stereotyped actions when performing a skill and rely less on actively recalled memories of rules.

Suppose a child is learning to swim. If a person measures how long it takes him to swim from one end of the pool to the other each day, the person will typically find that the child's speed will:

As people learn a new perceptual-motor skill, the amount of cortex that is active _____ with practice.

Feedback about the performance of a skill that is critical to the effectiveness of practice is known as:

Being able to throw a baseball without having to think about the motions one is making is an example of the _____ stage of skill acquisition.

Describe an example of something that one has learned implicitly. Justify why one considers the example to be implicit learning.

When rats with damage to the basal ganglia are put in a water maze, and the platform is moved to a new location, the rats swim:

A sequence of movements that an organism can perform virtually automatically is known as motor programs or:

Thorndike's identical elements theory provides a good explanation for:

According to the power law of practice, performance during learning:

Unlike deep brain stimulation where the electrodes stimulate the brain, the motor prostheses electrodes:

Without any explicit training from adults many children know how to turn the ignition key in order to start their parent's cars. This is an example of:

If Madeleine wants to learn two very simple perceptual-motor skills MOST effectively, she should practice:

Which stage of Fitts's three-stage model would act in setting up a tent while carrying on a discussion about politics?

When a rat learns to turn the correct way in a T-shaped maze, one finds that, in the basal ganglia:

Fundamental Themes in the Psychology of Learning and Memory

The Neuroscience of Learning and Memory

Habituation, Sensitization, and Familiarization: Learning About Repeated Events

Classical Conditioning: Learning to Predict Significant Events

Operant Conditioning: Learning the Outcome of Behaviors

Generalization, Discrimination Learning, and Concept Formation Memory Module

Episodic and Semantic Memory: Memory for Events and for Facts

Working Memory and Cognitive Control Integrative Topics Module

Emotional Influences on Learning and Memory

Social Learning and Memory: Observing, Interacting, and Reenacting

Development and Aging: Learning and Memory Across the Lifespan

Filters

Exam 8: Skill Memory: Learning by Doing

Research suggests that the basal ganglia are involved in learning:

A person who has a very hard time learning to play the piano but, with practice, becomes a concert pianist:

Which statement is TRUE regarding the cerebral cortex?

Which action is an example of a cognitive skill?

What is serial reaction time task used for?

In the _____ stage, learners begin using stereotyped actions when performing a skill and rely less on actively recalled memories of rules.

Suppose a child is learning to swim. If a person measures how long it takes him to swim from one end of the pool to the other each day, the person will typically find that the child's speed will:

As people learn a new perceptual-motor skill, the amount of cortex that is active _____ with practice.

Feedback about the performance of a skill that is critical to the effectiveness of practice is known as:

Being able to throw a baseball without having to think about the motions one is making is an example of the _____ stage of skill acquisition.

Describe an example of something that one has learned implicitly. Justify why one considers the example to be implicit learning.

When rats with damage to the basal ganglia are put in a water maze, and the platform is moved to a new location, the rats swim:

A sequence of movements that an organism can perform virtually automatically is known as motor programs or:

Thorndike's identical elements theory provides a good explanation for:

According to the power law of practice, performance during learning:

Unlike deep brain stimulation where the electrodes stimulate the brain, the motor prostheses electrodes:

Without any explicit training from adults many children know how to turn the ignition key in order to start their parent's cars. This is an example of:

If Madeleine wants to learn two very simple perceptual-motor skills MOST effectively, she should practice:

Which stage of Fitts's three-stage model would act in setting up a tent while carrying on a discussion about politics?

When a rat learns to turn the correct way in a T-shaped maze, one finds that, in the basal ganglia:

Fundamental Themes in the Psychology of Learning and Memory

The Neuroscience of Learning and Memory

Habituation, Sensitization, and Familiarization: Learning About Repeated Events

Classical Conditioning: Learning to Predict Significant Events

Operant Conditioning: Learning the Outcome of Behaviors

Generalization, Discrimination Learning, and Concept Formation Memory Module

Episodic and Semantic Memory: Memory for Events and for Facts

Working Memory and Cognitive Control Integrative Topics Module

Emotional Influences on Learning and Memory

Social Learning and Memory: Observing, Interacting, and Reenacting

Development and Aging: Learning and Memory Across the Lifespan

Filters