Question 1

Bob works in marketing and wants to be creative at his work. Which of these is LEAST likely to be a prerequisite for his creativity?

Accepted Answer

A)  having knowledge about his domain in marketing 
B)  being strongly motivated by external rewards rather than taking pleasure in his work 
C)  being able to ignore criticism and tolerate ambiguous findings 
D)  being willing to take risks and not follow the crowd 
A)  having knowledge about his domain in marketing 
B)  being strongly motivated by external rewards rather than taking pleasure in his work 
C)  being able to ignore criticism and tolerate ambiguous findings 
D)  being willing to take risks and not follow the crowd B

Question 2

Many years ago, Wallas argued that creative thought proceeds through four stages. Which of the following is NOT one of these stages?

Accepted Answer

A)  illumination 
B)  articulation 
C)  preparation 
D)  incubation 
A)  illumination 
B)  articulation 
C)  preparation 
D)  incubation B

Question 3

If you are trying to help a friend use analogies in problem solving, which piece of advice should you NOT give?

Accepted Answer

A)  You should attend to the deep structure of the problem. 
B)  Try to see the mapping between problems you already know and test problems. 
C)  Memorize as many problems as you can. 
D)  Search your memory for content related to the deep structure of the problem, not surface details. 
A)  You should attend to the deep structure of the problem. 
B)  Try to see the mapping between problems you already know and test problems. 
C)  Memorize as many problems as you can. 
D)  Search your memory for content related to the deep structure of the problem, not surface details. C

Question 4

In general, a training procedure will promote subsequent analogy use if the procedure

Accepted Answer

A)  helps participants to remember the exact formulation of the training problems. 
B)  makes the value of analogy use clear to participants. 
C)  encourages participants to pay attention to the training problem's deep structure. 
D)  teaches the participants general principles about how analogies function. 
A)  helps participants to remember the exact formulation of the training problems. 
B)  makes the value of analogy use clear to participants. 
C)  encourages participants to pay attention to the training problem's deep structure. 
D)  teaches the participants general principles about how analogies function.

Question 5

Experts seem able to break a problem into meaningful chunks. This strategy provides all of the following advantages EXCEPT for

Accepted Answer

A)  making it easier to remember the various elements of the problem. 
B)  highlighting the organization of the problem's elements, making it easier to see the problem's structure. 
C)  helping in the identification of subproblems and therefore in the creation of subgoals. 
D)  drawing the expert's attention to the problem's microstructure. 
A)  making it easier to remember the various elements of the problem. 
B)  highlighting the organization of the problem's elements, making it easier to see the problem's structure. 
C)  helping in the identification of subproblems and therefore in the creation of subgoals. 
D)  drawing the expert's attention to the problem's microstructure.

Question 6

Studies of analogy use indicate that participants

Accepted Answer

A)  use analogies spontaneously in a wide range of problems. 
B)  use analogies only if they are experts in the domain of the problem. 
C)  are more likely to use analogies if there is a superficial resemblance between the problem being solved and the problem serving as the base for the analogy. 
D)  are more likely to use analogies in solving spatial problems than they are in solving verbal problems. 
A)  use analogies spontaneously in a wide range of problems. 
B)  use analogies only if they are experts in the domain of the problem. 
C)  are more likely to use analogies if there is a superficial resemblance between the problem being solved and the problem serving as the base for the analogy. 
D)  are more likely to use analogies in solving spatial problems than they are in solving verbal problems.

Question 7

People often compare experts to novices. Which of the following claims about this comparison is NOT true?

Accepted Answer

A)  Experts tend to be more-skilled problem solvers in general, so they have an advantage even with unfamiliar problems. 
B)  Experts have a much larger knowledge base, including a large set of exemplars on which they can draw. 
C)  Experts are more familiar with the higher-order patterns common in the area of expertise. 
D)  Expert knowledge is more heavily cross-referenced and is therefore more easily accessible. 
A)  Experts tend to be more-skilled problem solvers in general, so they have an advantage even with unfamiliar problems. 
B)  Experts have a much larger knowledge base, including a large set of exemplars on which they can draw. 
C)  Experts are more familiar with the higher-order patterns common in the area of expertise. 
D)  Expert knowledge is more heavily cross-referenced and is therefore more easily accessible.

Question 8

In some procedures, participants are helped by an interruption during their attempts at solving a problem. In explaining this effect, which of the following hypotheses seems LEAST plausible in light of the available evidence?

Accepted Answer

A)  The interruption provides an opportunity for participants to gather further information about the problem. 
B)  The interruption provides an opportunity for frustration or fatigue to dissipate. 
C)  The interruption allows participants to forget their earlier approaches to the problem, thus enabling a fresh start. 
D)  The interruption allows an opportunity for unconscious problem solving to occur. 
A)  The interruption provides an opportunity for participants to gather further information about the problem. 
B)  The interruption provides an opportunity for frustration or fatigue to dissipate. 
C)  The interruption allows participants to forget their earlier approaches to the problem, thus enabling a fresh start. 
D)  The interruption allows an opportunity for unconscious problem solving to occur.

Question 9

One plan for solving a problem would be to consider every possible option, searching for the best solution. This broad plan is

Accepted Answer

A)  usually the best way to proceed for solving complicated problems. 
B)  more effective with ill-defined problems. 
C)  usually ruled out by the sheer number of possible states within the problem space. 
D)  often the only plan available. 
A)  usually the best way to proceed for solving complicated problems. 
B)  more effective with ill-defined problems. 
C)  usually ruled out by the sheer number of possible states within the problem space. 
D)  often the only plan available.

Question 10

Two groups of participants are given sets of training problems to solve. One group of participants is told to try to understand the structure of the problem, while the other group is asked to try to memorize the problem. They are later given test problems. Based on previous evidence, what results would you expect to see at testing?

Accepted Answer

A)  The "memorize" group will be faster when solving the problems. 
B)  The "memorize" group will solve more problems. 
C)  The "structure" group will solve more problems. 
D)  The groups will solve the same number of problems. 
A)  The "memorize" group will be faster when solving the problems. 
B)  The "memorize" group will solve more problems. 
C)  The "structure" group will solve more problems. 
D)  The groups will solve the same number of problems.

Question 11

Describe the genetic and environmental factors that influence intelligence. Is one factor more important than the other? Why?

Accepted Answer

The answer of Describe the genetic and environmental factors that...

Question 12

Participants' use of "hill climbing" is evident in that

Accepted Answer

A)  participants solve problems more quickly if they can divide the problem into smaller subproblems. 
B)  problem solving often gets stalled if a problem requires the participant to move briefly away from the goal state in order (ultimately) to reach the goal. 
C)  participants are disrupted in their problem solving if they are asked to think out loud as they proceed. 
D)  participants are often confused unless the problem's path constraints are clearly specified. 
A)  participants solve problems more quickly if they can divide the problem into smaller subproblems. 
B)  problem solving often gets stalled if a problem requires the participant to move briefly away from the goal state in order (ultimately) to reach the goal. 
C)  participants are disrupted in their problem solving if they are asked to think out loud as they proceed. 
D)  participants are often confused unless the problem's path constraints are clearly specified.

Question 13

Which of the following is NOT an explanation that is supported by evidence for the IQ discrepancies between blacks and whites?

Accepted Answer

A)  Genetic factors cause whites to be more intelligent than blacks. 
B)  Economic factors lead to higher IQ scores among whites than blacks. 
C)  Stereotype threat causes black students to score lower on intelligence tests. 
D)  IQ scores among blacks can be improved by reducing stereotype threat. 
A)  Genetic factors cause whites to be more intelligent than blacks. 
B)  Economic factors lead to higher IQ scores among whites than blacks. 
C)  Stereotype threat causes black students to score lower on intelligence tests. 
D)  IQ scores among blacks can be improved by reducing stereotype threat.

Question 14

A group of participants is interrupted while working on a problem. The participants then spend some time on an unrelated task and, finally, return to the initial problem. Studies of this sort show that the

Accepted Answer

A)  participants will benefit from the interruption and are more likely to solve the problem when they return to it. 
B)  participants will be disrupted by the interruption and are less likely to solve the problem when they return to it. 
C)  participants will not be affected by the interruption. 
D)  data are mixed, with some studies showing a benefit from the interruption but with many studies showing no effect. 
A)  participants will benefit from the interruption and are more likely to solve the problem when they return to it. 
B)  participants will be disrupted by the interruption and are less likely to solve the problem when they return to it. 
C)  participants will not be affected by the interruption. 
D)  data are mixed, with some studies showing a benefit from the interruption but with many studies showing no effect.

Question 15

A problem's "initial state" refers to the

Accepted Answer

A)  participant's circumstances before he or she has understood the problem. 
B)  actual statement of the problem. 
C)  knowledge and resources one possesses at the outset of the problem. 
D)  first goal one must move toward in solving the problem. 
A)  participant's circumstances before he or she has understood the problem. 
B)  actual statement of the problem. 
C)  knowledge and resources one possesses at the outset of the problem. 
D)  first goal one must move toward in solving the problem.

Question 16

One way to turn an ill-defined question into a well-defined question is to

Accepted Answer

A)  add extra constraints or assumptions to the problem so that it has more structure. 
B)  make the question less specific. 
C)  make the question rhetorical. 
D)  remove any clear or concrete goal state from the problem. 
A)  add extra constraints or assumptions to the problem so that it has more structure. 
B)  make the question less specific. 
C)  make the question rhetorical. 
D)  remove any clear or concrete goal state from the problem.

Question 17

Mark scored very well on a verbal intelligence test. How is he likely to score on a visuospatial test of intelligence?

Accepted Answer

A)  He will score below average on the visuospatial test. 
B)  He will score above average on the visuospatial test 
C)  One cannot assume how he will score because there is no correlation between general and specialized intelligence. 
D)  He will score similarly if he takes the test today, but his score will be very different if he takes the test in a few months. 
A)  He will score below average on the visuospatial test. 
B)  He will score above average on the visuospatial test 
C)  One cannot assume how he will score because there is no correlation between general and specialized intelligence. 
D)  He will score similarly if he takes the test today, but his score will be very different if he takes the test in a few months.

Question 18

Blair is female and Alex is male. Which of the following statements about their IQs is most likely to be true?

Accepted Answer

A)  Blair has a much higher IQ than Alex. 
B)  Alex has a much higher IQ than Blair. 
C)  Blair and Alex are likely to have similar IQs; however, Blair will likely score higher on verbal tests of intelligence. 
D)  Blair and Alex are likely to have similar IQs; however, Blair will likely score higher on visuospatial tests of intelligence. 
A)  Blair has a much higher IQ than Alex. 
B)  Alex has a much higher IQ than Blair. 
C)  Blair and Alex are likely to have similar IQs; however, Blair will likely score higher on verbal tests of intelligence. 
D)  Blair and Alex are likely to have similar IQs; however, Blair will likely score higher on visuospatial tests of intelligence.

Question 19

Experts have an advantage in problem solving and remembering certain information (like the position of chess pieces) for all of the following reasons EXCEPT that they

Accepted Answer

A)  think of units that can be used to set subgoals. 
B)  create higher-order units that have a purpose. 
C)  avoid getting bogged down in the details by organizing the information. 
D)  break down chunks to create subgoals. 
A)  think of units that can be used to set subgoals. 
B)  create higher-order units that have a purpose. 
C)  avoid getting bogged down in the details by organizing the information. 
D)  break down chunks to create subgoals.

Question 20

In many studies, participants fail to use analogies as an aid to problem solving. Of the following, which is the MOST plausible explanation of this fact?

Accepted Answer

A)  Participants do not understand the value of analogies, so they do not bother searching for them. 
B)  Participants search their memories based on the surface structure of the problem and thus fail to think of many useful analogies. 
C)  Participants pay too much attention to the deep structure of a problem, and so they fail to see the features that lead to analogy. 
D)  Participants seem unable to use analogies even when explicitly instructed to do so. 
A)  Participants do not understand the value of analogies, so they do not bother searching for them. 
B)  Participants search their memories based on the surface structure of the problem and thus fail to think of many useful analogies. 
C)  Participants pay too much attention to the deep structure of a problem, and so they fail to see the features that lead to analogy. 
D)  Participants seem unable to use analogies even when explicitly instructed to do so.

Bob works in marketing and wants to be creative at his work. Which of these is LEAST likely to be a prerequisite for his creativity?

Many years ago, Wallas argued that creative thought proceeds through four stages. Which of the following is NOT one of these stages?

If you are trying to help a friend use analogies in problem solving, which piece of advice should you NOT give?

In general, a training procedure will promote subsequent analogy use if the procedure

Experts seem able to break a problem into meaningful chunks. This strategy provides all of the following advantages EXCEPT for

Studies of analogy use indicate that participants

People often compare experts to novices. Which of the following claims about this comparison is NOT true?

In some procedures, participants are helped by an interruption during their attempts at solving a problem. In explaining this effect, which of the following hypotheses seems LEAST plausible in light of the available evidence?

One plan for solving a problem would be to consider every possible option, searching for the best solution. This broad plan is

Describe the genetic and environmental factors that influence intelligence. Is one factor more important than the other? Why?

Participants' use of "hill climbing" is evident in that

Which of the following is NOT an explanation that is supported by evidence for the IQ discrepancies between blacks and whites?

A group of participants is interrupted while working on a problem. The participants then spend some time on an unrelated task and, finally, return to the initial problem. Studies of this sort show that the

A problem's "initial state" refers to the

One way to turn an ill-defined question into a well-defined question is to

Mark scored very well on a verbal intelligence test. How is he likely to score on a visuospatial test of intelligence?

Blair is female and Alex is male. Which of the following statements about their IQs is most likely to be true?

Experts have an advantage in problem solving and remembering certain information (like the position of chess pieces) for all of the following reasons EXCEPT that they

In many studies, participants fail to use analogies as an aid to problem solving. Of the following, which is the MOST plausible explanation of this fact?

The Science of the Mind

The Neural Basis for Cognition

Recognizing Objects

Paying Attention

The Acquisition of Memories and the Working-Memory System

Interconnections Between Acquisition and Retrieval

Remembering Complex Events

Concepts and Generic Knowledge

Language

Visual Knowledge

Judgment and Reasoning

Conscious Thought, Unconscious Thought

Filters

Exam 12: Problem Solving and Intelligence

Bob works in marketing and wants to be creative at his work. Which of these is LEAST likely to be a prerequisite for his creativity?

Many years ago, Wallas argued that creative thought proceeds through four stages. Which of the following is NOT one of these stages?

If you are trying to help a friend use analogies in problem solving, which piece of advice should you NOT give?

In general, a training procedure will promote subsequent analogy use if the procedure

Experts seem able to break a problem into meaningful chunks. This strategy provides all of the following advantages EXCEPT for

Studies of analogy use indicate that participants

People often compare experts to novices. Which of the following claims about this comparison is NOT true?

In some procedures, participants are helped by an interruption during their attempts at solving a problem. In explaining this effect, which of the following hypotheses seems LEAST plausible in light of the available evidence?

One plan for solving a problem would be to consider every possible option, searching for the best solution. This broad plan is

Describe the genetic and environmental factors that influence intelligence. Is one factor more important than the other? Why?

Participants' use of "hill climbing" is evident in that

Which of the following is NOT an explanation that is supported by evidence for the IQ discrepancies between blacks and whites?

A group of participants is interrupted while working on a problem. The participants then spend some time on an unrelated task and, finally, return to the initial problem. Studies of this sort show that the

A problem's "initial state" refers to the

One way to turn an ill-defined question into a well-defined question is to

Mark scored very well on a verbal intelligence test. How is he likely to score on a visuospatial test of intelligence?

Blair is female and Alex is male. Which of the following statements about their IQs is most likely to be true?

Experts have an advantage in problem solving and remembering certain information (like the position of chess pieces) for all of the following reasons EXCEPT that they

In many studies, participants fail to use analogies as an aid to problem solving. Of the following, which is the MOST plausible explanation of this fact?

The Science of the Mind

The Neural Basis for Cognition

Recognizing Objects

Paying Attention

The Acquisition of Memories and the Working-Memory System

Interconnections Between Acquisition and Retrieval

Remembering Complex Events

Concepts and Generic Knowledge

Language

Visual Knowledge

Judgment and Reasoning

Conscious Thought, Unconscious Thought

Filters