Question 1

The textbook recommends a number of ways in which to increase students' attention in class. Which one of the following is not recommended?

Accepted Answer

A)  Ask questions frequently. 
B)  Vary the method of presentation. 
C)  Place easily distractible students near the teacher. 
D)  Have several different activities going on simultaneously. 
A)  Ask questions frequently. 
B)  Vary the method of presentation. 
C)  Place easily distractible students near the teacher. 
D)  Have several different activities going on simultaneously. D

Question 2

Peter and Paul are both listening to the same lecture. Peter is trying to learn the information being presented so that he can remember it later on. Paul is listening closely but not necessarily trying to remember it. From a levels-of-processing perspective, we would predict that:

Accepted Answer

A)  Peter is engaging in incidental learning, so will probably remember more. 
B)  Paul is likely to process the information at a deeper level, so will probably remember more. 
C)  Both boys will remember the same amount if they process the information in the same way. 
D)  Both boys will remember the same amount if they are equally alert. 
A)  Peter is engaging in incidental learning, so will probably remember more. 
B)  Paul is likely to process the information at a deeper level, so will probably remember more. 
C)  Both boys will remember the same amount if they process the information in the same way. 
D)  Both boys will remember the same amount if they are equally alert. C

Question 3

Which one of the following statements best describes an activation model of memory?

Accepted Answer

A)  Information is more effectively encoded when it is acted out for example, through role playing) at the time of storage. 
B)  What you are thinking about is activated; other things stored in your memory are in an inactive state. 
C)  You must repeat information several times if it is to be stored effectively. 
D)  Different pieces of information in memory interact with one another, so that you often remember something differently from how which you first stored it. 
A)  Information is more effectively encoded when it is acted out for example, through role playing) at the time of storage. 
B)  What you are thinking about is activated; other things stored in your memory are in an inactive state. 
C)  You must repeat information several times if it is to be stored effectively. 
D)  Different pieces of information in memory interact with one another, so that you often remember something differently from how which you first stored it. B

Question 4

During a lecture on World War II, Mr. Cochran tells his class about some of the major leaders of the countries involved in the war. He then asks Kathy to identify the leader of Great Britain during World War II, and she correctly responds, "Winston Churchill." At the time she answers the question, Kathy is exhibiting:

Accepted Answer

A)  storage 
B)  retrieval 
C)  elaboration 
D)  proactive facilitation 
A)  storage 
B)  retrieval 
C)  elaboration 
D)  proactive facilitation

Question 5

When psychologists refer to a dual-store model of memory, they are referring to a model in which:

Accepted Answer

A)  A distinction is made between working and long-term memory 
B)  Functions rather than structures of memory are emphasized 
C)  Information must be processed more than once before it will be stored 
D)  A distinction is made between two different levels of processing 
A)  A distinction is made between working and long-term memory 
B)  Functions rather than structures of memory are emphasized 
C)  Information must be processed more than once before it will be stored 
D)  A distinction is made between two different levels of processing

Question 6

Three of the following statements are accurate descriptions of long-term memory. Which one is not necessarily accurate?

Accepted Answer

A)  Information can last for a lengthy period of time, although not necessarily forever. 
B)  Retrieval of information from long-term memory is sometimes difficult. 
C)  Much of the information stored there is stored in terms of general meanings. 
D)  The more information it contains, the less room it has for new material. 
A)  Information can last for a lengthy period of time, although not necessarily forever. 
B)  Retrieval of information from long-term memory is sometimes difficult. 
C)  Much of the information stored there is stored in terms of general meanings. 
D)  The more information it contains, the less room it has for new material.

Question 7

Which one of the following examples best illustrates involvement of a central executive in the human memory system?

Accepted Answer

A)  Adam absentmindedly cracks his knuckles every minute or two. 
B)  Brigette works hard to keep her mind on her textbook as she reads. 
C)  As she sits in a science lecture, Claudia's thoughts continually drift to other topics. 
D)  David is frightened the first time he hears the loud noises at a fireworks display. 
A)  Adam absentmindedly cracks his knuckles every minute or two. 
B)  Brigette works hard to keep her mind on her textbook as she reads. 
C)  As she sits in a science lecture, Claudia's thoughts continually drift to other topics. 
D)  David is frightened the first time he hears the loud noises at a fireworks display.

Question 8

You are giving a lecture on a topic you know will be difficult for your students to understand and remember. Describe the steps you should take to maximize the probability that:
a. Your students will store the information in their working memories.
b. The information won't exceed the limits of students' working memory capacities.
c. Your students will, from the perspective of a levels-of-processing perspective, process the information in a "deep" fashion.

Accepted Answer

To maximize the probability that my stud

Question 9

Each of the women below is engaging in two activities simultaneously. Considering contemporary views of attention, identify the woman who should have the greatest difficulty doing both things at once.

Accepted Answer

A)  Amelia is thinking about what to cook for dinner while she combs her hair. 
B)  Brenda is watching the evening news on television while she studies for an exam. 
C)  As Camille walks down the street, she calls a friend on her cell phone to express anger about his inconsiderate behavior earlier in the day. 
D)  As she jogs around the track at the health club, Donna is trying to decide where to go on her vacation next month. 
A)  Amelia is thinking about what to cook for dinner while she combs her hair. 
B)  Brenda is watching the evening news on television while she studies for an exam. 
C)  As Camille walks down the street, she calls a friend on her cell phone to express anger about his inconsiderate behavior earlier in the day. 
D)  As she jogs around the track at the health club, Donna is trying to decide where to go on her vacation next month.

Question 10

Several sources of evidence have been used to address the question of whether working memory and long-term memory are separate entities. Which one of the following is not a source of evidence that has been used for this purpose?

Accepted Answer

A)  The serial learning curve 
B)  The behaviors of people who have sustained brain injuries 
C)  The form in which information is stored in different memory tasks 
D)  People's descriptions of how they remember information 
A)  The serial learning curve 
B)  The behaviors of people who have sustained brain injuries 
C)  The form in which information is stored in different memory tasks 
D)  People's descriptions of how they remember information

Question 11

A classroom of talkative students immediately quiets down and pays attention when the teacher yells, "Listen to me!" quite loudly. The students' sudden attentiveness to the teacher demonstrates the effect of _______ on attention.

Accepted Answer

A)  stimulus intensity 
B)  personal relevance 
C)  proximity 
D)  working memory 
A)  stimulus intensity 
B)  personal relevance 
C)  proximity 
D)  working memory

Question 12

To prepare for his test on Tuesday morning, Harvey studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harvey's memory system did the information get?

Accepted Answer

A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all. 
A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all.

Question 13

Which one of the following most clearly illustrates the Gestalt principle of figure-ground?

Accepted Answer

A)  Aaron is watching the teacher's face so intently that he doesn't notice what she is writing on the chalkboard. 
B)  Bart has difficulty seeing the difference between the letters b and d because the two letters are so similar in appearance. 
C)  Caryn is lost in her thoughts. 
D)  Darlene has difficulty judging the size of objects more than six meters away from her. 
A)  Aaron is watching the teacher's face so intently that he doesn't notice what she is writing on the chalkboard. 
B)  Bart has difficulty seeing the difference between the letters b and d because the two letters are so similar in appearance. 
C)  Caryn is lost in her thoughts. 
D)  Darlene has difficulty judging the size of objects more than six meters away from her.

Question 14

Which one of the following pairs illustrates two different levels of processing?

Accepted Answer

A)  Deciding whether bear rhymes with chair; deciding whether bear rhymes with deer. 
B)  Deciding whether bear rhymes with chair; deciding whether actual rhymes with natural. 
C)  Deciding whether bear rhymes with chair; thinking about how a bear and a dog are similar. 
D)  Thinking about how a bear and a dog are similar; thinking about how a chair and a table are similar. 
A)  Deciding whether bear rhymes with chair; deciding whether bear rhymes with deer. 
B)  Deciding whether bear rhymes with chair; deciding whether actual rhymes with natural. 
C)  Deciding whether bear rhymes with chair; thinking about how a bear and a dog are similar. 
D)  Thinking about how a bear and a dog are similar; thinking about how a chair and a table are similar.

Question 15

Which one of the following is an accurate statement about the dual-store model of memory?

Accepted Answer

A)  All information that reaches the sensory register also reaches short-term memory, but only a small percentage of this information is stored in long-term memory. 
B)  Information that must be remembered for a long time goes directly from the sensory register to long-term memory; less important information is stored in short-term memory. 
C)  All information that enters long-term memory must first pass through the sensory register and short-term memory. 
D)  The three components of memory are used to store different kinds of information: visual images are stored in the sensory register, most numerical information is stored in short-term memory, and verbal information is stored in long-term memory. 
A)  All information that reaches the sensory register also reaches short-term memory, but only a small percentage of this information is stored in long-term memory. 
B)  Information that must be remembered for a long time goes directly from the sensory register to long-term memory; less important information is stored in short-term memory. 
C)  All information that enters long-term memory must first pass through the sensory register and short-term memory. 
D)  The three components of memory are used to store different kinds of information: visual images are stored in the sensory register, most numerical information is stored in short-term memory, and verbal information is stored in long-term memory.

Question 16

Which one of the following best illustrates the "working" aspect of working memory?

Accepted Answer

A)  Efficiently using a pair of scissors 
B)  Confusing two people's names 
C)  Alphabetizing five names as you hold them in memory 
D)  Unconsciously adjusting your grip on a tennis racket in anticipation of executing a backhand swing 
A)  Efficiently using a pair of scissors 
B)  Confusing two people's names 
C)  Alphabetizing five names as you hold them in memory 
D)  Unconsciously adjusting your grip on a tennis racket in anticipation of executing a backhand swing

Question 17

Susan is introduced to Jerry. She immediately smiles and says, "Hello, Jerry." A minute later, she wants to introduce Jerry to her friend Mary, but she cannot remember his name. Based on this information, how far in Susan's memory system did Jerry's name get?

Accepted Answer

A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all. 
A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all.

Question 18

Based on the textbook's discussion, you might best think of attention as being a process of:

Accepted Answer

A)  Turning one's sensory receptors in the direction of desired information 
B)  Making stronger responses to bright or loud stimuli 
C)  Focusing one's cognitive processes on certain stimuli in the environment 
D)  Filtering out unwanted information, in much the same way that an oil filter removes unwanted particles 
A)  Turning one's sensory receptors in the direction of desired information 
B)  Making stronger responses to bright or loud stimuli 
C)  Focusing one's cognitive processes on certain stimuli in the environment 
D)  Filtering out unwanted information, in much the same way that an oil filter removes unwanted particles

Question 19

Contemporary memory theorists disagree about whether working memory and long-term memory are distinctly different entities. Describe two sources of evidence that support a dual-store model of memory and two sources of evidence that support a single-store model.

Accepted Answer

Dual-store model of memory suggests that

Question 20

Only one of the following teachers is applying contemporary memory theory. Which one?

Accepted Answer

A)  Ms. Alphonso suggests that students in her Russian class listen to Russian tapes while they sleep. 
B)  Mr. Bancroft helps students identify important ideas in their textbooks. 
C)  Ms. Cranston asks her students to memorize definitions of 15 geometric figures. 
D)  Mr. Dominowski suggests that his students put information for tomorrow's test in their short-term memories.
Essay Questions 
A)  Ms. Alphonso suggests that students in her Russian class listen to Russian tapes while they sleep. 
B)  Mr. Bancroft helps students identify important ideas in their textbooks. 
C)  Ms. Cranston asks her students to memorize definitions of 15 geometric figures. 
D)  Mr. Dominowski suggests that his students put information for tomorrow's test in their short-term memories.
Essay Questions

The textbook recommends a number of ways in which to increase students' attention in class. Which one of the following is not recommended?

Peter and Paul are both listening to the same lecture. Peter is trying to learn the information being presented so that he can remember it later on. Paul is listening closely but not necessarily trying to remember it. From a levels-of-processing perspective, we would predict that:

Which one of the following statements best describes an activation model of memory?

When psychologists refer to a dual-store model of memory, they are referring to a model in which:

Three of the following statements are accurate descriptions of long-term memory. Which one is not necessarily accurate?

Which one of the following examples best illustrates involvement of a central executive in the human memory system?

Each of the women below is engaging in two activities simultaneously. Considering contemporary views of attention, identify the woman who should have the greatest difficulty doing both things at once.

Several sources of evidence have been used to address the question of whether working memory and long-term memory are separate entities. Which one of the following is not a source of evidence that has been used for this purpose?

A classroom of talkative students immediately quiets down and pays attention when the teacher yells, "Listen to me!" quite loudly. The students' sudden attentiveness to the teacher demonstrates the effect of _______ on attention.

To prepare for his test on Tuesday morning, Harvey studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harvey's memory system did the information get?

Which one of the following most clearly illustrates the Gestalt principle of figure-ground?

Which one of the following pairs illustrates two different levels of processing?

Which one of the following is an accurate statement about the dual-store model of memory?

Which one of the following best illustrates the "working" aspect of working memory?

Susan is introduced to Jerry. She immediately smiles and says, "Hello, Jerry." A minute later, she wants to introduce Jerry to her friend Mary, but she cannot remember his name. Based on this information, how far in Susan's memory system did Jerry's name get?

Based on the textbook's discussion, you might best think of attention as being a process of:

Contemporary memory theorists disagree about whether working memory and long-term memory are distinctly different entities. Describe two sources of evidence that support a dual-store model of memory and two sources of evidence that support a single-store model.

Only one of the following teachers is applying contemporary memory theory. Which one?

Perspectives on Learning

Learning and the Brain

Behaviorist Principles and Theories

Applications of Behaviorist Principles

Social Cognitive Theory

Introduction to Cognitivism

Long-Term Memory Storage and Retrieval Processes

The Nature of Knowledge

Cognitive Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking Chapter 13 Transfer, Problem Solving, and Critical Thinking Multiple Choice Questions

Motivation and Affect

Cognitive Factors in Motivation

Filters

Exam 7: Basic Components of Memory

The textbook recommends a number of ways in which to increase students' attention in class. Which one of the following is not recommended?

Peter and Paul are both listening to the same lecture. Peter is trying to learn the information being presented so that he can remember it later on. Paul is listening closely but not necessarily trying to remember it. From a levels-of-processing perspective, we would predict that:

Which one of the following statements best describes an activation model of memory?

When psychologists refer to a dual-store model of memory, they are referring to a model in which:

Three of the following statements are accurate descriptions of long-term memory. Which one is not necessarily accurate?

Which one of the following examples best illustrates involvement of a central executive in the human memory system?

Each of the women below is engaging in two activities simultaneously. Considering contemporary views of attention, identify the woman who should have the greatest difficulty doing both things at once.

Several sources of evidence have been used to address the question of whether working memory and long-term memory are separate entities. Which one of the following is not a source of evidence that has been used for this purpose?

A classroom of talkative students immediately quiets down and pays attention when the teacher yells, "Listen to me!" quite loudly. The students' sudden attentiveness to the teacher demonstrates the effect of _______ on attention.

To prepare for his test on Tuesday morning, Harvey studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harvey's memory system did the information get?

Which one of the following most clearly illustrates the Gestalt principle of figure-ground?

Which one of the following pairs illustrates two different levels of processing?

Which one of the following is an accurate statement about the dual-store model of memory?

Which one of the following best illustrates the "working" aspect of working memory?

Susan is introduced to Jerry. She immediately smiles and says, "Hello, Jerry." A minute later, she wants to introduce Jerry to her friend Mary, but she cannot remember his name. Based on this information, how far in Susan's memory system did Jerry's name get?

Based on the textbook's discussion, you might best think of attention as being a process of:

Contemporary memory theorists disagree about whether working memory and long-term memory are distinctly different entities. Describe two sources of evidence that support a dual-store model of memory and two sources of evidence that support a single-store model.

Only one of the following teachers is applying contemporary memory theory. Which one?

Perspectives on Learning

Learning and the Brain

Behaviorist Principles and Theories

Applications of Behaviorist Principles

Social Cognitive Theory

Introduction to Cognitivism

Long-Term Memory Storage and Retrieval Processes

The Nature of Knowledge

Cognitive Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking Chapter 13 Transfer, Problem Solving, and Critical Thinking Multiple Choice Questions

Motivation and Affect

Cognitive Factors in Motivation

Filters