Psychology and Your Life With POWER Learning 3rd Edition Feldman Test Bank Download

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Chapter 06
Test Bank
1. The process by which we encode, store, and retrieve information is known as ________.
A. perception
B. memory
C. rehearsal
D. cognition
Page: 201
Accessibility: Keyboard Navigation
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Easy
Learning Objective: 18.1: Define sensory memory.
Module: 18: The Foundations of Memory
Topic: Memory
2. Material in memory storage has to be located and brought into awareness to be useful. This process is known as ________.
A. potentiation
B. retrieval
C. encoding
D. storage
Page: 201
Bloom's: Remember
Difficulty: Easy
Topic: Memory
3. When answering such questions as, "Who was your date to the junior prom?" or, "Which costume did you wear last Halloween?" you are relying
most explicitly on the memory process of:
A. encoding.
B. potentiation.
C. retrieval.
D. storage.
Page: 201
APA Outcome: 1.3: Describe applications of psychology.
6-1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Bloom's: Apply
Difficulty: Hard
Topic: Memory Retrieval
4. Which of the following sequences best reflects the order of stages in the three-stage model of memory?
A. Sensory memory → short-term memory → long-term memory
B. Short-term memory → sensory memory → long-term memory
C. Short-term memory → working memory → long-term memory
D. Working memory → short-term memory → long-term memory
Page: 202
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Topic: Memory
5. Which of the following is true of sensory memory?

A. The precision of sensory memory is low due to its brief duration.
B. Sensory memory is the memory store in which information first has meaning.
C. Sensory memory permits us to keep information in an active state briefly so that we can do something with the information.
D. Sensory memory can store an almost exact replica of each stimulus to which it is exposed.
Page: 202
Bloom's: Understand
Difficulty: Medium
Topic: Sensory Memory
6. A research participant is required to report as much of a poem as he can remember, immediately after having read the poem once. We would
expect the greatest number of recall errors in lines:
A. at the beginning of the poem.
B. in the middle of the poem.
C. at the end of the poem.
D. anywhere in the poem.
Page: 203
Bloom's: Apply
Difficulty: Hard
Learning Objective: 18.2: Define short-term memory.
Topic: Short-Term Memory
7. Which of the following expressions best reflects the capacity of short-term memory?
A. One or two items
B. Unlimited
C. About seven +/- two chunks
D. About a dozen chunks
Page: 203
Bloom's: Remember
Difficulty: Easy
8. Tommy is repeating a series of digits in the order in which he heard an experimenter read them. The experimenter is testing the capacity of
Tommy's ________ memory. Tommy should be able to repeat about ________ digits correctly.
A. short-term; four
B. short-term; seven
C. sensory; four
D. sensory; seven
6-2
Page: 203
Bloom's: Apply
Difficulty: Hard
9. A ________ is a meaningful grouping of stimuli that can be stored as a unit in short-term memory.
A. chunk
B. clump
C. babble
D. prototype
Page: 203
Bloom's: Remember
Difficulty: Easy
10. When you tell an acquaintance your telephone number, you do not recite the digits one by one at a constant rate, as in "3, 3, 7, 2, 3, 4, 8, 3, 9, 2."
Rather, you might say, "3, 3, 7 . . . 2, 3, 4 . . . 83, 92." This exemplifies ________, a strategy to enhance ________ memory.
A. consolidation; sensory
B. consolidation; short-term
C. chunking; sensory
D. chunking; short-term
Page: 203
Bloom's: Apply
Difficulty: Medium
11. We look up a number in the phone book, push the book away, and then begin to dial the number. Why do we discourage an interruption during
this process?
A. Information lasts only 15–25 seconds in short-term memory.
B. Information lasts only 5–6 seconds in short-term memory.
C. Information can only last a minute or so in short-term memory.
D. Short-term memory can only hold one or two chunks of information.
Page: 204
Bloom's: Apply
Difficulty: Difficult
12. Rehearsal refers to the:

A. inability to recall information that one realizes one knows.
B. grouping of information that can be stored in short-term memory.
C. repetition of information that has entered short-term memory.
D. memory task in which individuals are presented with a stimulus and asked whether they have been exposed to it in the past.
Page: 205
Bloom's: Remember
Difficulty: Easy
Topic: Rehearsal
13. Rehearsal serves to:
6-3
A. refresh sensory memory.
B. keep information in sensory memory.
C. transfer information into long-term memory.
D. retrieve specific information exclusively.
Page: 205
Bloom's: Remember
Difficulty: Medium
Topic: Rehearsal
14. ________ rehearsal occurs when information is considered and organized in some fashion.
A. Primary
B. Elaborative
C. Rote
D. Maintenance
Page: 205
Bloom's: Remember
Difficulty: Easy
Topic: Rehearsal
15. The distinction between long- and short-term memory:

A. is somewhat artificial.
B. has failed to gain empirical support in memory research.
C. is supported by the effects of certain kinds of brain damage.
D. is supported by the distinction between declarative memory and procedural memory.
Page: 206
Bloom's: Understand
Difficulty: Medium
Learning Objective: 18.3: Define long-term memory.
Topic: Long-Term Memory
16. Which of the following best exemplifies declarative memory?

A. Memory for habits
B. Memory for skills
C. Memory for how to do things
D. Memory for factual information
Page: 207
Bloom's: Apply
Difficulty: Medium
Topic: Declarative Memory
17. Which of the following forms of memory refers to memory for skills and habits?
A. Declarative memory
B. Semantic memory
C. Episodic memory
D. Procedural memory
Page: 207
Bloom's: Understand
Difficulty: Easy
Topic: Procedural Memory
18. ________ memory is the memory for general knowledge and facts about the world, as well as memory for the rules of logic that are used to
deduce other facts.
6-4
A. Episodic
B. Semantic
C. Nondeclarative
D. Procedural
Page: 207
Bloom's: Remember
Difficulty: Easy
Topic: Semantic Memory
19. Knowing how to serve a badminton birdie is an example of a(n) ________ memory.
A. episodic
B. declarative
C. procedural
D. semantic
Page: 207
Bloom's: Apply
Difficulty: Easy
20. Cory knows that the capital of Vermont is Montpelier. This is an example of ________ memory.
A. semantic
B. episodic
C. procedural
D. nondeclarative
Page: 207
Bloom's: Apply
Difficulty: Medium
21. Which of the following statements accurately captures the relationship among the modules of long-term memory?
A. Episodic and semantic memory are both components of procedural memory.
B. Episodic and semantic memory are both components of declarative memory.
C. Declarative and semantic memory are both types of episodic memory.
D. Declarative and semantic memory are both types of procedural memory.
Page: 207
Bloom's: Understand
Difficulty: Medium
Topic: Long-Term Memory
22. "I know it! It's um . . . um . . . It starts with ‘G'," begins a trivia-game contestant excitedly. The contestant is falling prey to the ________
phenomenon.
A. tip-of-the-tongue
B. flashbulb memory
C. motivated forgetting
D. retrograde interference
Page: 213
Bloom's: Apply
Difficulty: Easy
Learning Objective: 19.1: Explain retrieval cues.
Module: 19: Recall and Forgetting
Topic: Retrieval Cues
6-5
23. Almost everybody has had the feeling of knowing the answer to a question but not being quite able to say it. This is called the tip-of-the-tongue
phenomenon and is a failure of:
A. retention.
B. storage.
C. retrieval.
D. trace consolidation.
Page: 213
Bloom's: Understand
Difficulty: Easy
24. Mickey is about to take his psychology finals. Just before the exam, the person sitting next to him asks him the name of the physiologist who
worked on classical conditioning. Mickey suddenly realizes that he can’t quite remember the name, but he knows that it starts with a “P” and is two
syllables long. Mickey is experiencing:
A. repression.
B. simple decay.
C. retrograde amnesia.
D. the tip-of-the-tongue phenomenon.
Page: 213
Bloom's: Apply
Difficulty: Medium
25. Why is it so difficult to retrieve information from long-term memory?

A. The capacity of long-term memory is limited.
B. The duration of long-term memories is limited.
C. There is so much information being stored in long-term memory.
D. The material that makes its way to long-term memory is temporary.
Page: 213
Bloom's: Understand
26. Chad is puzzling over a difficult question on a multiple-choice sociology test. He re-reads the question, scans the options beneath the question,
and glances at other questions on the test. Most likely, Chad is looking for:
A. mnemonics.
B. flashbulb memories.
C. retrieval cues.
D. a miracle.
Page: 213
Bloom's: Apply
Difficulty: Medium
27. Ralph is preparing a report on his academic field trip to a manufacturing plant. He is trying to remember each event of the trip in the order in
which it occurred to prepare an accurate report in a presentable form. Which of the following memory tasks is Ralph using?
A. Rehearsal
B. Recognition
C. Consolidation
D. Recall
Page: 213
6-6
Bloom's: Apply
Difficulty: Hard
28. Three-year-old Jane had learned the names of fruits from a picture book. She was taken to a grocery store and asked to identify apples and melons
kept in the store. Which of the following memory tasks would be used by Jane to identify the fruits?
A. Rehearsal
B. Recognition
C. Consolidation
D. Recall
Page: 213
Bloom's: Apply
Difficulty: Medium
29. ________ is a memory task in which individuals are presented with a stimulus and asked whether they have been exposed to it in the past or to
identify it from a list of alternatives.
A. Recall
B. Recognition
C. Rehearsal
D. Chunk
Page: 213
Bloom's: Remember
Difficulty: Easy
30. The levels-of-processing approach:

A. assumes that the longer the material is in working memory, the deeper will be its memory traces.
B. is primarily concerned with a type of memory called "procedural."
C. suggests that thinking about material leads to better memory than maintenance rehearsal.
D. holds that meaningless material produces greater depth of processing than material that can easily be fitted into meaningful contexts.
Page: 214
Bloom's: Recall
Difficulty: Medium
Learning Objective: 19.2: Discuss levels of processing.
Topic: Levels of Processing
31. According to the levels-of-processing theory, which of the following students should retrieve information more successfully on classroom tests?
A. Grant, who attempts to memorize his notes
B. Irene, who pays close attention to what is taught in class
C. Noel, who reads the content in his text loudly
D. Giselle, who underlines the important content in the text
Page: 214
Bloom's: Apply
Difficulty: Medium
Learning Objective: 19.2: Discuss levels of processing.
Topic: Levels of Processing
32. Julia is puzzled over a fill-in-the-blank question in her sociology test paper. To answer the question correctly, Julia has to use ________ memory.
A. explicit
B. implicit
C. subconscious
D. implied
6-7
Page: 215
Bloom's: Apply
Difficulty: Medium
Learning Objective: 19.3: Compare and contrast implicit and explicit memory.
Topic: Explicit and Implicit Memory
33. Memories of which we are not consciously aware of are called ________ memories.
A. internal
B. subliminal
C. subconscious
D. implicit
Page: 215
Bloom's: Remember
Difficulty: Easy
34. People's memories of the moment in which they learned of events such as the 9/11 attacks on the World Trade Center, Princess Diana's death, and
the 1986 Challenger explosion are termed ________ memories.
A. nondeclarative
B. flashbulb
C. implicit
D. procedural
Page: 216
Bloom's: Remember
Difficulty: Easy
Learning Objective: 19.4: Define flashbulb memories.
Topic: Flashbulb Memory
35. Flashbulb memories:

A. typically concern major, unexpected public, or personal events.
B. are remarkably accurate, even years after the initial event.
C. must be due to special encoding mechanisms for emotionally charged events.
D. are generally less accurate than memories for more mundane events because of the emotion surrounding the original event.
Page: 216
Bloom's: Understand
Difficulty: Medium
36. ________ is a process in which memories are influenced by the meaning we give to events.
A. Nondeclarative process
B. Consolidation
C. Constructive process
D. Long-term potentiation
Page: 217
Bloom's: Remember
Difficulty: Easy
Learning Objective: 19.5: Describe the constructive processes of memory.
Topic: Constructive Processes
37. A schema is:

A. a conceptual framework for interpreting a situation.
B. a form of proactive interference.
C. an important result of decay.
6-8
D. an item that has been forgotten.
Page: 217
Bloom's: Remember
Difficulty: Easy
38. How does the use of a schema improve memory?

A. A schema improves memory for details.
B. A schema provides a framework to use in interpreting a situation.
C. A schema helps avoid making errors in remembering the details of a situation.
D. A schema prevents the erosion of implicit memories.
Page: 217
Bloom's: Understand
Difficulty: Medium
39. Which of the following best encapsulates autobiographical memory?

A. Autobiographical memory is just as inaccurate as other types of memory. The different periods of one's life are remembered with equal ease.
B. Autobiographical memory is just as inaccurate as other types of memory. Some periods of one's life are recalled more easily than are others.
C. Autobiographical memory is more accurate than other types of memory. The different periods of one's life are remembered with equal ease.
D. Autobiographical memory is more accurate than other types of memory. Some periods of one's life are recalled more easily than others.
Page: 220
Bloom's: Understand
Difficulty: Medium
Topic: Autobiographical Memory
40. Which of the following statements best describes the forgetting function that Ebbinghaus discovered?
A. Material is forgotten at a relatively constant rate once it has been learned.
B. Nothing is ever really forgotten.
C. Material is forgotten at a relatively slow rate at first, then the rate of forgetting speeds up.
D. Material is forgotten relatively rapidly at first, and then the rate of forgetting slows down.
Page: 224
Bloom's: Understand
Difficulty: Medium
Learning Objective: 19.6: Explain the importance of forgetting.
Topic: Forgetting
41. Drew is unable to recall whether Lincoln's head faces left or right on the penny. Which of the following is probably the best explanation for
Drew's memory failure?
A. The information is difficult to retrieve because it is stored along with so many other pieces of information in Drew's long-term memory.
B. The information was learned so long ago that it is no longer stored in Drew's long-term memory.
C. The information was not encoded, because Drew never really paid attention to Lincoln's head on the penny.
D. The information was immediately displaced from Drew's working memory after it was encoded.
Page: 225
Bloom's: Apply
Difficulty: Medium
Learning Objective: 19.6: Explain the importance of forgetting.
Topic: Forgetting
42. Which theory of forgetting is correctly matched with its description?

A. Decay—Information is lost over time as a result of nonuse.
B. Interference—Forgetting occurs when there are too few "triggers" to recall the information.
6-9
C. Cue-dependent—Forgetting occurs because other information in memory disrupts the retrieval of the information we are trying to remember.
D. Retroactive interference—Information learned earlier disrupts the recall of newer material.
Page: 225
Bloom's: Remember
Difficulty: Medium
Learning Objective: 19.7: Explain why we forget information.
Topic: Forgetting
43. In ________ interference, information learned earlier disrupts the recall of information learned more recently; in ________ interference, recently
learned information disrupts the recall of information learned earlier.
A. retroactive; proactive
B. proactive; retroactive
C. regressive; progressive
D. progressive; regressive
Page: 226
Bloom's: Remember
Difficulty: Medium
Learning Objective: 19.7: Explain why we forget information.
Topic: Forgetting
44. Which of the following is true of mental images?

A. They refer only to visual representations.
B. They have only a few of the properties of the actual stimuli they represent.
C. They are representations in the mind of an object or event.
D. They can’t be rotated.
Page: 234
Bloom's: Understand
Difficulty: Medium
Learning Objective: 20.1: Explain the concept of mental images.
Module: 20: Thinking, Reasoning, and Problem Solving
Topic: Mental Images
45. Which of the following statements best expresses the nature of mental images?
A. They are binary in format.
B. They are always auditory in format.
C. They may be produced by any sensory modality.
D. They are linguistic.
Page: 234
Bloom's: Remember
Difficulty: Easy
46. Dr. Randazza shows participants a stylized map of a fictitious city. The map includes landmarks, such as a post office, a library, a shopping mall,
a bus depot, and an airport. Some of the landmarks are close together, such as the library and the post office. Others are far apart, such as the airport
and the shopping mall. Dr. Randazza removes the map. Participants are asked to imagine walking from one landmark to another, either a nearby one
or a more distant one. Participants press a key when they have reached the destination in their minds. Based on mental imagery, what do you think
Dr. Randazza should find? What would such a result say about mental imagery?
A. Participants should take the same amount of time to travel mentally between distant as between close landmarks. This result would suggest that
mental imagery reflects the actual actions the participants perform with respect to real objects.
B. Participants should take the same amount of time to travel mentally between distant as between close landmarks. This result would suggest that
mental imagery does not reflect the actual actions the participants perform with respect to real objects.
C. Participants should take longer to travel mentally between distant than between close landmarks. This result would suggest that mental imagery
reflects the actual actions the participants perform with respect to real objects.
D. Participants should take longer to travel mentally between distant than between close landmarks. This result would suggest that mental imagery
does not reflect the actual actions the participants perform with respect to real objects.
Page: 234
6-10
Bloom's: Apply
Difficulty: Hard
47. Clint is mentally rehearsing his golf swing in his mind's eye. Based on mental imagery, which of the following statements is most accurate?
A. Clint's mental rehearsal should improve his golf swing. Performing the task involves the same network of brain cells as the network used in
mentally rehearsing it.
B. Clint's mental rehearsal should do little to improve his golf swing. The brain areas active during Clint's mental rehearsal should be the same as
those active when Clint actually swings the golf club.
C. Clint's mental rehearsal should improve his golf swing. The brain areas active during Clint's mental rehearsal should be different than those active
when Clint actually swings the golf club.
D. Clint's mental rehearsal should do little to improve his golf swing. The brain areas active during Clint's mental rehearsal should be different than
those active when Clint actually swings the golf club.
Page: 234
Bloom's: Apply
Difficulty: Hard
48. Mental groupings of objects, events, or people that share common features are called:
A. concepts.
B. ideas.
C. heuristics.
D. algorithms.
Page: 234
Bloom's: Remember
Difficulty: Easy
Learning Objective: 20.2: Discuss the process of categorizing the world.
Topic: Concepts
49. A prototype is:

A. the most typical or highly representative example of a concept.
B. the first example of a concept that one encounters.
C. the least frequent example of a concept.
D. the most unusual or distinctive example of a concept.
Page: 236
Bloom's: Remember
Difficulty: Easy
Topic: Cognition
50. Those raised in the United States are most likely to use ________ relationships to categorize.
A. semantic
B. functional
C. categorical
D. thematic
Page: 236
Bloom's: Remember
Difficulty: Easy
Topic: Cognition
51. ________ is the process by which information is used to draw conclusions and make decisions.
A. Reasoning
B. Negotiating
6-11
C. Predicting
D. Conceptualizing
Page: 237
Bloom's: Remember
Difficulty: Easy
Learning Objective: 20.3: Describe the processes that underlie reasoning and decision making.
Topic: Reasoning
52. You check the time on your phone. Your friend should be out of class by now. You call her. She should answer if she is out of class. In this
example, your thought processes are best seen as exemplifying:
A. problem solving.
B. conceptualization.
C. reasoning.
D. creativity.
Page: 237
Bloom's: Apply
Difficulty: Medium
Topic: Reasoning
53. A rule that guarantees the solution to a problem when it is correctly applied is termed as a(n):
A. heuristic.
B. algorithm.
C. premise.
D. syllogism.
Page: 238
Bloom's: Remember
Difficulty: Easy
Topic: Algorithms
54. Which of the following is true of algorithms?

A. In cases where heuristics are not available, we may use algorithms.
B. Even if it is applied appropriately, an algorithm can’t guarantee a solution to a problem.
C. Algorithms may sometimes lead to errors.
D. We can use an algorithm even if we can’t understand why it works.
Page: 238
Bloom's: Understand
Difficulty: Easy
Topic: Algorithms
55. Which of the following is true of heuristics?

A. In cases where algorithms are not available, we may use heuristics.
B. If applied appropriately, a heuristic guarantees a solution to a problem.
C. Heuristics never lead to errors.
D. Heuristics decrease the likelihood of success in finding a solution.
Page: 238
Bloom's: Understand
Difficulty: Easy
Topic: Heuristics
56. Which of the following terms best captures the meaning of the term heuristic, as cognitive psychologists use it?
A. Principle
6-12
B. Formula
C. Strategy
D. Program
Page: 238
Bloom's: Understand
Difficulty: Easy
Topic: Heuristics
57. When you play tic-tac-toe using certain mental shortcuts, you are using cognitive strategies psychologists call:
A. algorithms.
B. mental sets.
C. heuristics.
D. syllogistic reasoning.
Page: 238
Bloom's: Apply
Difficulty: Easy
Topic: Heuristics
58. Matt picks up a pamphlet at a counseling center titled How to Succeed at College Course Work. Which type of problem-solving strategies is most
likely offered in this pamphlet?
A. Algorithms
B. Insights
C. Heuristics
D. Syllogisms
Page: 238
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
59. Which of the following most likely makes use of heuristics?

A. A chemical equation for the synthesis of sulfuric acid
B. A recipe for making cookies on the back of a box of cornflakes
C. An article by a Nobel Prize winner titled "How to Succeed in Science"
D. A computer program for keeping track of inventory at a department store
Page: 238
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
60. Which of the following is an advantage of the use of heuristics?

A. A heuristic will present a clearly defined solution to a problem.
B. A heuristic is often efficient.
C. A heuristic is guaranteed to result in a correct response.
D. A heuristic results in only one possible solution to a problem.
Page: 238
Bloom's: Understand
Difficulty: Easy
Topic: Heuristics
6-13
61. Lori and Monica are looking at the cans of coffee on display at a local supermarket. They are trying to decide which of two differently-sized cans
will be the better buy. Lori attempts to divide the price of each can by the number of ounces of coffee each can contains. Monica suggests that "the
larger size is usually a better buy." Lori is using a(n) ____, whereas Monica is using a(n) ________.
A. heuristic; algorithm
B. algorithm; heuristic
C. prototype; algorithm
D. heuristic; prototype
Page: 238
Bloom's: Apply
Difficulty: Medium
Topic: Heuristics
62. Which of the following sequences best reflects the order of the three broad phases of the problem-solving process, from first to last?
A. Preparation → judgment → production
B. Judgment → production → preparation
C. Preparation → production → judgment
D. Judgment → preparation → production
Page: 241
Bloom's: Understand
Difficulty: Easy
Learning Objective: 20.4: Explain how people approach and solve problems.
Topic: Problem Solving
63. In ________ problems, the nature of the problem and the information needed to solve it are clear. In ________ problems, the nature of the
problem and/or the information required to solve it are unclear.
A. well-defined; ill-defined
B. algorithmic; heuristic
C. arrangement; inducing structure
D. transformation; arrangement
Page: 241
Bloom's: Remember
Difficulty: Easy
Topic: Preparation
64. Which of the following is an ill-defined problem?

A. Navigating to a museum in a nearby city
B. Composing a good concerto
C. Finding out where several well-known authors were born
D. Playing Scrabble
Page: 241
Bloom's: Apply
Difficulty: Medium
Topic: Preparation
65. Dr. Ireland's class is attempting to find derivatives, whereas Dr. Jamison's class is developing campaign strategies for a local politician. Which of
the following statements is most likely true?
A. Dr. Ireland's class is solving a well-defined problem.
B. Dr. Jamison's class is solving a well-defined problem.
C. Dr. Ireland's class is using syllogistic reasoning.
D. Dr. Jamison's class is using familiarity heuristic.
Page: 241
6-14
Bloom's: Apply
Difficulty: Medium
Topic: Preparation
66. ________ involves repeated tests for differences between the desired outcome and what currently exists.
A. Forming subgoals
B. Means-ends analysis
C. Insight
D. Trial and error
Page: 245
Bloom's: Remember
Difficulty: Easy
Topic: Production
67. A political science professor attempts to facilitate her students' completion of a term paper assignment by requiring to first submit a topic
statement, then a list of references, then a draft of the introduction, then, finally, the completed paper. The professor is encouraging her students to
use the problem-solving strategy of:
A. forming subgoals.
B. working backward.
C. means-ends analysis.
D. trial and error.
Page: 245
Bloom's: Apply
Difficulty: Medium
Topic: Problem Solving
68. Kent and Kirsten are both trying to reduce their consumer debt. Kent isolates several more concrete problems he can solve to achieve his goal,
such as paying the highest-interest debts first and freezing credit card spending. Kirsten simply pays her largest debt first because this would seem to
be the fastest way to move her debt as close to zero as possible. Kent's plan reflects the problem-solving strategy of ________, while Kirsten's
method illustrates the strategy of ________.
A. forming subgoals; trial and error
B. means-end analysis; trial and error
C. working backward; means-end analysis
D. forming subgoals; means-end analysis
Page: 245
Bloom's: Apply
Difficulty: Difficult
Topic: Production
69. Which of the following impediments to effective problem solving is incorrectly matched with an illustrative problem?
A. Confirmation bias—problem of security in the Middle East
B. Functional fixedness—water jar problem
C. Mental set—water jar problem
D. Functional fixedness—candle problem
Page: 247
Bloom's: Apply
Difficulty: Medium
Topic: Functional Fixedness
6-15
70. ________ refers to the tendency of old patterns of problem solving to persist.
A. Mental set
B. Representativeness heuristic
C. Availability heuristic
D. Syllogistic frame
Page: 248
Bloom's: Remember
Difficulty: Easy
Topic: Mental Set
71. Zelma is asked to think of all the words beginning with the letters "squ," such as squeak. She is then given a fill-in-the-blank task where one of
the items is "s _ _ o n g." Zelma keeps trying to make "squong" a word, and she has trouble thinking of the common word "strong." Zelma's ability to
solve this problem has been hampered by:
A. syllogistic reasoning.
B. mental set.
C. the confirmation bias.
D. the representativeness heuristic.
Page: 248
Bloom's: Apply
Difficulty: Medium
Topic: Mental Set
72. Which of the following statements best expresses the relationship between mental and functional fixedness?
A. Functional fixedness is an example of a broader phenomenon known as mental set.
B. Mental set is actually a specific instance of functional fixedness.
C. Mental set and functional fixedness are the same thing.
D. Functional fixedness and mental set are distinct problem-solving impediments.
Page: 247
Bloom's: Understand
Difficulty: Medium
Topic: Mental Set
73. Henry's dog Sparky heas been rolling in th mud. Henry must bathe Sparky before the dog gets mud all over the carpet. However, Henry is unable
to find the plug for the tub. Sitting on the counter right beside the tub is a fifty-cent piece. In his frustration, Henry fails to see that the coin could be
used as an emergency plug for the tub. What happened to Henry?
A. He took a heuristic approach.
B. He fell prey to confirmation bias.
C. He suffered from mental set.
D. He employed representational thought.
Page: 248
Bloom's: Apply
Difficulty: Medium
Topic: Mental Set
74. Tina is 6 months old, Vincenzo is 2 years and 7 months old, and Wayne is 3 years and 6 months old. Which alternative below correctly pairs each
child with the appropriate language acquisition stage or phenomenon?
A. Tina—overgeneralization; Vincenzo—babbling; Wayne—telegraphic speech
B. Tina—babbling; Vincenzo—telegraphic speech; Wayne—overgeneralization
C. Tina—telegraphic speech; Vincenzo—babbling; Wayne—overgeneralization
D. Tina—babbling; Vincenzo—overgeneralization; Wayne—telegraphic speech
Page: 255
6-16
Bloom's: Apply
Difficulty: Medium
Learning Objective: 21.1: Describe how people use language.
Module: 21: Language
Topic: Language Development
75. Dorian is 2 years old. Constance is 2 years and 5 months old. Dorian's vocabulary probably contains ________ words, while Constance's
vocabulary contains ________ words.
A. about 100; several hundred
B. about 50; about 100
C. about 50; several hundred
D. several hundred; about 1000
Page: 256
Bloom's: Apply
Difficulty: Medium
76. Ricky tells his grandmother, "Momma holded the rabbit." In the context of language, Ricky's statement exemplifies:
A. idiomatic speech.
B. telegraphic speech.
C. babbling.
D. overgeneralization.
Page: 256
Bloom's: Apply
Difficulty: Easy
77. The theory that language acquisition follows the principles of reinforcement and conditioning is known as the ________ approach.
A. learning-theory
B. nativist
C. interactionist
D. prescriptive
Page: 256
Bloom's: Remember
Difficulty: Easy
Topic: Theories of Language Development
78. The theory that a genetically determined, innate mechanism directs language development is known as the ________ approach.
A. learning-theory
B. nativist
C. interactionist
D. prescriptive
Page: 257
Bloom's: Remember
Difficulty: Easy
79. The view that language development is produced through a combination of genetically determined predispositions and environmental
circumstances that help to teach language is known as the ________ approach.
A. learning-theory
B. nativist
C. interactionist
6-17
D. prescriptive
Page: 258
Bloom's: Remember
Difficulty: Easy
80. Theorists taking an interactionist approach to language acquisition:

A. reject both the learning theory and nativist approaches.
B. agree that the brain is hardwired to acquire language.
C. downplay the role of the environment in language acquisition.
D. remain unconvinced by the idea of a language-acquisition device.
Page: 258
Bloom's: Understand
Difficulty: Easy
81. The notion that language shapes and determines the way people in a particular culture perceive and understand the world is known as the
________ hypothesis.
A. output
B. interaction
C. linguistic-relativity
D. monitor
Page: 259
Bloom's: Remember
Difficulty: Easy
Learning Objective: 21.2: Explain how language develops.
Topic: Linguistic Relativity Hypothesis
82. Semantic and episodic memories are subdivisions of Fill in the Blank memory.
Page: 207
Bloom's: Remember
Difficulty: Easy
83. A(n) retrieval cue is a stimulus that allows us to recall more easily information that is in long-term memory.
Page: 213
Bloom's: Remember
Difficulty: Easy
84. I was a second-semester freshman. I was eating fries in the college cafeteria when my friend Liz came up. She was wearing that plaid coat with
her yellow skirt, along with that moss-green embroidered bag, the one with a Grecian urn embroidered on it. She told me the Space Shuttle blew up.
This is my flashbulb memory of the 1986 Challenger disaster.
Page: 216
Bloom's: Apply
Difficulty: Easy
85. Organized bodies of information stored in memory that bias the way new information is interpreted, stored, and recalled are called schemas.
6-18
Page: 217
Bloom's: Remember
Difficulty: Easy
86. Autobiographical memories are our recollections of circumstances and episodes from our own lives.
Page: 220
Bloom's: Remember
Difficulty: Easy
Topic: Autobiographical Memory
87. Mental images are representations in the mind of an object or event.
Page: 234
Bloom's: Remember
Difficulty: Easy
88. A high school physics teacher reassures his class that no matter how confusing that week's word problems appear, they can be solved quite
handily through the use of the formula F = MA. The teacher has offered his students a(n) algorithm.
Page: 238
Bloom's: Apply
Difficulty: Medium
Topic: Algorithms
89. A calculus problem has one correct answer and contains all the information necessary for its solution; thus, it is a(n) well-defined problem.
Page: 241
Bloom's: Remember
Difficulty: Easy
Topic: Preparation
90. Renee has an idea of how her living room ought to look. She is moving the furniture, paintings, and accessories to get closer to that picture in her
head. Renee is using the problem-solving technique of means-ends analysis.
Page: 245
Bloom's: Apply
Difficulty: Medium
Topic: Production
91. Functional fixedness may be seen as a particular example of mental set.
Page: 247
Bloom's: Understand
Difficulty: Medium
Topic: Mental Set
92. "Sophie kitty," Tara says, when her aunt asks her whether the stuffed animal belongs to her or to her sister. Tara's reply exemplifies telegraphic
speech.
Page: 256
6-19
Bloom's: Apply
Difficulty: Medium
93. In the context of language acquisition, Skinner is to learning theory, what Chomsky is to nativism.
Page: 257
Bloom's: Understand
Difficulty: Easy
94. Chomsky suggested that the human brain has an inherited neural system that lets us understand the structure language provides. This is known as
universal grammar.
Page: 257
Bloom's: Remember
Difficulty: Easy
95. According to the linguistic-relativity hypothesis, language provides us with categories that we use to construct our view of people and events in
the world around us.
Page: 259
Bloom's: Understand
Difficulty: Medium
Learning Objective: 21.2: Explain how language develops.
Topic: Linguistic Relativity Hypothesis
96. Short-term memory is limited both in the amount of information it can hold at one time, and in how long it can hold that information. Describe
several strategies one might use to overcome the capacity and duration limitations of short-term memory. How might one use these strategies when
studying for course materials? Provide concrete examples.
The answer should contain the following elements:
Capacity—Short-term memory can hold seven +/- two chunks of information. Increasing the size of the chunks by grouping or relating larger
amounts of information may help expand the capacity of short-term memory. For example, grouping or chunking a list of 12 vocabulary words into
one or two sentences may be helpful, even if the sentences are somewhat nonsensical. Even applying a simple rhythm to a list of items during
rehearsal may serve as a chunking device. Creating a sentence, story, or song from a list of items is an oft-used study technique.
Duration—Items may be held in short-term memory for only 15 to 25 seconds. Rehearsal is the key to extending the shelf life of items in short-term
memory. Maintenance rehearsal serves to refresh information within short-term memory. Repeating a list of vocabulary words, stages in a sequence,
or other ordered items is a frequent strategy immediately before a test. For example, one might repeat, "sensorimotor, pre-op, concrete-op, formal-
op," as a developmental psychology test is being distributed. Elaborative rehearsal serves to facilitate the transfer of short-term memory items to
long-term memory. One might relate information one is learning to material one has learned in similar courses in the past. For example, one might
consciously recall material from an educational psychology course when one is studying developmental psychology, or sociology material when one
is preparing for a criminal justice test.
Page: 203
Bloom's: Understand
Difficulty: Medium
97. Define and provide original examples from your own experience of each of the following types of long-term memory: declarative, procedural,
episodic, and semantic.
The answer might include definitions and examples such as the following:
Declarative memory—Memory for factual information: names, dates, faces, and facts. Example: The knowledge that Al
Gore was the vice president under President Bill Clinton.

6-20
Procedural memory—Memory for skills and habits. Example: Remembering how to skip stones.
Episodic memory—Memory for particular events. Example: Remembering the events that occurred during the week one pledged a fraternity or
sorority.
Semantic memory—Memory for general knowledge and world facts; memory for the rules of logic. Example: The knowledge that the two rivers
flowing through Washington, DC, are the Potomac and the Anacostia.
Page: 206
Bloom's: Apply
Difficulty: Easy
Topic: Episodic Memory
98. Distinguish between explicit and implicit memory. How is implicit memory studied in the laboratory? How does implicit memory research
inform the continuing debate in psychology regarding the unconscious determinants of behavior? In your answer, make explicit reference to
behaviors that may have important personal and social consequences.
Page: 215
Bloom's: Remember
Difficulty: Medium
99. Describe in as much detail as you can the mental representation of objects and categories. Provide illustrative examples where appropriate.
Students' examples may vary.
The answer should contain the following points:
Objects. Objects are represented by mental images. Mental images are not only visual; they can be produced by any of our sensory systems. A
familiar example might be the experience of "hearing" a song in one's head. Images retain many of the properties of the objects they represent; in
addition, we can often perform the same operations on images that we can on the real objects they represent. For example, it takes longer to scan an
image of a large object than it does to scan an image of a small object, just as it takes longer to scan an actual large object than a small one. We can
also rotate an object's image in our mind, just as we can rotate objects in the physical world. Mental images have been used to enhance the practice
and performance of athletes and musicians.
Categories. Categories of objects, events, and people that are similar in some way are represented by concepts.
Concepts enable us to respond appropriately to stimuli in the environment and to identify novel objects. Some concepts, such as geometrical shapes
and kinship terms, may be represented by a unique set of properties or features (e.g., triangle —three sides, interior angles sum to 180 degrees). Most
concepts are represented by a best or most typical example, or prototype. An apple, for example, may be the prototypical fruit. Other objects are
categorized as fruits to the extent that they resemble an apple.
Page: 234
Bloom's: Remember
Difficulty: Medium
100. Distinguish between an algorithm and a heuristic. Provide an example of each.
Algorithm vs. heuristic. An algorithm is a rule that is guaranteed to produce a solution to a problem if it is applied correctly. An example might be a
formula in physics: If F = MA is appropriately applied to a particular word problem, the solution will result. A heuristic is a cognitive strategy that
may result in the solution to a problem, but it is not guaranteed to do so. Heuristics require less time, expertise, and cognitive effort to apply than do
algorithms. In addition, for certain problems, no algorithm may exist. An example of a heuristic is to assume that one can afford the mortgage to a
house if the house costs 2.5 times one's salary or less; applying this rule is easier than calculating and projecting mortgages for houses of different
prices.
6-21
Page: 238
Bloom's: Understand
Difficulty: Easy
Learning Objective: Describe the processes involved in reasoning, forming judgments, and making decisions.
Topic: Algorithms
Topic: Heuristics
101. Distinguish between well-defined and ill-defined problems. Provide an example of each.
The answer should contain the following elements:
Well-defined vs. ill-defined problems. In well-defined problems, the nature of the problem is clear, as is the information needed to solve it. An
example might be an algebra word problem. In ill-defined problems, either or both the nature of the problem or the information needed to solve it is
unclear.
Determining how to get along with a prickly supervisor may be one example.
Page: 241
Bloom's: Understand
Difficulty: Easy
Topic: Preparation
102. Identify and describe three different problem-solving strategies described in your text. Suggest how each strategy might be fruitfully applied in
one or more college courses.
The answer should mention the strategies described below. Examples may vary.
Means-ends analysis: Means-ends analysis involves repeatedly comparing the current state of the problem to the goal state and attempting to reduce
the difference between the two. In an art course, for example, one might have an idea of the piece one would like to create; one might try to reduce
the difference between the current piece and the desired one by shading here, adding a brush stroke there, smoothing this portion of the clay a little,
and so on.
Forming subgoals: This strategy involves dividing a problem into a series of intermediate steps, then solving those. A computer program assignment
might offer an example: one might code one section of the program, then another, and so on. A term paper might be divided into separate
introduction, body, conclusion, and reference assignments.
Working backward: The strategy involves focusing on the goal rather than the current state of the problem, then determining the action that would
most immediately produce the goal. A common example is looking up the answer to a mathematics problem, and then figuring out the preceding
steps.
Page: 245
Bloom's: Understand
Difficulty: Easy
Topic: Production
103. Describe babbling, telegraphic speech, and overgeneralization. Provide an example of each. At which ages might you expect children to
demonstrate each of these language development phenomena?
The answer should include definitions and examples similar to the following:
Babbling: Speech-like but meaningless sounds, such as "goo goo, ga, ga." Children babble from about 3 months to approximately 1 year of age.
Telegraphic speech: Brief sentence-like constructions which omit noncritical words. Example: "Mommy home." Telegraphic speech is common
around age 2. Overgeneralization: Applying grammatical rules even when doing so results in an error. Example: "It costed one dollar."
Overgeneralization is common among children 3–4 years of age.
Page: 255
Bloom's: Remember
Difficulty: Easy
6-22
104. Contrast learning-theory and nativist approaches to language development. Describe the strengths and weaknesses of each approach.
The answer should include the following points:
Learning theory: By this account, language is acquired through reinforcement—parents shape their children's successive approximations to adult
language. The more parents speak to their children, the more proficient the children become in their native language. However, in reality, adults
reinforce incorrect language use by their children just as often as they reinforce correct use, calling into question the central role of shaping in the
theory.
Nativist theory: Associated with Noam Chomsky, the nativist approach to language development suggests that humans have an innate capacity to
acquire language that unfolds as a result of biological maturation. All the world's languages share a common underlying structure called a universal
grammar. The brain has a neural system called the language acquisition device that allows us to acquire this universal grammar, as well as develop
strategies for learning our particular language. Neuroscientists have identified brain areas closely involved in language; in addition, genes have been
identified that contribute to language acquisition. Critics of the nativist approach suggest that the ability of nonhuman animals—e.g., chimpanzees—
to acquire language argues against such uniquely human constructs as a universal grammar and a language-acquisition device.
Page: 256
Bloom's: Understand
Difficulty: Medium
Category # of Questions
Accessibility: Keyboard Navigation 81
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology. 38
APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains. 66
APA Outcome: 1.3: Describe applications of psychology. 34
Bloom's: Apply 38
Bloom's: Recall 1
Bloom's: Remember 38
Bloom's: Understand 27
Difficulty: Difficult 2
Difficulty: Easy 51
Difficulty: Hard 6
Difficulty: Medium 44
Learning Objective: 18.1: Define sensory memory. 5
Learning Objective: 18.2: Define short-term memory. 10
Learning Objective: 18.3: Define long-term memory. 9
Learning Objective: 19.1: Explain retrieval cues. 9
Learning Objective: 19.2: Discuss levels of processing. 2
Learning Objective: 19.3: Compare and contrast implicit and explicit memory. 3
Learning Objective: 19.4: Define flashbulb memories. 3
Learning Objective: 19.5: Describe the constructive processes of memory. 6
Learning Objective: 19.6: Explain the importance of forgetting. 2
Learning Objective: 19.7: Explain why we forget information. 2
Learning Objective: 20.1: Explain the concept of mental images. 6
Learning Objective: 20.2: Discuss the process of categorizing the world. 3
Learning Objective: 20.3: Describe the processes that underlie reasoning and decision making. 12
Learning Objective: 20.4: Explain how people approach and solve problems. 17
Learning Objective: 21.1: Describe how people use language. 12
Learning Objective: 21.2: Explain how language develops. 2
Learning Objective: Describe the processes involved in reasoning, forming judgments, and making decisions. 1
Module: 18: The Foundations of Memory 24
Module: 19: Recall and Forgetting 27
Module: 20: Thinking, Reasoning, and Problem Solving 39
Module: 21: Language 14
Topic: Algorithms 4
Topic: Autobiographical Memory 2
Topic: Cognition 2
Topic: Concepts 1
Topic: Constructive Processes 4
Topic: Declarative Memory 3
Topic: Episodic Memory 1
Topic: Explicit and Implicit Memory 3
6-23
Topic: Flashbulb Memory 3
Topic: Forgetting 4
Topic: Functional Fixedness 1
Topic: Heuristics 8
Topic: Language Development 5
Topic: Levels of Processing 2
Topic: Linguistic Relativity Hypothesis 2
Topic: Long-Term Memory 2
Topic: Memory 3
Topic: Memory Retrieval 1
Topic: Mental Images 6
Topic: Mental Set 5
Topic: Preparation 5
Topic: Problem Solving 2
Topic: Procedural Memory 3
Topic: Production 4
Topic: Reasoning 2
Topic: Rehearsal 3
Topic: Retrieval Cues 9
Topic: Semantic Memory 3
Topic: Sensory Memory 1
Topic: Short-Term Memory 7
Topic: Theories of Language Development 7
6-24

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Solution Manual: https://testbankpack.com/p/solutions-manual-for-psychology-and-

5. Which of the following is true of sensory memory?

12. Rehearsal refers to the:

13. Rehearsal serves to:

15. The distinction between long- and short-term memory:

16. Which of the following best exemplifies declarative memory?

25. Why is it so difficult to retrieve information from long-term memory?

30. The levels-of-processing approach:

35. Flashbulb memories:

37. A schema is:

38. How does the use of a schema improve memory?

39. Which of the following best encapsulates autobiographical memory?

42. Which theory of forgetting is correctly matched with its description?

44. Which of the following is true of mental images?

49. A prototype is:

54. Which of the following is true of algorithms?

55. Which of the following is true of heuristics?

59. Which of the following most likely makes use of heuristics?

60. Which of the following is an advantage of the use of heuristics?

64. Which of the following is an ill-defined problem?

80. Theorists taking an interactionist approach to language acquisition:

87. Mental images are representations in the mind of an object or event.

91. Functional fixedness may be seen as a particular example of mental set.

The answer should contain the following elements:

Gore was the vice president under President Bill Clinton.

Students' examples may vary.

The answer should contain the following points:

100. Distinguish between an algorithm and a heuristic. Provide an example of each.

Students' examples may vary.

Students' examples may vary.

The answer should contain the following elements:

The answer should include the following points:

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