Cognitive Psychology In and Out of the

Laboratory 5th Edition Galotti Test

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Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

Chapter 7 Test

1. According to the notion of cognitive economy, a characteristic like “has wings” would be
stored along with which of the following semantic memory nodes?
*a. bird
b. ostrich
c. robin
d. hummingbird
e. all of these

2. Properties and facts are stored at the highest level possible, according to the principle of:
a. encoding specificity.
b. connectionism.
*c. cognitive economy.
d. typicality.
e. lexical destiny.

3. According to research by Collins and Quillian, the statement “Siamese cats have blue eyes”
will be verified:
a. slower than “Siamese cats give birth to live young.”
*b. faster than “Siamese cats give birth to live young.”
c. in the same amount of time as “Siamese cats give birth to live young.”
d. slower than “Siamese cats have tails.”
e. in the same amount of time as “Siamese cats have tails.”

4. Collins and Quillian’s hierarchical network model would predict that which of the following
statements would take the LONGEST time to verify?
a. Boo is a Pomeranian.
b. Boo has a popular Facebook page.
c. Boo is a dog.
d. Boo is an animal.
*e. Boo is a living thing.

5. Studies of semantic memory have shown that in a lexical decision task, people are faster at
responding to the stimulus “bread” if it is paired with a stimulus such as:
a. “rencle.”
b. “dog.”
c. “island.”
*d. “butter.”
e. “xqkrf.”

6. Priming in lexical decision tasks may be explained by the idea of:

a. episodic memory.
b. encoding specificity.
*c. spreading activation.
d. typicality effects.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

e. anterograde amnesia.

7. Conrad has found evidence that the statement “A shark can move” can be verified in the same
amount of time as “An animal can move.” These results suggest that reaction time is best
predicted by:
a. cognitive economy.
*b. frequency of association.
c. encoding specificity.
d. episodic memory.
e. typicality.

8. Contrary to the predictions of hierarchical models, Rips, Shoben, and Smith have found that
people can verify the statement “A pig is an animal”:
*a. faster than “A pig is a mammal.”
b. faster than “A dog is an animal.”
c. faster than “A pig is actually very clean.”
d. faster than “A pig is a bird.”
e. faster than “A dog is a bird.”

9. According to the typicality effect, the statement “A dog is a household pet” should be verified:
a. faster than “A poodle is a household pet.”
b. faster than “A dog is a living thing.”
*c. faster than “A ferret is a household pet.”
d. faster than “A dog is an animal.”
e. faster than “A ferret is an insect.”

10. The word superiority effect is related to the idea of:

a. cognitive economy.
b. schemata.
c. typicality.
*d. spreading activation.
e. prototypes.

11. Collins and Loftus’s spreading activation theory differs from the hierarchical network theory
in that:
*a. it dispenses with the idea of cognitive economy.
b. it relies on the assumption of hierarchical structure.
c. it cannot account for the typicality effect.
d. it makes stronger predictions than hierarchical models.
e. it cannot account for the category size effect.

12. In Collins and Loftus’s spreading activation theory, very similar concepts:
a. have only one connecting link.
b. have many connecting links.
c. are placed close to each other.
d. are placed close to each other and have only one connecting link.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

*e. are placed close to each other and have many connecting links.

13. ACT models distinguish among three types of memory systems:

a. working memory, episodic memory, and declarative memory
b. semantic memory, episodic memory, and procedural memory
c. procedural memory, declarative memory, and semantic memory
*d. working memory, declarative memory, and procedural memory
e. semantic memory, episodic memory, and concept memory

14. According to ACT models, _______ memory represents information in if–then production
rules.
a. working
*b. procedural
c. episodic
d. declarative
e. semantic

15. Which of the following is NOT one of the memory systems postulated by ACT?
*a. semantic memory
b. declarative memory
c. working memory
d. procedural memory
e. neither working memory nor semantic memory are part of ACT

16. Which of the following would be a part of your declarative memory system?
a. knowing how to ride a bicycle
b. knowing how to drive a car
c. knowing how to react to a red light
*d. being able to name a hybrid car
e. being able to maneuver your car around an obstacle course

17. Which of the following would be a part of your procedural memory system?
a. knowing that the Baseball Hall of Fame is in Cooperstown, New York
b. knowing the lifetime batting average of Ted Williams
*c. knowing how to swing a baseball bat
d. being able to remember the ball and strike count of the current pitch
e. knowing the name of the current National League home run leader

18. According to Anderson, procedural memory represents information as:

a. words.
b. pictures.
*c. production rules.
d. words and pictures.
e. declarations.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

19. In Anderson’s ACT model, that part of declarative memory that is very highly activated at
any particular moment is called:
a. procedural memory.
b. iconic memory.
*c. working memory.
d. declarative memory.
e. hierarchical memory.

20. Initially, the connections between units in a connectionist model have weights that are set:
a. at 0.
b. at 1.
*c. at random.
d. at a negative value.
e. at 10.

21. Which of the following is FALSE regarding a connectionist training “epoch”?

*a. It begins by generating a random output.
b. Connection weights are initially set at random levels.
c. Generated output patterns are compared with target patterns.
d. Back propagation occurs over many trials.
e. Connection weights are adjusted before the next target is input.

22. A ________ is a mental representation of some object, event, or pattern.

a. category
*b. concept
c. script
d. memory
e. production rule

23. A ______ can be defined as a class of similar things that share either an essential core, or
some similarity in perceptual, biological, or functional properties.
*a. category
b. concept
c. script
d. schema
e. stimulus

24. Which of the following is NOT TRUE of the classical view of concepts?
a. It proposes that concepts are mentally represented by lists of features.
b. It assumes that membership in a category is clear-cut.
*c. It accurately predicts the typicality effect.
d. “Necessary” and “sufficient” features play an important role in the theory.
e. It has been seriously challenged by the research of Rosch and colleagues.

25. Studies of concept usage have shown all of the following EXCEPT:
a. People judge different members of a category to vary in “goodness.”
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

b. Subjects are more likely to list typical instances than atypical instances when asked to list
instances of a concept.
c. Highly typical instances of a category lead to better semantic priming than atypical instances.
*d. There is high agreement between subjects on judgments such as “Do BOOKENDS belong to
the category FURNITURE?”
e. Most people are unable to generate lists of features that are necessary and sufficient to specify
category membership.

26. “Characteristic features” and “family resemblance” are important aspects of the _________
view of concepts.
a. classical
*b. prototype
c. exemplar
d. schema
e. knowledge-based

27. Which of the following is a good example of a basic level of categorization?

a. musical instrument
*b. piano
c. electronic keyboard
d. grand piano
e. string instrument

28. If “soda” is a basic-level category, then ______ would be a subordinate level.

a. soft drink
b. beverage
c. drink
*d. Coca-Cola
e. liquid

29. If “sandwich” is a basic-level category, then ______ would be a superordinate level.

a. BLT
b. soup
c. sub
d. panini
*e. food

30. Which of the following is a good example of a superordinate level of categorization?

a. apple
b. banana
c. Fuji apple
d. Golden Delicious apple
*e. Fruit

31. Which of the following poses a problem for the prototype view of concepts?
a. an inability to explain the typicality effect
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

b. an inability to explain why people have a hard time providing strict definitions of their
concepts
c. an inability to explain why some classifications are easy to make and others are unclear
*d. an inability to explain why the typicality of a particular instance can depend upon context
e. an inability to explain the ambiguous classification of a tomato

32. According to the ______ view of concepts, people categorize new instances by comparing
them to representations of previously stored instances.
a. classical
b. prototype
*c. exemplar
d. schema
e. hierarchical

33. In Reber’s studies of nonanalytic concept formation in which participants attempted to learn
to categorize letter strings derived from complex “grammars,”
*a. participants who learned letter strings that followed the grammar made fewer errors than
control participants learning random strings.
b. participants who were told that the letter strings followed complex rules performed better than
did those participants who did not know this.
c. the best performance came from participants who successfully figured out the rule for
generating the letter strings.
d. memorizing exemplars was an ineffective strategy in category learning.
e. performance never rose above chance level for any participants.

34. Which of the following factors does NOT encourage a person to store information about
particular exemplars, according to Brooks?
a. The task requires one to learn information that distinguishes between individual instances.
b. Instances appear repeatedly during the learning situation.
c. The relevant dimensions of the stimuli are not obvious.
d. Instances can belong to many categories simultaneously.
*e. We know in advance how we will be called upon to use our newly acquired information later.

35. Implicit learning is also known as:

a. analytic concept formation.
*b. nonanalytic concept formation.
c. knowledge-based concept formation.
d. nominal-kind learning.
e. psychological essentialism.

36. The _____ view of concepts argues that concepts include representations of at least some
individual instances and not only abstract summaries.
a. classical
b. prototype
c. exemplar
d. schemata
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

*e. both exemplar and schemata

37. The schema view of concept formation assumes that:

a. there are clear boundaries among individual schemata.
b. there is cognitive economy among concepts.
*c. information is abstracted across instances.
d. no information is stored about actual instances.
e. schemata contain characteristics of categories, but no information about how categories are
related to each other.

38. Rumelhart and Ortony viewed ____ as the fundamental building blocks of cognition.
a. ideas
b. concepts
*c. schemata
d. chunks
e. nerve impulses

39. Which of the following is true regarding schemata?

a. A schema refers to something smaller and more specific than a concept.
b. Schemata are passive rather than active.
c. A schema contains only fixed parts, never variables.
*d. Schemata can indicate relationships among various pieces of information.
e. Default values in schemata cannot be easily overwritten.

40. You might have a “script” for:

a. what a classroom looks like.
b. what a “pet” is.
c. what a “cat” is.
*d. what happens when you go to the barber/hairstylist.
e. what rap music sounds like.

41. If information from a story is presented in scrambled order,

a. people actually recall it better than if it had been presented in proper order, because they pay
more attention to it.
b. people recall just as much information as if it had been presented in proper order.
*c. people tend to recall it in the scripted order.
d. people cannot recall any of the details of the story.
e. we cannot predict how much will be recalled, or in what order.

42. A schema for a routine event, such as going to the dentist, is called a:
a. concept.
b. category.
c. exemplar.
*d. script.
e. prototype.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

43. Bower, Black, and Turner investigated people’s use of scripts and found high agreement
about:
a. characters described.
b. props mentioned.
c. actions mentioned.
d. level of description.
*e. characters, props, actions, and level of description.

44. Research on scripts has shown all of the following EXCEPT:

a. There is a high degree of agreement about the events of a script such as “going to a
restaurant.”
b. There is a specified order to the actions in a script.
c. There is a high level of agreement in description level for scripts.
d. People often “recall” information in a story that was not actually in the story, but was part of
the relevant script.
*e. Central concepts of a script are less well remembered than other events in a story, because
they are taken for granted.

45. Which of the following would NOT be likely to be a part of your “restaurant” script?
a. giving your order to a waiter
*b. picking up your fork
c. eating your salad
d. waiting for a table
e. paying the bill

46. The ______ view of concepts argues that a person uses his/her theories about the way the
world works to justify the classification of instances in the same category.
a. classical
b. prototype
c. exemplar
d. schema
*e. knowledge-based

47. Which of the following is an example of a nominal-kind category?

*a. triangle
b. gold
c. pencil
d. lion
e. window

48. Which of the following would be considered an example of a “natural kind” concept?
a. blue
b. bachelor
c. odd number
d. mirror
*e. wolf
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

49. Which of the following approaches would definitely NOT be characterized as a similarity-
based approach to conceptual structure?
a. classical
b. prototype
c. exemplar
d. schema
*e. knowledge-based

50. Research conducted under the framework of “psychological essentialism” has suggested that:
a. we use necessary and sufficient features to classify natural-kind concepts.
b. we use family resemblance structures to classify nominal-kind concepts.
c. we use only necessary features to classify natural-kind concepts.
*d. we use a knowledge-based approach to classify artifact concepts.
e. we use family resemblance structures to classify artifact concepts.

51. Network models cannot explain the category size effect.

a. True
*b. False

52. The typicality effect poses a problem for hierarchical network models.
*a. True
b. False

53. ACT models postulate the existence of if–then production rules to explain how procedural
knowledge is stored in memory.
*a. True
b. False

54. Categories are mental representations of concepts.

a. True
*b. False

55. The classical approach to concepts argues that each concept is defined by a set of necessary
and sufficient features.
*a. True
b. False

56. A prototype is an actual example of a concept that you have encountered.

a. True
*b. False

57. The knowledge-based approach to concepts is based on similarity.

a. True
*b. False
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

58. Your “script” for going to a restaurant probably includes specific details such as picking up a
fork and chewing.
a. True
*b. False

59. Typical members of a category are verified faster than atypical members.
*a. True
b. False

60. “Apple,” “piano,” and “table” are examples of basic-level categories.

*a. True
b. False

Type: E
61. What does the term “cognitive economy” mean? Give an example of how it might operate in
a hierarchical network model.
a. To conserve memory space, properties and facts should be stored at the highest applicable
level of the hierarchy—for example, “has spots” would be stored with the concept “Dalmatian,”
but “bears live young” would be stored with the higher-level category “mammal.”

Type: E
62. Describe one experimental finding that is NOT explained by hierarchical network models.
a. Violations of cognitive economy such as responding to “A shark can move” just as fast as “A
fish can move”; faster verification of “A pig is an animal” than “A pig is a mammal”; or the
typicality effect.

Type: E
63. Give an example of each of the three memory stores in ACT theory.
a. Declarative memory: facts like “Washington was the first president.” Working memory: nodes
that are activated right now; what you are currently thinking about. Procedural memory: if–then
rules about how to do something, such as how to make a cup of coffee.

Type: E
64. Give an example of a subordinate-, basic-, and superordinate-level concept related to
something that you wear.
a. (For example) Superordinate: clothing; basic: pants; subordinate: Levi’s

Type: E
65. What functions do scripts play in our everyday lives?
a. They help us know what to expect in new situations, help us know how to behave
appropriately, and help us make inferences about unspoken parts of stories.