Essentials of Psychology Concepts And Applications International Edition 3rd Edition by Jeffrey S. Nevid – Test Bank
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Sample Test
Chapter 3
Sensation and Perception
IDEA MODEL™ OF CoURSE ASsESSMENT:
KEYING TEST ITEMS TO ACQUIRED
SKILLS
|
Skills Assessed |
Test Items |
|
Identify . . . pioneering
figures in psychology, parts of the nervous system, sensory receptors for
various senses, types of personality tests, types of psychological disorders,
methods of treatment, etc. |
1, 6, 14, 18, 20, 22, 35, 36, 37, 38, 39, 40, 42, 43, 44, 48,
49, 52, 53, 54, 58, 59, 64, 70, 72, 73, 74, 79, 82, 84, 89, 93, 98, 99, 100,
103, 106, 108, 112, 114, 115, 131, 140, 145, 146, 147, 151 |
Define or
Describe . . . key concepts of sensation and perception, consciousness,
learning, memory, cognition, motivation and emotion, personality, social
psychology, health psychology, models of abnormal behavior and psychotherapy,
etc.
|
8, 9, 10, 11, 12, 13, 14, 17, 19, 39, 43, 48, 54, 66, 96, 118,
121, 128, 129, 131, 132, 133, 134, 140, 142, 143, 144, 145, 146, 152, 158,
159, 161 |
Evaluate
or Explain . . . underlying processes and mechanisms of behavior and mental
processes, research methods, theoretical concepts, etc.
|
2, 3, 4, 5, 7, 15, 16, 19, 20, 21, 23, 24, 25, 26, 27, 28, 29,
30, 31, 32, 34, 45, 46, 47, 50, 51, 55, 56, 57, 60, 61, 62, 63, 71, 75, 76,
77, 78, 80, 81, 83, 86, 87, 91, 92, 93, 94, 95, 97, 101, 102, 105, 107, 109,
110, 11, 113, 116, 119, 120, 122, 123, 124, 125, 126, 127, 130, 135, 136,
137, 138, 139, 140, 147, 148, 149, 150, 151, 153, 154, 155, 154, 157 |
Apply. .
. psychological concepts to real-life examples, including applications of
psychological knowledge in daily life.
|
21, 23, 27, 32, 35, 41, 65, 69, 85, 90, 94, 104, 11, 113, 116,
123, 132, 135, 136, 137, 138, 139, 142, 143, 144, 148, 149, 150, 160, 165,
166, 167, 168, 169 |
Learning Objectives
3.1
Explain the
difference between sensation and perception.
3.2 Explain how
sensation is influenced by absolute and difference thresholds, signal
detection, and stimulus adaptation.
3.3
Define psychophysics.
3.4
Identify the
parts of the eye and the ear and explain how
vision, audition, and our other senses work.
3.5
Identify the
sensory receptors for the various senses
3.6
Explain how
perception is influenced by attention, perceptual set, and modes of visual
processing.
3.7
Describe the Gestalt
principles of grouping objects into meaningful patterns or forms.
3.8
Explain how we
are able to perceive stimuli as unchanging despite changes in perspective,
distance, and lighting conditions
3.9
Describe cues
we use to judge distance and perceive movement.
3.10
Explain common
visual illusions in terms of cues used in depth perception.
3.11
Evaluate evidence
concerning the existence of subliminal perception and extrasensory perception.
3.12
Apply knowledge
of biological and psychological factors in perception of pain to helping people
manage pain more effectively.
MULTIPLE CHOICE
1. The
process by which we receive, transform, and process stimuli is
2. A)
3. B)
4. C)
5. D)
6. E)
ANS:
A REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
factual KEY:
Define/Describe
2. In
contrast to sensation, perception involves
3. A)
converting external stimulation intro signals the brain can use.
4. B)
channeling sensory information to the appropriate part of the brain for
processing.
5. C)
converting sensory information into meaningful representations of the world.
6. D)
transforming information from the sensory organs to the brain.
7. E)
converting external stimulation into neural signals.
ANS:
C REF:
81 MOD: Module 2-7 Genes and Behavior: A case of
Nature and Nurture
MSC: conceptual OBJ:
3.1
KEY: Evaluate/Explain
3. In
the process of perception, the brain
4. A)
senses the presence of objects in the world.
5. B)
produces experiences of vision, hearing, and so on.
6. C)
forms meaningful impressions by piecing together sensory information.
7. D)
transforms sensory signals into sensations.
8. E)
converts external stimulation into neural signals.
ANS:
C REF:
81 MOD: Module 2-7 Genes and Behavior: A
case of Nature and Nurture MSC:
conceptual
OBJ: 3.1 KEY: Evaluate/Explain
4. In
the process of sensation, the brain
5. A)
makes sense of external stimulation.
6. B)
assembles information from various sensory organs into meaningful patterns.
7. C)
forms meaningful representations of sensory information.
8. D)
transforms sensory signals into sensations.
9. E)
interprets the meaning of sensory data.
ANS:
D REF:
81 MOD: Module 2-7 Genes and Behavior: A
case of Nature and Nurture MSC:
conceptual
OBJ: 3.1 KEY: Evaluate/Explain
5. The
process of sensation enables us to _________, where the process of perception
enables us _________.
6. A)
sense the world around us; make sense of the world around us
7. B)
make sense of the world around us; sense the world around us
8. C)
form meaningful representations of sensory information; experience the rich
tapestry of colors and sounds
9. D)
transform sensory signals into sensations; convert external stimulation into
neural signals
10.
E) convert external stimulation into neural signals; transforms
sensory signals into sensations
ANS:
A REF:
81 MOD: Module 2-7 Genes and Behavior: A
case of Nature and Nurture MSC:
conceptual
OBJ: 3.1 KEY: Evaluate/Explain
6. Psychophysics
began with the work of which nineteenth-century German scientist(s)?
7. A)
David Hubel and Torsten Wiesel
8. B)
Hermann von Helmholtz and Ewald Hering
9. C)
Wilhelm Wundt
10.
D) Ernst Weber
11.
E) Gustav Fechner
ANS:
E REF:
26 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
factual KEY:
Identify
NOT: www
7. Which
of the following is FALSE regarding sensory receptors?
8. A) They
are specialized cells.
9. B)
They allow us to detect difference thresholds but not absolute thresholds.
10.
C) They are located in organs, joints, muscles, and skin.
11.
D) They detect stimuli from the environment.
12.
E) They convert external stimuli into neural impulses used to
create sensations.
ANS:
B REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: factual
KEY:
Evaluate/Explain
8. Graduate
student Shalanda Huffman studies how physical sources of stimulation relate to
the physical experience of these stimuli. Huffman’s field of study is called
9. A)
subliminal perception.
10.
B)
11.
C)
12.
D)
13.
E) sensory adaptation.
ANS:
D REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: applied
OBJ:
3.3
KEY: Define/Describe
9. The
study of relationships between the characteristics of external stimuli and
sensations is called
10.
A) psychophysics.
11.
B)
12.
C)
13.
D) subliminal perception.
14.
E) sensory adaptation.
ANS:
A REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
applied OBJ:
3.3
KEY: Define/Describe
10.
A psychologist Dr. Rhonda Somblay conducts studies of psychophysics.
She is most likely studying
11.
A) how the intensity of a stimulus affects sensations.
12.
B) how the brain pieces together sensory data to form meaningful
perceptions.
13.
C) how stimuli are converted by sensory receptors into neural
signals.
14.
D) relationships between psychology and physics.
15.
E) the process of sensory adaptation.
ANS:
A REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
applied OBJ:
3.3
KEY: Define/Describe
11.
A psychologist Dr. Shonda Romblay is conducting an experiment to
determine how different intensities of light affect the sensations these
stimuli produce. The field of study she is exploring is called
12.
A) psychomotor processing.
13.
B)
14.
C)
15.
D)
16.
E) psychological adaptation.
ANS:
C REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
applied OBJ:
3.3
KEY: Define/Describe
12.
The specialized cells in sense organs that detect external stimuli
are called
13.
A)
14.
B) sensory neurons.
15.
C) bipolar cells.
16.
D) ganglion cells.
17.
E) sensory receptors.
ANS:
E REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: factual
KEY: Define/Describe
13.
Dr. Dawson’s research program is concerned with how a person’s
experience changes as the intensity of a sound is increased. Dawson is studying
14.
A)
15.
B) subliminal perception.
16.
C) perceptual constancy.
17.
D) extrasensory perception.
18.
E)
ANS:
A REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: applied
OBJ: 3.3
KEY: Define/Describe
14.
The smallest amount of a stimulus that a person can reliably
detect is called
15.
A) absolute threshold.
16.
B) difference threshold.
17.
C) just-noticeable difference.
18.
D) perceptual constancy.
19.
E) Weber’s constant.
ANS:
A REF:
82 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
factual KEY:
Identify, Define/Describe
15.
Regarding the absolute and difference thresholds, which of the
following statements is FALSE?
16.
A) The amount a stimulus must change to detect a difference is
given by a constant proportion of the original stimulus.
17.
B) Just-noticeable difference is another term for difference
threshold.
18.
C) People differ in their absolute thresholds.
19.
D) People are more sensitive to changes in pitch than to changes
in volume.
20.
E) The difference threshold is the same for each of the senses.
ANS:
E
Pages: 82-83 MOD: Module 3-1 Sensing
Our World: Basic Concepts of Sensation MSC:
factual
OBJ: 3.2
KEY: Evaluate/Explain
16.
Which of the following absolute thresholds for taste is CORRECT?
17.
A) Detecting a gram of salt dissolved in five gallons of water
18.
B) Detecting a difference in tastes between two spots on the
tongue, one-eighth of an inch apart
19.
C) Detecting one teaspoon of sugar dissolved in two gallons of
water
20.
D) Detecting a teaspoon of vinegar mixed in with two gallons of
water
21.
E) Detecting the sweetness of a fruit while blindfolded
ANS:
C REF:
83 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
factual KEY:
Evaluate/Explain NOT: www
17.
The minimal difference between two stimuli that people can reliably
detect is the
18.
A) absolute threshold.
19.
B) difference threshold.
20.
C) perceptual threshold.
21.
D) sensitivity threshold.
22.
E) Weber’s constant.
ANS: B
REF: 83 MOD: Module 3-1
Sensing Our World: Basic Concepts of Sensation
MSC: factual
KEY: Define/Describe
18.
In the study of sensory system functioning, ______ is to
absolute threshold as ______ is to difference threshold.
19.
A) Gustav Fechner; Ernst Weber
20.
B) Ernst Weber; Gustav Fechner
21.
C) Wilhelm Wundt; Ernst Weber
22.
D) Max Wertheimer; Thomas Young
23.
E) Gustav Fechner; Wilhelm Wundt
ANS:
A
Pages: 82-83 MOD: Module 3-1
Sensing Our World: Basic Concepts of
Sensation MSC: conceptual
KEY: Identify
19.
Weber’s law suggests that
20.
A) absolute threshold measurements underestimate true perceptual
sensitivity.
21.
B) difference thresholds are a constant proportion of the
original stimulus.
22.
C) difference thresholds are a constant quantity.
23.
D) difference thresholds decrease as stimuli increase.
24.
E) difference thresholds increase as stimuli decrease.
ANS:
B REF:
87 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: conceptual OBJ:
3.2
KEY: Define/Describe, Evaluate/Explain
20.
Difference thresholds are determined by a constant fraction of
the magnitude of the original stimulus. This is the premise of
21.
A) Weber’s law.
22.
B) selective attention theory.
23.
C) Gestalt laws of perceptual organization.
24.
D) signal-detection theory.
25.
E) the volley principle.
ANS: A
REF: 83 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: factual
OBJ:
3.2
KEY: Identify, Evaluate/Explain
21.
Hans and Franz lift weights at their local gym. When their
trainer adds a two-pound weight to Hans’s normal fifty-pound load, Hans
immediately notices. However, when the same two-pound weight is added to
Franz’s normal two-hundred-pound load, he isn’t aware of the extra weight. The
difference in Hans’s and Franz’s experience is consistent with
22.
A) absolute threshold theory.
23.
B) difference threshold theory.
24.
C) Weber’s Law.
25.
D) signal-detection theory.
26.
E) Gestalt laws of perceptual organization.
ANS:
C REF:
83 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: applied
OBJ:
3.2
KEY: Apply, Evaluate/Explain
22.
Weber’s constant for brightness of lights is
23.
A) one-seventh.
24.
B) one-tenth.
25.
C) one-sixtieth.
26.
D) one-fiftieth.
27.
E) one-twentieth.
ANS:
C REF:
88 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
factual KEY:
Identify
23.
A recipe requires ten grams of salt. According to Weber’s
constant for saltiness, which is 1/5, how much more salt must a chef add to
make the recipe noticeably saltier?
24.
A) 1/5 of a gram
25.
B) 2 grams
26.
C) 5 grams
27.
D) 5 grams
28.
E) 1/5 of a gram squared
ANS:
B REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
applied OBJ:
3.2
KEY: Apply, Evaluate/Explain
24.
According to Weber’s Law, a person would be most sensitive to
changes in which sensation?
25.
A) the loudness of sounds
26.
B) the heaviness of weight
27.
C) the saltiness of food
28.
D) brightness of lights
29.
E) the pitch of sounds
ANS: E
REF: 83 MOD: Module 3-1 Sensing Our World:
Basic Concepts of Sensation
MSC: applied
OBJ:
3.2
KEY: Evaluate/Explain
25.
The idea that the threshold for sensing a stimulus depends not
only on the properties of the stimulus itself but on the level of background
stimulation, as well as characteristics of the perceiver, is explained by
26.
A) Weber’s Law.
27.
B) the volley principle.
28.
C) opponent-process theory.
29.
D) signal-detection theory.
30.
E) sensory adaptation.
ANS:
D REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: conceptual OBJ:
3.2
KEY: Evaluate/Explain
26.
Which of the following is a psychological factor that influences
a person’s threshold for determining a signal?
27.
A) The sensitivity of their visual system
28.
B) Their level of fatigue
29.
C) Their physical health
30.
D) The sensitivity of their auditory system
31.
E) Their motivational state
ANS:
E REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: conceptual OBJ: 3.2
KEY: Evaluate/Explain
27.
Signal detection theory predicts all but which of the following?
28.
A) Arturro more often notices the aroma wafting from his neighbor’s
apartment after he has eaten than when he is hungry.
29.
B) During allergy season, Bettina’s sense of smell becomes
duller.
30.
C) When her stereo is on, Carolyn does not notice an increase in
her neighbor’s television volume, but, when she is reading a book, Carolyn
immediately notices the increased volume.
31.
D) As he has gotten older, David notices that his sense of taste
has diminished.
32.
E) Etyda walks the same route every day. Now that the days are
getting shorter and part of her walk is in the dark, Etyda notices more sounds
that signal possible danger.
ANS:
A REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: applied
OBJ:
3.2
KEY: Apply, Evaluate/Explain
28.
According to signal detection theory, the threshold for
detecting a signal depends on
29.
A) the properties of the stimulus, like its intensity.
30.
B) the amount and type of background noise.
31.
C) both the properties of the stimulus and the amount and type
of background noise.
32.
D) the biological and psychological characteristics of the
perceiver.
33.
E) the properties of the stimulus, background noise, and
biological and psychological characteristics of the perceiver.
ANS:
E REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: conceptual OBJ:
3.2
KEY: Evaluate/Explain
29.
When sensory systems become less sensitive to unchanging
stimuli, it is called
30.
A)
31.
B) sensory adaptation.
32.
C)
33.
D) threshold degradation.
34.
E) subliminal perception.
ANS:
B REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
factual KEY:
Evaluate/Explain NOT: www
30.
Other factors being equal, which sensory stimulus is least
likely to lead to sensory adaptation?
31.
A) the wail of a loud car alarm
32.
B) the pressure of wearing a new ring on one’s finger
33.
C) the intense odors of a cattle farm
34.
D) the pressure of wearing a new bracelet on one’s wrist
35.
E) the temperature of water when entering a pool
ANS: A
REF: 88 MOD: Module 3-1 Sensing Our World:
Basic Concepts of Sensation
MSC: conceptual OBJ:
3.2
KEY: Evaluate/Explain
31.
Repeated exposure to the same stimulus ______ leads to _____
sensitivity in our sensory systems.
32.
A) always; reduced
33.
B) always; no change in
34.
C) sometimes; reduced
35.
D) sometimes; no change in
36.
E) sometimes; reduced or no change in
ANS: E
REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC: conceptual OBJ: 3.2
KEY: Evaluate/Explain
32.
When Harold first enters his swimming pool, the water feels
uncomfortably cold. Five minutes later, it feels comfortable to Harold. This is
an example of
33.
A)
34.
B) sensory adaptation.
35.
C) selective attention.
36.
D)
37.
E) just-noticeable difference.
ANS:
B REF:
84 MOD: Module 3-1 Sensing Our World: Basic
Concepts of Sensation
MSC:
applied
OBJ:
3.2
KEY: Apply, Evaluate/Explain
33.
Regarding light and vision, which of the following statements is
FALSE?
34.
A) Light is physical energy in the form of electromagnetic
radiation.
35.
B) The visible spectrum that humans perceive represents only a
small portion of the full spectrum of “light.”
36.
C) Human vision perceives wavelengths of light between
approximately 300 and 750 nanometers.
37.
D) X-rays, ultraviolet waves, and radio waves are portions of
the electromagnetic radiation spectrum that humans cannot “see.”
38.
E) Of the colors, red has the shortest wavelength.
ANS: E
REF: 86 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual KEY: Evaluate/Explain
34.
A foreign object has entered Kiara’s eye, leaving a scratch. The
part of Kiara’s eye that is affected is her
35.
A)
36.
B)
37.
C)
38.
D)
39.
E)
ANS:
E REF:
87 MOD:
Module 3-2 Vision: Seeing the Light
MSC: applied
OBJ:
3.4
KEY: Apply,
Identify
NOT: www
35.
______ is the visual process by which the lens changes its shape
to focus images more clearly on the retina.
36.
A) Convergence
37.
B) Retinal disparity
38.
C) Habituation
39.
D) Accommodation
40.
E) Closure
ANS:
D REF:
87 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Identify
36.
Dr. Rhoden conducts animal experiments on visual perception.
Rhoden wants to stop the animal’s pupil from changing size, so he paralyzes the
37.
A)
38.
B)
39.
C)
40.
D)
41.
E)
ANS:
B REF:
87 MOD:
Module 3-2 Vision: Seeing the Light
MSC: applied
OBJ: 3.4 KEY: Identify
37.
Which part of the eye gives a person her/his eye color?
38.
A) cornea
39.
B) iris
40.
C) pupil
41.
D) fovea
42.
E) retina
ANS:
B REF:
87 MOD:
Module 3-4 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Identify
38.
Which of the following describes the pupil?
39.
A) opening through which light enters the eye
40.
B) part of the eye that adjusts its shape to view objects at
varying distances
41.
C) transparent covering at the front of the eye
42.
D) part of the eye that contains the photoreceptors
43.
E) structure responsible for peripheral vision
ANS:
A REF:
87 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Define/Describe,
Identify
39.
The part of the eye that changes shape to adjust for an object’s
distance is the
40.
A)
41.
B)
42.
C)
43.
D)
44.
E)
ANS:
A REF:
87 MOD:
Module 3-4 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Identify
40.
Sebastian’s eyeball is shorter than normal. Light from nearby
objects is focused behind his retina instead of on his retina. What condition
does Sebastian have?
41.
A) Nearsightedness
42.
B) Blindness
43.
C) Monochromatic color blindness
44.
D) Red-green color blindness
45.
E) Farsightedness
ANS:
E REF:
89 MOD:
Module 3-2 Vision: Seeing the Light
MSC: applied
KEY: Apply
41.
In the human eye, rods are to _____ as cones are to _____.
42.
A) light; color
43.
B) color; light
44.
C) retina; pupil
45.
D) monochromat; dichromat
46.
E) dichromat; monochromat
ANS:
A REF:
88 MOD: Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.5 KEY: Identify
42.
In vision, the photoreceptors are called
43.
A) retina, lens, and pupil.
44.
B) olfactory bulbs.
45.
C) semicircular canals and vestibular sacs.
46.
D)
47.
E) rods and cones.
ANS: E
REF: 88 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.5 KEY: Define/Describe, Identify
43.
The ratio of rods to cones is approximately
44.
A) 10 to 1.
45.
B) 1 to 10.
46.
C) 20 to 1.
47.
D) 1 to 20.
48.
E) 1 to 1.
ANS:
C REF:
87 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.5 KEY: Identify
44.
All of the following are true of cones EXCEPT
45.
A) they are responsible for peripheral vision.
46.
B) they provide color vision.
47.
C) they allow discernment of fine details in bright light.
48.
D) they are less sensitive to light than are rods.
49.
E) there are fewer cones than rods in the human eye.
ANS:
A
REF: 87-88 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.5 KEY: Evaluate/Explain
45.
Some birds must return to roost as darkness approaches. This is
because their eyes contain
46.
A) cones, but no rods.
47.
B) rods, but no cones.
48.
C) too many cones.
49.
D) too many rods.
50.
E) more rods than cones.
ANS:
A REF:
88 MOD: Module 3-2 Vision: Seeing the Light
MSC: applied
OBJ: 3.5 KEY: Evaluate/Explain
46.
To see a dimly lit object at night, the image must fall on your
47.
A)
48.
B) blind spot.
49.
C)
50.
D)
51.
E) optic nerve.
ANS:
D
Pages: 87-88 MOD: Module 3-2 Vision: Seeing the Light
MSC: applied
OBJ: 3.5 KEY: Evaluate/Explain
47.
______ cells are nerve cells in the back of the eye that
transmit neural impulses in response to light stimulation.
48.
A) Bipolar
49.
B) Optic
50.
C) Foveal
51.
D) Retinal
52.
E) Ganglion
ANS:
E REF:
88 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.5 KEY: Define/Describe, Identify
NOT: www
48.
The optic nerve consists of the axons of the _____ cells and
exits the eye in the _____.
49.
A) bipolar; fovea
50.
B) bipolar; blind spot
51.
C) ganglion; fovea
52.
D) ganglion; blind spot
53.
E) optic; blind spot
ANS:
D REF:
88 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Identify
49.
Regarding vision, which of the following statements is FALSE?
50.
A) Objects are seen most clearly when their images are focused
on the fovea.
51.
B) Cones, which are more sensitive to light than rods, are
responsible for peripheral vision and vision in dim light.
52.
C) Light enters the eye through the cornea and then passes
through the pupil and lens, which focuses the light on the retina.
53.
D) As a form of physical energy, light is the stimulus to which
receptors in the eyes respond.
54.
E) Vision is the process by which light energy is converted into
neural impulses that the brain interprets as the experience of sight.
ANS:
B
Pages: 87-88 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Evaluate/Explain
50.
Regarding vision, which of the following statements is FALSE?
51.
A) Nearsightedness and farsightedness result from abnormalities
in the shape of the eye.
52.
B) The fovea is the part of the retina that corresponds to the
center of one’s gaze, and it provides the sharpest vision.
53.
C) The fovea contains both rods and cones.
54.
D) The far ends of the retina contain only rods, no cones.
55.
E) Bipolar cells connect photoreceptors to ganglion cells.
ANS:
C REF:
88 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Evaluate/Explain
51.
For the sharpest vision, the image of an object should be
focused on the
52.
A)
53.
B) blind spot.
54.
C) olfactory bulb.
55.
D) optic nerve.
56.
E)
ANS:
A REF:
9882 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.4 KEY: Identify
52.
Who won the Nobel Prize for discovering that the visual cortex
contains nerve cells that respond only to lines of particular orientations?
53.
A) Ewald Hering
54.
B) Thomas Young and Hermann von Helmholtz
55.
C) Ronald Melzack and Patrick Wall
56.
D) Gustav Theodor Fechner
57.
E) David Hubel and Torsten Wiesel
ANS:
E REF:
89 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Identify
53.
Neurons that respond to specific characteristics of the visual stimulus
are called
54.
A)
55.
B) ganglion cells.
56.
C) bipolar cells.
57.
D) optic neurons.
58.
E) feature detectors.
ANS:
E REF:
89 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Define/Describe, Identify
54.
The role of feature detectors is to
55.
A) compensate for retinal disparity in nearsightedness and
farsightedness.
56.
B) detect color stimuli.
57.
C) detect black and white stimuli.
58.
D) respond to particular features of visual stimuli.
59.
E) regulate the size of the pupil.
ANS: D
REF: 89 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.4 KEY:
Evaluate/Explain NOT: www
55.
Trichromatic theory suggests that
56.
A) the retina has one type of color receptor that responds
differently to each color.
57.
B) the retina has two types of color receptors that respond in a
different manner for each color.
58.
C) the retina has three types of color receptors—red, green, and
blue-violet.
59.
D) color results from opposing processes involving three sets of
color receptors: red-green, blue-yellow, and black-white.
60.
E) the process of color vision differs in men and women because
of sex-linked genetic defects on the Y chromosome.
ANS:
C REF:
90 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
56.
Red, green, and blue-violet light can be combined to create any
color of the spectrum. This has been interpreted as supporting
57.
A) trichromatic theory of color vision.
58.
B) opponent-process theory of color vision.
59.
C) feature detection theory of color vision.
60.
D) color constancy theory of color vision.
61.
E) the existence of afterimages.
ANS:
A REF:
90 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
57.
In color vision, blue-violet cones are most sensitive to _____
wavelengths, red cones to ______ wavelengths, and green cones to ______
wavelengths.
58.
A) short; middle; long
59.
B) short; long; middle
60.
C) long; short; middle
61.
D) long; middle; short
62.
E) middle; short; long
ANS:
B REF:
90 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
OBJ: 3.4 KEY: Identify
58.
An object that reflects primarily long wavelength light would
most stimulate which category of cone?
59.
A) blue-violet
60.
B) green
61.
C) red
62.
D) yellow
63.
E) black-white
ANS:
C REF:
90 MOD:
Module 3-2 Vision: Seeing the Light
MSC: applied
OBJ: 3.4 KEY: Identify
59.
Regarding the theories of color vision, which of the following
is TRUE?
60.
A) Trichromatic theory is supported by the behavior of cells
lying between the cones and the occipital lobe of the cerebral cortex.
61.
B) Opponent-process theory is supported at the receptor level.
62.
C) Most authorities today suggest that color vision includes elements
of both trichromatic and opponent-process theories.
63.
D) Trichromatic theory is based on Hering’s work with
afterimages.
64.
E) Helmholtz showed that three primary colors of light could be
mixed in different ways to create any color.
ANS:
C REF:
90 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
60.
All but which of the following are suggested by opponent-process
theory?
61.
A) Black-white photoreceptors are responsible for detecting
differences in brightness.
62.
B) Continually staring at a green image will result in an
afterimage of red.
63.
C) Continually staring at a yellow image will result in an
afterimage of blue.
64.
D) Red-green receptors simultaneously transmit messages for red
and green.
65.
E) Afterimages are the eye’s attempt to maintain equilibrium
between receptors.
ANS:
D REF:
90 MOD:
Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
61.
Negative afterimages provide support for which theory of color
vision?
62.
A) trichromatic theory
63.
B) feature detection theory
64.
C) color constancy theory
65.
D) threshold detection theory
66.
E) opponent-process theory
ANS:
E REF:
90 MOD: Module 3-2 Vision: Seeing the Light
MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
62.
Regarding color-blindness, which of the following statements is
FALSE?
63.
A) More men suffer from red-green color-blindness than do women.
64.
B) Red-green color blindness is more common than blue-yellow
color blindness.
65.
C) People who are monochromats can only perceive the world in
shades of gray.
66.
D) About one in forty thousand people is completely color-blind.
67.
E) Red-green color blindness appears to be carried on the Y chromosome.
ANS:
E REF:
91 MOD:
Module 3-2 Vision: Seeing the Light
MSC: factual
KEY: Evaluate/Explain
63.
People with normal color vision are described as
64.
A)
65.
B)
66.
C)
67.
D)
68.
E)
ANS:
C REF:
91 MOD: Module 3-2 Vision: Seeing the Light
MSC: factual
KEY: Identify
64.
Jack has the most common form of color blindness. What type of
color blindness does he have?
65.
A) blue-green
66.
B) red-yellow
67.
C) red-green
68.
D) blue-yellow
69.
E) blue-red
ANS:
C REF:
91 MOD:
Module 3-2 Vision: Seeing the Light
MSC: applied
KEY: Apply
NOT: www
65.
People who only see in black and white are called
66.
A)
67.
B)
68.
C)
69.
D) gray-tones.
70.
E) partially color-blind.
ANS:
A REF:
91 MOD: Module 3-2 Vision: Seeing the Light
MSC: factual
KEY: Define/Describe
66.
Rebecca tells Tom that he is singing “off pitch.” Rebecca is
referring to which physical property of sound?
67.
A) Amplitude
68.
B) Frequency
69.
C) Loudness
70.
D) Speed
71.
E) Decibel
ANS: B
REF: 93 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: applied
KEY: Apply
67.
Humans can hear frequencies between about ______ cycles per
second.
68.
A) 100,000 and 200,000.
69.
B) 50,000 and 100,000.
70.
C) 20,000 and 50,000
71.
D) 20 and 20,000
72.
E) 1 and 20
ANS: D
REF:
93 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
KEY: Identify
68.
Regarding the experience of sound, which of the following
statements is FALSE?
69.
A) Sound waves travel slower than light waves.
70.
B) The amplitude of sound waves determines their perceived
loudness and is measured in decibels.
71.
C) Humans hear by sensing sound waves that result from changes
in molecular vibration.
72.
D) Pitch is the perception of how high or low a sound seems,
which corresponds to the frequency of the sound wave’s vibration.
73.
E) Women’s voices are usually higher than men’s because their
vocal cords are longer and tend to vibrate more slowly than men’s.
ANS:
E
Pages: 93-94 MOD:
Module 3-3 Hearing: The Music of Sound
MSC:
factual OBJ:
3.4
KEY: Evaluate/Explain
69.
In human audition, the vibration of the ossicles is triggered by
vibration of the _____ and transmitted directly to the ______.
70.
A) eardrum; oval window
71.
B) tympanic membrane; oval window
72.
C) oval window; auditory nerve
73.
D) eardrum; tympanic membrane
74.
E) auditory nerve; tympanic membrane
ANS:
A REF:
94 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
OBJ: 3.4 KEY: Identify
70.
In human hearing, the auditory receptors are _____ and
approximately ______ are in each ear.
71.
A) hair cells; 15,000
72.
B) hair cells; 5,000
73.
C) follicles; 5,000
74.
D) follicles; 15,000
75.
E) hair cells; 150,000
ANS:
A REF:
94 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
OBJ: 3.4
KEY:
Identify
NOT: www
71.
In what order do the ossicles vibrate during hearing?
72.
A) anvil, hammer, stirrup
73.
B) stirrup, hammer, anvil
74.
C) stirrup, anvil, hammer
75.
D) hammer, stirrup, anvil
76.
E) hammer, anvil, stirrup
ANS:
E REF:
94 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
OBJ: 3.4 KEY: Identify
72.
Which of the following best describes the organ of Corti?
73.
A) auditory receptor that transforms vibration of sound waves
into neural impulses
74.
B) a gelatinous structure in the cochlea that contains the
auditory receptors
75.
C) a sheet of connective tissue separating the outer ear from
the middle ear
76.
D) a shell-shaped organ in the inner ear that contains sensory
receptors for hearing
77.
E) a collection of tiny bones in the middle ear that vibrate in
response to vibrations from the eardrum
ANS:
B REF:
94 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
OBJ: 3.4 KEY: Evaluate/Explain
73.
Regarding the sensation of sound, which of the following
statements is FALSE?
74.
A) The brain determines where a sound originated by comparing
the sounds received in each ear.
75.
B) The hair cells of the ear are not actual hairs.
76.
C) The auditory cortex is located in the frontal lobes of the
cerebral cortex.
77.
D) For each ten-decibel increase in a sound wave’s amplitude,
there is a tenfold increase in the loudness of the sound.
78.
E) Sounds typically reach one ear before the other, with the
brain able to detect a difference as small as 1/10,000th of
a second.
ANS:
C
Pages: 94-95 MOD:
Module 3-3 Hearing: The Music of Sound
MSC:
factual OBJ:
3.4
KEY: Evaluate/Explain
74.
Which of the following suggests that pitch detection is coded by
combining frequencies of neurons firing in alternate succession?
75.
A) volley principle
76.
B) place theory
77.
C) opponent-process theory
78.
D) frequency theory
79.
E) gate-control theory
ANS:
A REF:
95 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
OBJ: 3.4 KEY: Evaluate/Explain
75.
The basis of the place theory of pitch detection is that pitch
is determined by the place along the _______ that vibrates the most.
76.
A) ear drum
77.
B) basilar membrane
78.
C) oval window
79.
D) auditory nerve
80.
E) ossicles
ANS:
B REF:
95 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
OBJ: 3.4 KEY: Evaluate/Explain
76.
High-frequency sounds cause the greatest vibration of
77.
A) hair cells in the middle of the basilar membrane.
78.
B) hair cells nearest the oval window.
79.
C) hair cells nearest the auditory nerve.
80.
D) hair cells farthest down the basilar membrane from the oval
window.
81.
E) the membrane of the eardrum.
ANS:
B REF:
95 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
OBJ: 3.4 KEY: Identify
77.
Which theory of pitch best accounts for the perception of sounds
between 1,000 and 4,000 cycles per second?
78.
A) place theory
79.
B) gate-control theory
80.
C) frequency theory
81.
D) opponent-process theory
82.
E) volley principle
ANS:
E REF:
95 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
78.
Among pitch theories, place theory best explains _______
frequency sounds, frequency theory best explains ______ frequency sounds, and
volley principle best explains ______ frequency sounds.
79.
A) mid-range; high; low
80.
B) high; mid-range; low
81.
C) high; low; mid-range
82.
D) low; high; mid-range
83.
E) low; mid-range; high
ANS: C
REF: 95 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
79.
According to a study reported in the text, about what percentage
of students at your local high school are expected to have experienced at least
one sign of hearing loss?
80.
A) less than 10 percent
81.
B) about 25 percent
82.
C) about 33 percent
83.
D) about 50 percent
84.
E) more than 75 percent
ANS:
D REF:
96 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: conceptual
KEY: Identify
80.
Sound from which of the following should produce the most danger
to hearing upon brief exposure?
81.
A) a ringing telephone
82.
B) a jet airplane
83.
C) a lawn mower
84.
D) a jack hammer
85.
E) speakers at a rock concert
ANS:
B REF:
96 MOD: Module 3-3 Hearing: The Music of Sound
MSC: conceptual
KEY: Evaluate/Explain
81.
Hearing loss can occur after prolonged exposure to noise as low
as _____ decibels, while hearing loss can result from brief exposure to sounds
as low as ______ decibels.
82.
A) 55; 85
83.
B) 65; 100
84.
C) 75; 115
85.
D) 85; 120
86.
E) 120; 160
ANS:
D REF:
96 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: factual
KEY: Identify
82.
Marlee’s right eardrum was punctured in an accident when she was
three years old. She is deaf in her right ear, but is helped with a hearing aid
that amplifies sound waves. What type of deafness does Marlee have?
83.
A) nerve
84.
B) continuity
85.
C) closure
86.
D) subliminal
87.
E) conduction
ANS:
E REF:
96 MOD: Module 3-3 Hearing: The Music of Sound
MSC: applied
KEY:
Apply
NOT: www
83.
In deafness, conduction deafness is to _____ as nerve deafness
is to _____.
84.
A) outer ear; inner ear
85.
B) inner ear; outer ear
86.
C) middle ear; inner ear
87.
D) inner ear; middle ear
88.
E) middle ear; outer ear
ANS:
C REF:
96 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: conceptual
KEY: Evaluate/Explain
84.
Regarding hearing loss, which of the following is FALSE?
85.
A) Cochlear implants can help correct damage to the auditory
nerve.
86.
B) Exposure to loud sounds, disease, and aging can cause nerve
deafness.
87.
C) People with conduction deafness can sometimes benefit from
hearing aids that amplify sound waves.
88.
D) Hearing loss in later life is not inevitable.
89.
E) Loud noise can impair learning ability.
ANS:
A REF:
96 MOD:
Module 3-3 Hearing: The Music of Sound
MSC: conceptual
KEY: Evaluate/Explain
85.
Chemical senses include
86.
A) touch only.
87.
B) taste only.
88.
C) smell only.
89.
D) both touch and taste.
90.
E) both taste and smell.
ANS:
E REF:
98 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body Senses
MSC: factual KEY: Identify
86.
Dr. Halpern tells his graduate student, Dwight, that he’ll need
to deliver the lecture in Halpern’s psychology class today. When Halpern tells
him that the lecture is on olfaction, Dwight knows he’ll be talking about which
sense?
87.
A) taste
88.
B) touch
89.
C) vision
90.
D) hearing
91.
E) smell
ANS:
E REF:
99 MOD: Module 3-4 Our Other Senses:
Chemical, Skin, and Body Senses MSC:
applied KEY:
Apply NOT: www
87.
Regarding the sense of smell, which of the following statements
is FALSE?
88.
A) Humans have about 10 million odor receptors in the nostrils.
89.
B) Human odor receptors are capable of sensing about 10,000
different substances.
90.
C) Different substances have different shaped molecules that fit
into particular odor receptors.
91.
D) Smell is the only sense in which sensory information does not
go through the thalamus on its way to the cerebral cortex.
92.
E) The limbic system is involved in the processing of smells.
ANS: A
REF:
99 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual OBJ:
3.4
KEY: Evaluate/Explain
88.
All of the following senses go through the thalamus on the way
to the cortex EXCEPT
89.
A)
90.
B)
91.
C)
92.
D)
93.
E)
ANS:
B REF:
99 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual OBJ:
3.4
KEY: Evaluate/Explain
89.
Which sense is especially effective at stimulating emotional
memories?
90.
A) smell
91.
B) taste
92.
C) hearing
93.
D) vision
94.
E) touch
ANS:
A REF:
99 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual OBJ:
3.4
KEY: Identify,
Evaluate/Explain
90.
Evelyn walks past the cafe, which is emitting odors of fresh
brewed coffee. Evelyn smells the odors, and her brain tells her she wants a cup
of the delicious brew. Which of the following is responsible for carrying
impulses from odor receptors in Evelyn’s nose to her brain?
91.
A) olfactory bulb
92.
B) olfactory nerve
93.
C) taste buds
94.
D) pheromones
95.
E) vestibular organ
ANS:
B REF:
99 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: applied OBJ:
3.4
KEY: Apply,
Evaluate/Explain
91.
Regarding pheromones, which of the following statements is
FALSE?
92.
A) Evidence suggests that pheromones play a large role in
influencing sexual attraction among humans.
93.
B) Among humans, researchers have shown that exposure to male
sweat may lead women to feel more relaxed.
94.
C) Pheromones are found in bodily secretions, and they allow
animals to mark their territories and establish dominance.
95.
D) Humans have receptors in the nose that may allow them to
sense pheromones.
96.
E) Pheromones are detected through the sense of smell or taste.
ANS:
A REF:
100 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body Senses
MSC: conceptual KEY: Evaluate/Explain
92.
Various species emit chemical substances called ______ that play
important roles in many behaviors.
93.
A) olfactory hormones
94.
B) pheromones
95.
C) neurotransmitters
96.
D) natural fragrances
97.
E) olfactions
ANS:
B REF:
100 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual
KEY:
Define/Describe
93.
Pheromones play a role in which of the following animal
behaviors?
94.
A) mate attraction only
95.
B) dominance and territorial marking only
96.
C) aggression only
97.
D) aggression, dominance, and territorial marking only
98.
E) aggression, dominance, territorial marking, and mate
attraction
ANS:
E REF:
100 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body Senses
MSC: factual
KEY: Evaluate/Explain
94.
All of the following are basic tastes EXCEPT
95.
A)
96.
B)
97.
C)
98.
D)
99.
E)
ANS:
D REF:
105 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual KEY: Identify
95.
For the sense of taste, sense receptors are called
96.
A) taste cells.
97.
B) taste buds.
98.
C) gustatory nerves.
99.
D) taste nodes.
100.
E) gustatory nodes.
ANS:
A REF:
100 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual
OBJ: 3.5 KEY: Identify
96.
Receptor cells for which sense regenerate within a week to ten
days?
97.
A) vision
98.
B) audition
99.
C) taste
100.
D) touch
101.
E) olfaction
ANS:
C REF:
100 MOD: Module 3-4 Our Other Senses:
Chemical, Skin, and Body Senses MSC:
factual OBJ:
3.5
KEY: Identify
97.
Regarding the sense of taste, which of the following statements
is FALSE?
98.
A) People without tongues are still able to sense taste.
99.
B) A food’s flavor results from mixtures of basic tastes, and
the food’s aroma, texture, and temperature.
100.
C) Taste receptors differ from other neurons in that they
regenerate at a faster rate.
101.
D) Genetic factors play a role in taste sensitivity, but not in
taste preferences.
102.
E) Cats are unable to taste “sweet,” whereas pigs are able to do
so.
ANS:
D REF:
100-101 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual
OBJ: 3.4
KEY: Evaluate/Explain
98.
Compared to people with average taste sensitivity, people who
are “supertasters” have
99.
A) different types of taste buds.
100.
B) more sensitive taste buds.
101.
C) a very dense network of taste buds.
102.
D) bigger taste buds.
103.
E) fewer specialized taste buds.
ANS:
C REF:
101 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC:
conceptual KEY:
Evaluate/Explain
99.
About what percentage of people are “supertasters”?
100.
A) 10%
101.
B) 15%
102.
C) 25%
103.
D) 35%
104.
E) 50%
ANS:
C REF:
101 MOD: Module 3-4 Our Other Senses:
Chemical, Skin, and Body Senses MSC:
factual KEY: Identify
100.
Other factors being equal, which person is most likely to be a
supertaster?
101.
A) Yuan, an Asian man
102.
B) Yuna, an Asian woman
103.
C) Lenny, a European-American man
104.
D) Betty, a European-American woman
105.
E) None of these; there are no racial or gender differences
among supertasters
ANS:
B REF:
101 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: applied
KEY: Apply
101.
Regarding the skin senses, which of the following statements is
FALSE?
102.
A) The skin is the body’s largest sensory organ.
103.
B) All skin receptors respond to more than one type of
stimulation.
104.
C) There are close to one-half million receptors for touch and
pressure distributed throughout the body.
105.
D) The part of the cerebral cortex that processes information
from the skin receptors is called the somatosensory cortex.
106.
E) There are specific receptors in the skin for warmth and cold.
ANS:
B REF:
102 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual OBJ:
3.4
KEY: Evaluate/Explain
102.
Receptors for which of the following are located deepest in the
skin?
103.
A) Hot
104.
B) Cold
105.
C) Pain
106.
D) Light touch
107.
E) Pressure
ANS: E
REF: 1062 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC:
conceptual OBJ: 3.5
KEY: Identify
103.
Sensations of hotness result from
104.
A) stimulation of hot receptors.
105.
B) stimulation of warm receptors.
106.
C) stimulation of cold receptors.
107.
D) simultaneous stimulation of warm and cold receptors.
108.
E) stimulation of pain receptors.
ANS:
D REF:
102 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: conceptual
OBJ: 3.4
KEY: Evaluate/Explain
104.
Pain receptors are located in all but which of the following?
105.
A) muscles
106.
B) ligaments
107.
C) joints
108.
D) tooth enamel
109.
E) skin
ANS:
D REF:
102 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual OBJ:
3.5
KEY: Identify
105.
Regarding acupuncture, which of the following statements is
FALSE?
106.
A) Traditional Chinese beliefs suggest that acupuncture releases
the body’s natural healing energy.
107.
B) Scientific evidence has ruled out that acupuncture is merely
a placebo effect.
108.
C) Some studies have demonstrated that acupuncture can be
effective in reducing chronic lower back pain.
109.
D) Acupuncture may work through the release of neurotransmitters
with pain-killing effects, caused by the stimulation of acupuncture points.
110.
E) Acupuncture involves the insertion and rotation of thin
needles at certain points on the body.
ANS:
B REF:
103 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body Senses
MSC: factual
KEY:
Evaluate/Explain
106.
Compared to fibers that carry signals about temperature and
touch, pain fibers associated with dull or throbbing pain are
107.
A) thinner and faster.
108.
B) thicker and faster.
109.
C) thinner and slower.
110.
D) thicker and slower.
111.
E) small and reach the brain faster.
ANS:
C REF:
102 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: conceptual
OBJ: 3.4 KEY: Evaluate/Explain
107.
Mercedes just stubbed her toe on the edge of her bedpost. In
response, her brain will most likely signal the release of
108.
A)
109.
B)
110.
C)
111.
D)
112.
E)
ANS:
C REF:
103 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: applied
OBJ:
3.4
KEY: Apply, Evaluate/Explain
108.
Receptors for kinesthesis are located in
109.
A) joints, ligaments, tendons, and muscles.
110.
B) the skin and hair.
111.
C) the inner and middle ear.
112.
D) the eyes.
113.
E) the mouth and nose.
ANS:
A REF: 103
MOD: Module 3-4 Our Other Senses: Chemical, Skin, and Body
Senses MSC: factual OBJ:
3.5
KEY: Identify
109.
Austin experiences motion sickness on his first cruise vacation.
From which two senses has Austin received conflicting information?
110.
A) kinesthesis and visual
111.
B) kinesthesis and olfactory
112.
C) vestibular and visual
113.
D) vestibular and olfactory
114.
E) audition and olfactory
ANS:
C REF:
103 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body Senses
MSC:
applied
OBJ: 3.4
KEY: Apply,
Evaluate/Explain
110.
Which sense monitors the position of your body in space and
helps maintain balance?
111.
A) vestibular
112.
B) kinesthesis
113.
C) gustation
114.
D) audition
115.
E) olfaction
ANS: A
REF: 103 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual KEY: Identify
111.
The vestibular sensory system includes
112.
A) the semicircular canals only.
113.
B) the vestibular sacs only.
114.
C) the olfactory receptors only.
115.
D) both the semicircular canals and the vestibular sacs.
116.
E) both the olfactory receptors and the vestibular sacs.
ANS:
D REF:
103 MOD: Module 3-4 Our Other
Senses: Chemical, Skin, and Body
Senses MSC: factual KEY: Identify
NOT: www
112.
The process by which the brain interprets stimuli and turns them
into meaningful representations of the external world is
113.
A)
114.
B)
115.
C)
116.
D)
117.
E)
ANS:
B REF:
105 MOD: Module 3-5 Perceiving Our World: Principles
of Perception
MSC: factual
KEY: Define/Describe
113.
Regarding perception, which of the following statements is TRUE?
114.
A) Perception represents the brain’s attempt to make sense of
the information coming in through the senses.
115.
B) Perception is a reactive process.
116.
C) Perceptions accurately reflects external reality.
117.
D) The area of perception that has captured the most research
attention is auditory perception.
118.
E) Attention is the second step in perception.
ANS:
A REF:
105 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: factual
OBJ:
3.1
KEY: Evaluate/Explain
114.
When you perceive something, what is the first step you take?
115.
A) sensing
116.
B) learning
117.
C) memorizing
118.
D) attending
119.
E) motivating
ANS:
D REF:
106 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: conceptual OBJ:
3.6
KEY: Evaluate/Explain
115.
Limiting attention to certain stimuli and filtering out other
stimuli is called
116.
A)
117.
B)
118.
C) selective attention.
119.
D) perceptual set.
120.
E)
ANS:
C REF:
106 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: factual
KEY:
Define/Describe
116.
Regarding attention, which of the following statements is FALSE?
117.
A) Motivational states influence attention.
118.
B) Repeated exposure to a changing stimulus leads to
habituation.
119.
C) Habituation to certain stimuli is quite common and makes
evolutionary sense.
120.
D) Newborn infants pay more attention to their mother’s voices
than to the voices of other women.
121.
E) Humans pay more attention to stimuli that are meaningful or
emotionally significant than those that are not.
ANS:
B
REF: 106 MOD: Module 3-5 Perceiving
Our World: Principles of Perception
MSC: factual
OBJ: 3.6
KEY: Evaluate/Explain
117.
When Clara interacts with her sister, Shirley, Clara’s
interpretations of Shirley’s behavior and comments are influenced by
preconceptions and expectations from their previous experiences. Which term
describes this dynamic?
118.
A) perceptual set
119.
B) selective attention
120.
C) divided attention
121.
D) perceptual constancy
122.
E) habituation
ANS:
A REF:
106 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
applied OBJ:
3.6
KEY: Apply, Evaluate/Explain
118.
In a research experiment, participants are shown a series of
drawings before seeing an ambiguous picture that could be perceived as a rat or
a man. Group 1 sees drawings of animals, while Group 2 sees drawings of humans.
Perceptual set suggests which of the following results when participants are
shown the ambiguous picture?
119.
A) Both groups will report seeing a man.
120.
B) Both groups will report seeing a rat.
121.
C) Group 1 will report seeing a rat, while Group 2 will report
seeing a man.
122.
D) Group 1 will report seeing a man, while Group 2 will report
seeing a rat.
123.
E) Neither group will see a rat or a man, since the picture is
ambiguous.
ANS:
C REF:
106-107 MOD: Module 3-5 Perceiving Our
World: Principles of Perception MSC:
applied OBJ:
3.6
KEY: Evaluate/Explain
119.
Regarding perceptual processing, which of the following
statements is FALSE?
120.
A) The human brain is more efficient than computer systems at
facial recognition.
121.
B) Facial recognition is an example of bottom-up processing.
122.
C) Top-down processing helps explain why humans can recognize
handwriting of all different styles.
123.
D) Top-down processing is based on acquired experience and
knowledge with patterns.
124.
E) Both top-down and bottom-up processing are ways the brain
recognized meaningful patterns.
ANS:
B REF:
107 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: factual
OBJ:
3.6
KEY: Evaluate/Explain
120.
When you are presented with the following visual information,
“A,” your brain sees a series of lines and angles in a particular format and
interprets this visual information as the letter “A.” This is an example of
which concept from perception?
121.
A) perceptual set
122.
B) bottom-up processing
123.
C) top-down processing
124.
D) selective attention
125.
E) habituation
ANS:
B REF:
107 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: applied
OBJ:
3.6
KEY: Evaluate/Explain
121.
In terms of where visual processing begins, ______ processing is
to parts as _____ processing is to whole.
122.
A) bottom-up; top-down
123.
B) bottom-down; top-up
124.
C) top-down; bottom-up
125.
D) top-up; bottom-down
126.
E) up-down; bottom-top
ANS:
A REF:
107 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: conceptual OBJ:
3.6
KEY: Evaluate/Explain
122.
Which term best captures the meaning of Gestalt?
123.
A) figure
124.
B) ground
125.
C) whole
126.
D) perception
127.
E) parts
ANS:
C REF:
108-109 MOD: Module 3-5 Perceiving Our
World: Principles of Perception MSC:
conceptual
OBJ: 3.7
KEY: Define/Describe
123.
Which of the following describes the Gestalt law of
connectedness?
124.
A) A series of stimuli will be perceived as representing a
unified form.
125.
B) Objects near each other will be perceived as belonging to a
common set.
126.
C) Humans tend to piece together disconnected bits of
information to perceive whole forms.
127.
D) Objects positioned together or moving together will be
perceived as belonging to the same group.
128.
E) Objects that are similar will be perceived as belonging to
the same group.
ANS: D
REF: 109 MOD: Module 3-5 Perceiving Our
World: Principles of Perception
MSC: factual
OBJ:
3.7
KEY: Define/Describe
124.
Regarding figure-ground perception, which of the following
statements is TRUE?
125.
A) Figures have shape, while ground does not.
126.
B) In the old lady/young lady figure, people most often see the
old woman.
127.
C) In the vase/profile figure, the vase always represents the
figure.
128.
D) Outlines always allow us to distinguish between ground and
figure.
129.
E) Humans tend to perceive objects as ground when they have
distinctive coloring.
ANS:
A REF:
108 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual KEY:
Evaluate/Explain
125.
All but which of the following are part of the perceptual laws
of grouping?
126.
A) similarity
127.
B) proximity
128.
C) closure
129.
D) connectedness
130.
E) figure-ground
ANS:
E REF:
109 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: factual
OBJ: 3.7 KEY: Identify,
Define/Describe NOT: www
126.
Rico is shown the following stimulus: X. When asked what he
sees, Rico reports that he sees two intersecting lines rather than saying he
sees four separate lines. Rico’s response demonstrates which Gestalt principle?
127.
A) Closure
128.
B) Proximity
129.
C) Similarity
130.
D) Connectedness
131.
E) Continuity
ANS:
E REF:
109 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
applied OBJ:
3.7
KEY: Apply, Define/Describe
127.
Grouping disconnected pieces of information into a meaningful
whole describes the Gestalt principle of
128.
A)
129.
B)
130.
C)
131.
D)
132.
E)
ANS:
B REF:
109 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: factual
OBJ:
3.7
KEY: Define/Describe
128.
The tendency to perceive properties of an object as remaining
the same despite changes in its retinal image is called
129.
A) gestalt organization.
130.
B) perceptual constancy.
131.
C)
132.
D) perceptual stability.
133.
E)
ANS:
B REF:
109 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual OBJ:
3.7
KEY: Define/Describe
129.
Tony observes an oval bowl on a table from several different
perspectives. Although the image on his retina changes, he continues to
perceive the bowl as oval. Tony’s experience is an example of ______.
130.
A) brightness constancy
131.
B) retinal disparity
132.
C) size constancy
133.
D) linear perspective
134.
E) shape constancy
ANS:
E REF:
110 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
applied
OBJ: 3.8
KEY: Apply, Evaluate/Explain
130.
Felicia is nearly hit by a car while crossing the street. Even
though it is nearly dark and the colors of the cars appear faded, she tells the
police officer it was definitely a blue car. Felicia’s experience is an example
of ______.
131.
A) brightness constancy
132.
B) retinal disparity
133.
C) size constancy
134.
D) color constancy
135.
E) shape constancy
ANS:
D REF:
110 MOD: Module 3-5 Perceiving Our World:
Principles of
Perception
MSC: applied
OBJ:
3.8
KEY: Apply, Evaluate/Explain
131.
A piece of chalk placed in the shade on a sunny day reflects
less light than a black hockey puck placed directly in the sunlight. Yet we
perceive the chalk to be brighter than the hockey puck. We can explain this perceptual
phenomenon based on the principle of
132.
A) brightness constancy.
133.
B) color constancy
134.
C) relative reflectance.
135.
D) retinal disparity.
136.
E) contrast effects.
ANS:
A REF:
110 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
applied OBJ:
3.8
KEY: Apply, Evaluate/Explain
132.
If you hold a round plate in your hand and turn it from side to
side, the image it casts on your retina changes. Yet you still perceive the
plate to be round. This phenomenon can be explained by the principle of
133.
A) brightness constancy.
134.
B) shape constancy
135.
C) size constancy.
136.
D) retinal disparity.
137.
E) binocular constancy.
ANS:
B REF:
110 MOD: Module 3-5 Perceiving Our World: Principles
of Perception
MSC:
applied OBJ:
3.8
KEY: Apply, Evaluate/Explain
NOT: www
133.
As you hold a round plate in your hand and turn it from side to
side, the image it casts on your retina changes. Yet you still perceive the
plate to be round. This phenomenon can be explained by the principle of
134.
A) brightness constancy.
135.
B) shape constancy
136.
C) size constancy.
137.
D) retinal disparity.
138.
E) binocular constancy.
ANS:
B REF:
110 MOD: Module 3-5 Perceiving Our World:
Principles of Perception MSC:
applied
OBJ: 3.8
KEY: Apply, Evaluate/Explain
134.
Depth cues that require the use of both eyes are called
135.
A) monocular cues.
136.
B) binocular cues.
137.
C) stroboscopic cues.
138.
D) dichromatic cues.
139.
E) convergence cues.
ANS:
B REF:
110 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual OBJ:
3.9
KEY: Define/Describe
135.
The text discusses ______ types of perceptual constancy and they
are ______.
136.
A) 2; bottom-up and top-down
137.
B) 2; figure-ground and grouping
138.
C) 6; relative size, interposition, relative clarity, texture
gradient, linear perspective, and shadowing
139.
D) 4; shape, size, brightness, and color
140.
E) 5; proximity, continuity, closure, connectedness, and
similarity
ANS:
D REF:
110 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual KEY:
Identify, Evaluate/Explain
136.
Brenda only has one eye. Which of the following depth cues is
she unable to use?
137.
A) relative size
138.
B) retinal disparity
139.
C) interposition
140.
D) texture gradient
141.
E) linear perspective
ANS:
B REF:
110 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: applied
OBJ:
3.9
KEY: Apply, Define/Describe
137.
Shaun holds his finger up in front of his eyes at arm’s length
and focuses on the image. He slowly moves the finger toward his eyes, focusing
his eyes to maintain a single image. As he does this, Shaun experiences
muscular tension in his eyes. This is an example of which depth perception cue?
138.
A) retinal disparity
139.
B) shadowing
140.
C) convergence
141.
D) relative size
142.
E) interposition
ANS:
C REF:
111 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
applied OBJ:
3.9
KEY: Apply, Define/Describe
138.
Which of the following is an example of the depth cue of
relative clarity?
139.
A) Tall buildings appear farther away when viewed from a
distance on a smoggy day compared to a fair day.
140.
B) The texture of sand beneath your feet is more detailed than
the texture of sand 30 feet in front of you.
141.
C) Lines on the sides of the road appear to come together in the
distance.
142.
D) Two buildings are known to be the same size, but the one that
is closer appears larger.
143.
E) In a photograph, patterns of light and dark create the
appearance of three-dimensional objects, even though the photo is flat.
ANS:
A REF:
111 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
applied OBJ:
3.9
KEY: Apply, Define/Describe
139.
All but which of the following are examples of monocular cues
for depth perception?
140.
A) interposition
141.
B) texture gradient
142.
C) shadowing
143.
D) linear perspective
144.
E) convergence
ANS:
E REF:
111 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: conceptual OBJ:
3.9
KEY: Identify, Define/Describe
140.
Which two cues are used in the perception of movement?
141.
A) monocular and binocular
142.
B) changing size and the path of the image crossing the retina
143.
C) relative size and relative clarity
144.
D) linear perspective and shadowing
145.
E) retinal disparity and convergence
ANS:
B REF:
111 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual OBJ:
3.9
KEY: Identify, Define/Describe
141.
Even though two lines are of equal length, the one with outward
pointing wings looks longer than the one with inward pointing wings. This is an
example of the
142.
A) Ponzo illusion.
143.
B) apparent movement illusion.
144.
C) Müller-Lyer
145.
D) moon illusion.
146.
E) impossible figures illusion.
ANS:
C REF: 112
MOD: Module 3-5 Perceiving Our World: Principles of Perception
MSC: conceptual OBJ: 3.10
KEY:
Identify, Evaluate/Explain
142.
When the full moon appears near the horizon, 6-year-old Mallory
says, “The moon is bigger tonight than last night.” Last night, Mallory saw the
moon later in the night, when it was high in the sky. Mallory’s experience is
an example of the
143.
A) apparent movement illusion.
144.
B) stroboscopic effect.
145.
C) Müller-Lyer
146.
D) Ponzo illusion.
147.
E) moon illusion.
ANS:
E REF:
113 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
applied OBJ:
3.10
KEY: Apply, Evaluate/Explain
143.
When you are watching a movie, what type of apparent movement
gives you the perception of a “moving picture”?
144.
A) retinal disparity
145.
B) opponent process
146.
C) stroboscopic
147.
D) linear perspective
148.
E) relative size
ANS:
C REF:
114 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: applied
OBJ: 3.10
KEY: Apply, Evaluate/Explain
144.
Dr. Barrington is a cross-cultural researcher in the field of
perception. She tests two groups of people to determine their susceptibility to
the Muller-Lyon illusion. Group 1 consists of Americans, while Group 2 consists
of members of the African tribe of Zulus. Generalizing from previous research,
what will Barrington find?
145.
A) Neither group will be susceptible to the illusion.
146.
B) Both groups will be equally susceptible to the illusion.
147.
C) The Americans will be more susceptible to the illusion than
the Zulus.
148.
D) The Zulus will be more susceptible to the illusion than the
Americans.
149.
E) Zulus who have moved to American cities will develop less
susceptibility to the illusion.
ANS:
C REF:
114-115 MOD: Module 3-5 Perceiving Our
World: Principles of Perception MSC:
applied OBJ:
3.10 KEY: Apply,
Evaluate/Explain
145.
According to the carpentered-world hypothesis, people living in
cultures in which right-angled structures are rare are less prone to which
visual illusion?
146.
A) Müller-Lyer illusion
147.
B) Ponzo illusion
148.
C) Moon illusion
149.
D) Impossible figures illusion
150.
E) Stroboscopic movement
ANS:
A REF:
119 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: conceptual OBJ: 3.10
KEY:
Evaluate/Explain, Identify
146.
Regarding cross-cultural research on visual perception, which of
the following has been found?
147.
A) Westerners and East Asians both tend to focus more on
categorization than on contextual information in their visual processing.
148.
B) Westerners and East Asians both tend to focus more on
contextual information than on categorization in their visual processing.
149.
C) Westerners tend to focus more on categorization in their
visual processing, whereas East Asians tend to focus more on contextual
information.
150.
D) East Asians tend to focus more on categorization in their
visual processing, whereas Westerners tend to focus more on contextual
information.
151.
E) Both East Asians and Westerners demonstrate a pattern of
balancing categorization with context in their visual processing.
ANS:
C REF:
114 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual KEY:
Define/Describe
NOT: www
147.
Regarding subliminal perception, which of the following
statements is FALSE?
148.
A) People can perceive stimuli below the threshold of awareness.
149.
B) The effects of subliminal perception are strong.
150.
C) Motivational states may influence the effects of subliminal
perception.
151.
D) Advertisers have used tactics that attempt to subliminally
persuade people’s opinions.
152.
E) The majority of Americans believe that subliminal perception
exists.
ANS:
B REF:
115 MOD: Module 3-5 Perceiving Our World: Principles
of Perception
MSC:
factual OBJ:
3.11
KEY: Evaluate/Explain
148.
Regarding subliminal perception, which of the following
statements is TRUE?
149.
A) People can perceive stimuli below the threshold of awareness.
150.
B) The effects of subliminal perception are strong.
151.
C) Advertisers have demonstrated that subliminal cues can
increase sales of some products.
152.
D) People can be influenced to change their behaviors by
cleverly placed subliminal cues.
153.
E) Scientists doubt the existence of subliminal perception.
ANS:
A REF:
115 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual OBJ:
3.11
KEY: Evaluate/Explain
149.
Regarding extrasensory perception (ESP), which of the following
statements is TRUE?
150.
A) Laboratory evidence supports the existence of some forms of
ESP.
151.
B) The effects of ESP are limited to laboratory studies.
152.
C) We lack compelling evidence to support the existence of any
form of ESP.
153.
D) Evidence supports the existence of telepathy but not other
forms of ESP.
154.
E) Few Americans today believe that ESP exists.
ANS: C
REF:
115 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual OBJ:
3.11
KEY: Evaluate/Explain
150.
Regarding the scientific evidence on the existence of
extrasensory perception (ESP), which of the following statements is TRUE?
151.
A) We have reliable evidence supporting the existence of
telepathy but not clairvoyance.
152.
B) We have reliable evidence supporting the existence of
clairvoyance but not telepathy.
153.
C) We have reliable evidence supporting the existence of both
clairvoyance and telepathy.
154.
D) We lack reliable evidence supporting the existence of either
clairvoyance and telepathy.
155.
E) We can’t say because only a few studies have been conducted
on the existence of ESP.
ANS:
C REF:
115 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual OBJ:
3.11
KEY: Evaluate/Explain
151.
Regarding the scientific evidence on the existence of
extrasensory perception (ESP), which of the following statements is TRUE?
152.
A) We have reliable evidence supporting the existence of
telepathy but not clairvoyance.
153.
B) We have reliable evidence supporting the existence of
clairvoyance but not telepathy.
154.
C) We have reliable evidence supporting the existence of both
clairvoyance and telepathy.
155.
D) We lack reliable evidence supporting the existence of
precognition, but not of clairvoyance or telepathy.
156.
E) We can’t say because only relatively few studies have been
conducted on ESP.
ANS:
C REF:
115 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC:
factual OBJ:
3.11
KEY: Evaluate/Explain
152.
The perception of stimuli that are presented below the threshold
of conscious awareness is called
153.
A)
154.
B) extrasensory perception.
155.
C)
156.
D) subliminal perception.
157.
E)
ANS:
D REF:
115 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: factual
KEY: Define/Describe
153.
The study of events that cannot be explained by known
psychological, physical, or biological mechanisms is referred to as
154.
A) precognitive psychology.
155.
B)
156.
C)
157.
D)
158.
E)
ANS:
D REF:
116 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: factual
KEY: Define/Describe
154.
Salvador is a stage magician. As part of his act, Salvador
identifies the written contents of a sealed envelope. This aspect of Salvador’s
performance is called
155.
A)
156.
B)
157.
C) subliminal perception.
158.
D)
159.
E)
ANS:
D REF:
116 MOD: Module 3-5 Perceiving Our World:
Principles of Perception
MSC: applied
KEY: Apply
NOT: www
155.
Which of the following is the best definition of precognition?
156.
A) the ability to foretell the future
157.
B) the ability to move objects without touching them
158.
C) the ability to read other people’s minds
159.
D) the perception of events not available to the senses
160.
E) the ability to project one’s thoughts into others’ minds
ANS: A
REF: 116 MOD: Module 3-5 Perceiving Our
World: Principles of Perception
MSC: factual
KEY: Define/Describe
156.
Jonathan practices focused attention to induce a relaxed mental
and physical state t help cope with stress. This practice represents
157.
A) biofeedback
158.
B) meditation
159.
C) bottlenecking
160.
D) telepathy
161.
E) distraction
ANS:
B
Pages: 119-120 MOD: Module 3-6 Application:
Psychology and Pain Management MSC:
factual KEY: Apply
157.
Cathy takes three treatments of chemotherapy a week. At each
session, she brings along novels on tape to listen to during her treatment.
Cathy is using which method of pain management?
158.
A) meditation
159.
B) biofeedback
160.
C) creating a bottleneck at the “gate”
161.
D) obtaining accurate information
162.
E) distraction
ANS:
E
Pages: 119-120 MOD: Module 3-6 Application:
Psychology and Pain Management MSC:
applied
OBJ: 3.12 KEY: Apply
158.
Dustin suffers from chronic back pain as the result of an old
injury. Any time he is required to sit for long periods, he makes sure to bring
a music player into the treatment room with him, because he has found that
listing to his favorite music helps him cope with the pain. Dustin is using the
pain control technique of
159.
A) creating a bottleneck at the “gate.”
160.
B)
161.
C) obtaining accurate information.
162.
D)
163.
E)
ANS:
E
Pages: 119-120 MOD: Module 3-6 Application:
Psychology and Pain Management MSC:
applied
OBJ: 3.12
KEY: Apply
159.
Marsha has learned that her tolerance for pain is increased
dramatically when she focuses her awareness onto a particular word that she
repeats over and over whenever she has to undergo a painful medical procedure.
Marsha is using _____ to help control her experience of pain.
160.
A) meditation
161.
B) biofeedback
162.
C) distraction
163.
D) changing thoughts
164.
E) creating a bottleneck
ANS:
E
Pages: 119-120 MOD: Module 3-6 Application:
Psychology and Pain Management MSC: applied
OBJ:
3.12 KEY: Apply
160.
Joseph has been assisting the team doctor in his treatment of
relatively minor but painful injuries for his football team. The doctor has
carefully instructed Joseph to alternate between applying hot compresses and
cold packs to the injured area. This treatment may be effective because both
heat and cold send competing messages through the spinal cord that may
temporarily block pain messages. This technique is known as
161.
A) meditation
162.
B) biofeedback
163.
C) distraction
164.
D) changing thoughts
165.
E) creating a bottleneck
ANS:
E
Pages: 119-120 MOD: Module 3-6 Application:
Psychology and Pain Management MSC:
applied
OBJ: 3.12
KEY: Apply
ESSAY
1. Differentiate
between absolute and difference thresholds.
ANS:
The absolute threshold is the minimum amount of a stimulus that
can be reliably detected. The exact amount is determined by presenting a
subject with stimuli of various intensities. The intensity that people can detect
50% of the time is absolute threshold. The different threshold (or
just-noticeable difference) is the smallest amount of difference between two
stimuli that can be detected. This amount is not constant. Rather, the larger a
stimulus is, the more it must be changed to create a just-noticeable
difference.
MOD: Module 3-1 Sensing Our World: Basic Concepts of Sensation
2. Explain
the differences between the rods and cones in the retina.
ANS:
There are about 120 million rods and 6 million cones in each
retina. Cones provide for color vision but are less sensitive to light. Rods
provide for vision in dim light and for peripheral vision, especially for
moving objects. Cones also allow for detecting fine detail. Cones are
concentrated in the fovea and become fewer as you move away from the fovea.
Rods are absent in the fovea and increase in number as you move away. The blind
spot has no rods or cones; therefore, images formed on the blind spot cannot be
seen.
MOD:
Module 3-2 Vision: Seeing the Light
3. Summarize
the two major theories of color vision.
ANS:
The trichromatic theory suggests that the retina contains three
different types of cones. Each type is maximally sensitive to a particular
wavelength of light. One type responds best to short wavelengths (blue-violet),
another type responds best to medium wavelengths (green), and the third type
responds best to long wavelengths (red). The experience of color is a function
of how a particular light stimulates the various types of cones. The
opponent-process theory suggests that pairs of opposing processes are
responsible for color vision. One process is stimulated by green and inhibited
by red and vice versa. Another process is stimulated by blue and inhibited by
yellow and vice versa. A final process is excited by white and inhibited by
black and vice versa. Each theory explains different parts of vision.
MOD:
Module 3-2 Vision: Seeing the Light
4. Summarize
the 3 major theories of pitch perception.
ANS:
Place theory suggests that sounds of different frequency
maximally stimulate different locations on the basilar membrane. For example,
high-frequency sounds cause the most stimulation close to the oval window.
Lower-pitched sounds cause greatest vibration further down the basilar
membrane. However, this localization only holds for sounds above 4,000 cycles
per second. For sounds between 20 and 1,000 cycles per second, the basilar
membrane vibrates at the same frequency as the sound wave and, ultimately,
neurons in the auditory nerve fire at the same frequency. This is referred to
as frequency theory. Since neurons can only fire at 1,000 times per second,
frequencies between 1,000 and 4,000 cycles per second require a volley
principle in which groups of neurons fire in alternating succession to match
the frequency of the sound. MOD:
Module 3-3 Hearing: The Music of Sound
5. Summarize
the principles of the gate-control theory of pain.
ANS:
The gate-control theory of pain suggests that there is a neural
“gate” in the spinal cord that regulates
the transmission of pain
information to the brain. The “gate” is not a physical structure as such. It
refers to
a pattern of neural activity that can either block pain or let pain signals
through. A “bottleneck” may occur at the gate if too many signals are present.
Dull and throbbing pain is transmitted via thin and slow nerve
fibers.
Other skin sense information travels via thicker, faster fibers. If this
information reaches the “gate”
first, it may prevent the pain information from getting through, thereby
reducing the experience of pain.
MOD: Module
3-4 Our Other Senses: Chemical, Skin, and Body Senses
6. Describe
the following Gestalt laws of grouping: proximity, similarity,
continuity, and c onnectedness..
ANS:
The term “gestalt” can be translated as “unified form,”
“pattern,” or “whole.” The Gestalt laws of perception explain how we assemble
pieces of information into wholes. One basic principle distinguishes between
figure and ground. Objects stand out against some sort of background. There are
several specific laws regarding how information is grouped. The law of
proximity suggests we group together items that are close together in space.
The law of similarity proposes that we group together items that are similar to
one another. The law of continuity says that we perceive a series of stimuli as
a unified whole when they seem to represent a continuous pattern. The principle
of closure is that we group disconnected pieces of information into a
meaningful whole. The law of connectedness asserts that we perceive objects as
belonging together if they are located together or seem to be moving together.
MOD: Module 3-5 Perceiving Our World: Principles of Perception
7. Discuss
two binocular cues we use for depth perception.
ANS: Binocular cues depend on the different images presented to
each eye. Retinal disparity, for example, involves the brain’s ability to
interpret differences in the retinal images present on each eye. These differences
provide cues about how distant an object is from us. For example, closer
objects produce greater disparity, whereas more distant objects produce less
disparity. Convergence involves the tension produced in eye muscles by turning
both eyes inward to focus on a single image. Both eyes can be focused on
a particular object, but this act produces tension in the muscles that move the
eyes as the object draws closer. This tension, then, is used as a cue that
indicates distance from observer to object.
MOD: Module 3-5 Perceiving Our World: Principles of
Perception
8. Describe
three of the monocular cues we use for depth perception.
ANS:
Relative size – the larger appearing of two objects that are
thought to be the same size is perceived to be closer. Interposition involves
one object blocking or obscuring our view of another object. The object that
obscures another object is thought to be closer to us than the object that is
obscured. Relative clarity involves perceiving more distant objects as less
clear because of the effects of atmospheric phenomenon, such as dust, smoke, or
water droplets in the air. Thus, objects that are seen more clearly are seen as
relatively closer than those objects seen as less clear. Texture gradient can
also serve as a distance cue, with smoother, less detailed textures indicating
greater distance and coarser, more detailed textures indicating closeness to
the observer. Linear perspective is the perception of the convergence of
parallel lines in the distance. Objects and the distance between them appears
to be smaller with greater distance from the observer. Shadowing involves our
perception of patterns of light and dark. These patterns can create the
appearance of three-dimensional objects or of curved surfaces. We perceive objects
that are lighter on top and darker on bottom to be bumps, and objects that are
darker on top and lighter on bottom appear to be depressions.
MOD: Module 3-5 Perceiving Our World: Principles of
Perception
9. What
is parapsychology, and what are the major forms of ESP?
ANS:
Parapsychology is the study of events that cannot be explained
by known physical, psychological, or
biological mechanisms. Extrasensory perception is the major focus of study in
parapsychology, and
common phenomena of interest are telepathy, clairvoyance, precognition, and
psychokinesis. Telepathy is the ability to project one’s thoughts into the
minds of others or to read their minds. Clairvoyance is the
perception of events that are not available to the senses. Precognition is the
ability to foretell the future.
Psychokinesis is the ability to cause objects to move without touching them.
Strong scientific evidence for these phenomena is lacking.
MOD: Module 3-5 Perceiving Our World: Principles of Perception
10.
Based on your reading of the text, describe some psychological
approaches to managing pain.
ANS:
Although the basis of pain is biological, there are many
psychology factors that influence the experience of pain. Distraction refers to
efforts to direct attention away from pain. Focusing one’s attention on
something can reduce the experience of pain. It is also possible to overwhelm
the “gate” that controls the flow of painful stimuli to the pain. Rubbing a
sore area or simultaneously applying cold and hot may also reduce the
experience of pain. Cognitive processes also influence the experience of pain.
Pessimistic and catastrophic thoughts contribute to heightened pain
experiences. Increasing one’s knowledge about the source of pain and treatment
options can also reduce the aversive effects of pain. Finally, meditation,
biofeedback, and hypnosis may also provide some relief from pain.
MOD: Module 3-6 Application: Psychology and Pain Management
Chapter 5
Learning
iDEA MODEL™ OF CoURSE ASsESSMENT:
KEYING TEST ITEMS TO ACQUIRED SKILLS
|
Skills Assessed |
Test Items |
|
Identify . . . pioneering
figures in psychology, parts of the nervous system, sensory receptors for
various senses, types of personality tests, types of psychological disorders,
methods of treatment, etc. |
6, 7, 19, 40, 41, 42, 55, 67, 68, 69, 70, 71, 72, 73, 75, 79,
87, 89, 101, 102, 107, 128, 129, 134, 143 |
Define or
Describe . . . key concepts of sensation and perception, consciousness,
learning, memory, cognition, motivation and emotion, personality, social
psychology, health psychology, models of abnormal behavior and psychotherapy,
etc.
|
1, 2, 3, 4, 5, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 20, 21,
22, 23, 24, 25, 27, 45, 53, 69, 74, 77, 81, 88, 90, 91, 99, 118, 119, 120,
121, 123, 124, 125, 126, 127, 129, 130, 131, 132, 134, 136, 140, 141 |
Evaluate
or Explain . . . underlying processes and mechanisms of behavior and mental
processes, research methods, theoretical concepts, etc.
|
18, 19, 26, 28, 29, 31, 32, 33, 34, 35, 36, 37, 38, 39, 47,
48, 50, 54, 56, 57, 58, 60, 61, 62, 63, 66, 80, 82, 83, 84, 85, 86, 87, 93,
94, 98, 100, 102, 103, 104, 105, 106, 107, 108, 108, 112, 122, 133, 135, 137,
138 |
Apply. .
. psychological concepts to real-life examples, including applications of
psychological knowledge in daily life.
|
8, 16, 23, 27, 28, 29, 30, 33, 35, 36, 37, 38, 39, 43, 44, 46,
49, 51, 52, 59, 62, 63, 64, 76, 78, 82, 84, 85, 86, 92, 95, 96, 97, 100, 103,
104, 105, 106, 110, 111, 113, 114, 115, 116, 124, 125, 126, 130, 142, 143,
144, 145, 146, 147, 148 |
Learning Objectives
5.1
Define learning
in psychological terms.
5.2
Describe classical
conditioning and explain how
conditioned responses are acquired.
5.3
Identify the
key figure in the development of the principles of classical conditioning
and describe this
person’s contributions.
5.4
Explain how
conditioned responses can be strengthened.
5.5
Apply a
cognitive perspective to understanding classical conditioning.
5.6
Apply principles
of classical conditioning to real-life examples.
5.7
Identify the
major figures in the development of operant conditioning and describe their
contributions.
5.8
Explain the
differences between the types of reinforcement and schedules of reinforcement
and between reinforcement and punishment.
5.9
Explain differences
between escape learning and avoidance learning.
5.10
Apply principles of operant
conditioning to real-life examples.
5.11
Define cognitive
learning.
5.12
Describe several
forms of cognitive learning.
5.13
Apply principles
of cognitive learning to real-life examples.
MULTIPLE CHOICE
1. Most
psychologists define learning as
2. A)
any change in behavior.
3. B)
any change in behavior due to maturation.
4. C)
any change in behavior due to experience.
5. D) a
relatively permanent change in behavior due to natural development.
6. E) a
relatively permanent change in behavior due to experience.
ANS:
E REF:
163 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ: 5.1
KEY: Define/Describe
2. Which
of the following best describes the nature of learning?
3. A)
Learning is always adaptive. It involves enduring, but not necessarily
permanent, changes in behavior.
4. B)
Learning is always adaptive. It involves permanent changes in behavior.
5. C)
Learning is adaptive in most cases. It involves enduring, but not necessarily
permanent, changes in behavior.
6. D)
Learning is adaptive in most cases. It involves permanent changes in behavior.
7. E)
Learning is adaptive in most cases. It involves any type of change in behavior.
ANS:
C REF:
163 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.1
KEY: Define/Describe
3. In
psychology, learning is generally defined as
4. A)
any change in behavior that is not a simple reflex.
5. B)
changes in behavior that reflect maturation.
6. C)
any adaptive change in behavior.
7. D)
relatively permanent changes in behavior due to natural development.
8. E)
relatively permanent changes in behavior due to experience.
ANS:
E REF:
163 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual OBJ:
5.1
KEY: Define/Describe NOT: www
4. In psychology,
learning is generally defined in terms of
5. A)
any change in behavior resulting from experience.
6. B)
any relatively permanent change in behavior resulting from experience.
7. C)
any change in behavior resulting from maturation.
8. D)
any permanent change in the organism’s behavior.
9. E)
any relatively permanent change in behavior that helps the organism adjust to
its environment.
ANS:
B REF:
163 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ: 5.1
KEY: Define/Describe
5. To
psychologists, learning involves
6. A)
any change in behavior that is not a simply reflex.
7. B)
changes in behavior that reflect maturation.
8. C)
any adaptive change in behavior.
9. D)
relatively permanent changes in behavior due to natural development.
10.
E) relatively permanent changes in behavior due to experience.
ANS:
E REF:
163 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual OBJ:
5.1
KEY: Define/Describe
6. Who
is most closely associated with classical conditioning?
7. A) L.
Thorndike
8. B)
Ivan Pavlov
9. C)
John Garcia
10.
D) F. Skinner
11.
E) Robert Rescorla
ANS:
B REF:
164 MOD: Module 5-1 Classical Conditioning:
Learning Through Association MSC:
factual
OBJ: 5.3 KEY: Identify
7. Ivan
Pavlov’s initial research work was in the study of
8. A)
learning by association with rabbits.
9. B)
latent learning with rats.
10.
C) observational learning with children.
11.
D) digestive processes in dogs.
12.
E) conditioning of pigeons.
ANS:
D REF:
164 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ: 5.3
KEY: Identify, Define/Describe
8. Marcel
sat at a cafe eating the best croissant he had ever tasted. He begins
frequenting the café to order the croissants. He hardly notices the jingling of
the cash register just before the clerk hands him the croissant. Now every time
he hears the same kind of jingling from another cash register, his mouth
waters. Marcel’s learning is an example of
9. A)
operant conditioning.
10.
B) latent learning.
11.
C) conditioned taste aversion.
12.
D) classical conditioning.
13.
E) observational learning.
ANS: D REF:
164 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
KEY: Apply
9. Learning
in which a previously neutral stimulus becomes capable of triggering a
reflexive response is called
10.
A) operant conditioning.
11.
B) classical conditioning.
12.
C) instrumental conditioning.
13.
D) stimulus-response learning.
14.
E) spontaneous recovery.
ANS:
B REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ: 5.2 KEY: Define/Describe
10.
Classical conditioning is best described as learning by
11.
A) trial-and-error.
12.
B)
13.
C) stimulus-response.
14.
D)
15.
E)
ANS:
B REF:
164 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.2
KEY: Define/Describe
11.
To achieve classical conditioning, you should pair
12.
A) a neutral stimulus with an unconditioned stimulus.
13.
B) a conditioned stimulus with an unconditioned stimulus.
14.
C) a neutral stimulus with a conditioned response.
15.
D) a conditioned stimulus with a conditioned response.
16.
E) an unconditioned stimulus with a conditioned response.
ANS:
A REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.2
KEY: Define/Describe
12.
A reflexive reaction triggered by a stimulus is a(n)
13.
A) conditioned response.
14.
B) unconditioned response.
15.
C) unconditioned stimulus.
16.
D) neutral response.
17.
E) operant response.
ANS:
B REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ: 5.2 KEY: Define/Describe
13.
In a typical classical conditioning experiment by Pavlov, a
buzzer or tone serves as a(n)
14.
A) neutral stimulus that is paired with a conditioned response.
15.
B) conditioned stimulus that becomes a neutral stimulus through
the process of association.
16.
C) unconditioned stimulus that becomes a conditioned stimulus.
17.
D) neutral stimulus that becomes an unconditioned stimulus.
18.
E) neutral stimulus that becomes a conditioned stimulus.
ANS:
E REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.3
KEY: Define/Describe
14.
Pavlov found that the strength of a conditioned response
increased with the number of pairings of the
15.
A) CR and UR.
16.
B) CS and US.
17.
C) CS and CR.
18.
D) CS and UR.
19.
E) CR and US.
ANS:
B REF:
165 MOD: Module 5-1 Classical Conditioning:
Learning Through Association MSC:
factual
OBJ: 5.3
KEY: Define/Describe
15.
In Pavlov’s studies of classical conditioning, the unconditioned
stimulus was one that caused
16.
A) an unexpected response.
17.
B) a controlled response.
18.
C) an unlearned response or reflex.
19.
D) a conditioned response or reflex.
20.
E) a neutral response.
ANS:
C REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ: 5.3
KEY: Define/Describe
16.
Dr. Emmanuel demonstrates a typical Pavlovian conditioning
experiment for his psychology class. Emmanuel pairs a neutral stimulus with an
unconditioned stimulus and then asks the class, “What is the neutral stimulus
called now?” The correct answer is
17.
A) conditioned response.
18.
B) conditioned stimulus.
19.
C)
20.
D) conditioned reinforcer.
21.
E) unconditioned response.
ANS:
B REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
OBJ:
5.3 KEY: Apply, Define/Describe
17.
A puff of air to the eye causes a reflexive blink. If you
precede the puff of air with a buzzer, eventually the buzzer will cause a
blink. In this example, the puff of air is called the
18.
A) unconditioned stimulus.
19.
B) conditioned stimulus.
20.
C) neutral stimulus.
21.
D) unconditioned response.
22.
E) conditioned response.
ANS:
A REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
applied
OBJ: 5.2
KEY: Define/Describe
18.
Which pattern best describes what happens once classical
conditioning occurs?
19.
A) UR elicits the US.
20.
B) CS elicits the CR.
21.
C) NS leads to no response.
22.
D) NS + US leads to UR.
23.
E) US + CS leads to UR.
ANS:
B REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual
KEY: Evaluate/Explain
19.
A puff of air to the eye causes a reflexive blink. If you
precede the puff of air with a buzzer, eventually the buzzer will cause a
blink. In this example, the buzzer begins as the _____ and eventually becomes
the ______.
20.
A) neutral stimulus; conditioned stimulus
21.
B) conditioned stimulus; neutral stimulus
22.
C) unconditioned stimulus; conditioned stimulus
23.
D) neutral stimulus; unconditioned stimulus
24.
E) unconditioned stimulus; neutral stimulus
ANS:
A REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
OBJ: 5.2 KEY: Identify,
Evaluate/Explain
NOT: www
20.
In classical conditioning, a conditioned response can weaken and
eventually disappear. This is referred to as
21.
A) spontaneous recovery.
22.
B)
23.
C)
24.
D)
25.
E)
ANS:
E REF:
165 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual
OBJ: 5.2
KEY: Define/Describe
21.
Which of the following is the best definition of spontaneous
recovery?
22.
A) the weakening and disappearance of a conditioned response
over time
23.
B) displaying a conditioned response to stimuli similar to the
conditioned stimulus
24.
C) displaying a conditioned response to new neutral stimuli
25.
D) displaying a conditioned response in the absence of the
conditioned stimulus
26.
E) return of a conditioned response following extinction
ANS:
E REF:
166 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual KEY:
Define/Describe
22.
Following _____, a conditioned response may reappear. This
process is known as ______.
23.
A) generalization; spontaneous recovery
24.
B) discrimination; extinction
25.
C) extinction; spontaneous recovery
26.
D) discrimination; spontaneous recovery
27.
E) generalization; extinction
ANS:
C REF:
166 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual
OBJ: 5.2
KEY: Define/Describe
NOT: www
23.
Following his experience in the military, Hans developed a
classically conditioned fear response to radio static. After he left the
military, the response extinguished. However, after not hearing radio static
for several months, Hans again shows the conditioned fear response. Hans’s
experience is best described by
24.
A) stimulus generalization.
25.
B) stimulus discrimination.
26.
C)
27.
D) spontaneous recovery.
28.
E)
ANS:
D REF:
166 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
applied OBJ:
5.2
KEY: Apply, Define/Describe
24.
Following extinction, a conditioned response can be learned
again more quickly than it was learned originally. This process is called
25.
A) spontaneous recovery.
26.
B)
27.
C)
28.
D)
29.
E)
ANS:
D REF:
166 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual OBJ:
5.2
KEY: Define/Describe
25.
Stimulus generalization occurs when
26.
A) the conditioned response reappears after extinction.
27.
B) the conditioned response is displayed following exposure to stimuli
that resemble the conditioned stimulus.
28.
C) the conditioned response is not displayed following
presentation of the conditioned stimulus.
29.
D) the conditioned stimulus elicits responses that are generally
like the conditioned response.
30.
E) the conditioned stimulus generalizes to other settings.
ANS: B
REF:
166 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual OBJ:
5.2
KEY: Define/Describe
26.
Regarding classical conditioning, which of the following
statements is FALSE?
27.
A) Stimulus generalization helps explain the development of
phobias.
28.
B) In extinction, conditioned responses gradually weaken and
disappear.
29.
C) By learning to differentiate among related stimuli, animals
are able to distinguish between threatening and nonthreatening situations.
30.
D) Stimulus generalization has survival value because it allows
animals to generalize learned responses to originally threatening stimuli.
31.
E) Extinguished responses are forgotten if they are not
reinforced.
ANS:
E
REF: 166-167 MOD:
Module 5-1 Classical Conditioning: Learning Through
Association MSC:
conceptual KEY:
Evaluate/Explain
27.
Through classical conditioning, Alyce has developed a fear of mice.
She also shows a fear response to gerbils and hamsters. Alyce is demonstrating
28.
A) stimulus generalization.
29.
B) stimulus discrimination.
30.
C) spontaneous recovery.
31.
D)
32.
E)
ANS:
A REF:
166 MOD: Module 5-1 Classical Conditioning:
Learning Through Association MSC:
applied
OBJ: 5.2
KEY: Apply,
Define/Describe
28.
LaGina walks into a room and feels as if she has been there
before, even though she knows that she has not. LaGina’s experience of deja vu
may be explained by which concept from classical conditioning?
29.
A) Extinction
30.
B) Stimulus generalization
31.
C) Stimulus discrimination
32.
D) Spontaneous recovery
33.
E) Reconditioning
ANS:
B REF:
1687 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
OBJ: 5.2
KEY: Apply,
Evaluate/Explain
29.
In an example reported in your text, a man was trapped behind a
refrigerator and nearly suffocated. Subsequently, he has a phobia of tight,
enclosed spaces and is afraid to ride on small, crowded elevators. However, he
has no fear of large, uncrowded elevator rides. The man’s fear of small
elevators is an example of ______, and his lack of fear toward large elevators
is an example of _______.
30.
A) reconditioning; extinction
31.
B) stimulus generalization; extinction
32.
C) stimulus generalization; stimulus discrimination
33.
D) stimulus discrimination; extinction
34.
E) stimulus discrimination; stimulus generalization
ANS:
C REF: 1687
MOD: Module 5-1 Classical Conditioning: Learning Through
Association MSC: conceptual
OBJ: 5.2 KEY: Apply,
Evaluate/Explain
30.
Through classical conditioning, Eduardo has developed a fear of
dogs. However, he only fears large, longhaired dogs but not small, longhaired
dogs or large, shorthaired dogs. Eduardo is demonstrating
31.
A) spontaneous recovery.
32.
B) stimulus discrimination.
33.
C) stimulus generalization.
34.
D) latent learning.
35.
E)
ANS:
B REF:
167 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
applied KEY:
Apply
31.
Increasing the number of pairings of the US and CS will
32.
A) weaken the CR.
33.
B) strengthen the CR.
34.
C) weaken the CR at first, and then strengthen it.
35.
D) strengthen the CR at first, and then weaken it.
36.
E) have no effect on the CR.
ANS: B
REF: 167 MOD:
Module 5-1 Classical Conditioning: Learning Through
Association MSC: conceptual
OBJ: 5.4
KEY: Evaluate/Explain
32.
Regarding the timing of the CS and the US in classical
conditioning, the STRONGEST conditioned response occurs when the
33.
A) CS and US are presented simultaneously.
34.
B) CS is presented first and remains on during the presentation
of the US.
35.
C) CS is presented first and is terminated before the
presentation of the US.
36.
D) US is presented first and is terminated before the
presentation of the CS.
37.
E) US is presented first and remains on during the presentation
of the CS.
ANS:
B REF:
167-168 MOD: Module 5-1
Classical Conditioning: Learning Through
Association MSC:
conceptual OBJ:
5.4
KEY: Evaluate/Explain
33.
In the past three psychology labs, Liliya has been attempting to
classically condition a lab rat. Her strategy has been to present the US and CS
simultaneously. Which of the following should she do to strengthen the
conditioned response of the rat?
34.
A) Make less frequent pairings of CS and US.
35.
B) Present the CS first and have it remain present during
presentation of US.
36.
C) Present the US prior to CS.
37.
D) Present the CS first and withdraw it before introducing the
US.
38.
E) Decrease the intensity of the US.
ANS:
B REF:
167-168 MOD: Module 5-1
Classical Conditioning: Learning Through
Association MSC: applied
OBJ: 5.4
KEY: Apply,
Evaluate/Explain
34.
Regarding characteristics that influence conditioned responses,
which of the following statements is FALSE?
35.
A) In general, the more often the CS is paired with the US, the
stronger the CR.
36.
B) In general, the more often the CS is paired with the US, the
more reliable the CR.
37.
C) The strongest conditioned responses occur when the CS is
presented first and remains present throughout the administration of the US.
38.
D) A stronger US will typically lead to faster conditioning than
a weaker one.
39.
E) A single pairing of the CS and US cannot result in classical
conditioning.
ANS:
E REF:
167-168
MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ:
5.4
KEY: Evaluate/Explain
35.
Rescorla’s applies a cognitive perspective in explaining
classical conditioning. He focuses on the extent to which the CS __________ the
US.
36.
A) interferes with
37.
B) predicts
38.
C) follows
39.
D) reduces
40.
E) is elicited by
ANS:
B REF:
168 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.5
KEY: Apply,
Evaluate/Explain NOT: www
36.
In applying a cognitive perspective to explaining classical
conditioning, a psychologist would emphasize the extent to which the CS
__________ the US.
37.
A) interferes with
38.
B) predicts
39.
C) follows
40.
D) reduces
41.
E) is elicited by
ANS:
B REF:
168 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.5
KEY: Apply, Evaluate/Explain
37.
Which of the following psychologists is most likely to apply a
cognitive perspective to research on classical conditioning.
38.
A) Amir, who believes that the stronger the CS, the stronger the
CR.
39.
B) Harding, who believes the frequency of the pairings of the CS
and US are the most important factor explaining strength of the CR.
40.
C) Rivers, who believes that conditioned stimuli are signals or
cues organisms use to make predictions about the environment.
41.
D) Smithers, who believes that reducing the interval between the
CS and US will help strengthen the CR.
42.
E) Runes, who believes that the ability to think or
conceptualize is the key factor in explaining the strength of association
between the CS and the CR.
ANS:
C REF:
167-168 MOD: Module 5-1 Classical
Conditioning: Learning Through
Association
MSC: conceptual OBJ:
5.5
KEY: Apply, Evaluate/Explain
38.
Regarding Rescorla’s views on classical conditioning, which of
the following statements is FALSE?
39.
A) Rescorla believes that classical conditioning depends on how
reliably the CS serves as a signal for indicating the occurrence of the US.
40.
B) Rescorla believes that classical conditioning is the result
of repeated pairings of NS and US.
41.
C) Rescorla’s perspective on classical conditioning can be
described as cognitive.
42.
D) Rescorla suggests that the more reliably the CS signals the
occurrence of the US, the stronger the conditioned response.
43.
E) Rescorla believed that classical conditioning has important
survival implications for animals.
ANS:
B REF:
168 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC:
factual
OBJ: 5.5
KEY: Apply, Evaluate/Explain
39.
Which of the following represents an application of a cognitive
perspective on classical conditioning?
40.
A) The organism uses the CS to make predictions about the
occurrence of events in the environment.
41.
B) The stronger the CS, the stronger the CR.
42.
C) The stronger the CS, the greater the resistance to
extinction.
43.
D) The US holds information value the organism uses to know how
to respond.
44.
E) The US becomes a reliable signal for predicting the
occurrence of the CS.
ANS:
A REF:
168 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.5
KEY: Apply,
Evaluate/Explain
40.
Who is most closely associated with the study of conditioned
emotional reactions?
41.
A) John Watson
42.
B) Ivan Pavlov
43.
C) John Garcia
44.
D) F. Skinner
45.
E) Robert Rescorla
ANS:
A REF:
169 MOD: Moduke 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
KEY: Identify
41.
Watson investigated the classical conditioning of which type of
responses?
42.
A) anger
43.
B) sadness
44.
C) happiness
45.
D) fear
46.
E) sexual arousal
ANS:
D REF:
169 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
KEY: Identify
42.
What is Rosalie Rayner’s role in the history of psychology?
43.
A) She was a student assistant who helped Pavlov with his
experiments on classical conditioning in animals.
44.
B) She was a colleague who helped Skinner with his experiments
on operant conditioning in animals.
45.
C) She developed a cognitive theory of classical conditioning.
46.
D) She created the puzzle box used by Edward Thorndike.
47.
E) She was a student assistant who helped Watson with his
experiments on classical conditioning in humans.
ANS:
E REF:
169 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual KEY:
Identify
NOT: www
43.
In Watson’s research with Little Albert, what was the CS?
44.
A) a loud sound
45.
B) a white rat
46.
C) an electric shock
47.
D) a spanking
48.
E) the Santa Claus mask
ANS: B
REF: 169 MOD:
Module 5-1 Classical Conditioning: Learning Through Association
MSC: factual
OBJ: 5.6
KEY: Apply
44.
When two-year-old Clarice was playing in the basement, a large
burst of thunder scared her at the same time she saw a spider. Now Clarice has
a spider phobia. Clarice’s experience is an example of which type of learning?
45.
A) Operant conditioning
46.
B) Observational learning
47.
C) Vicarious learning
48.
D) Insight learning
49.
E) Classical conditioning
ANS:
E REF:
170 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
OBJ: 5.6 KEY: Apply
45.
An acquired fear response is called
46.
A) a conditioned emotional reaction.
47.
B) a reconditioned phobia.
48.
C) a higher-order conditioned response.
49.
D) a discriminative response.
50.
E) a form of superstitious behavior.
ANS:
A REF: 169
MOD: Module 5-1 Classical Conditioning: Learning Through
Association MSC:
factual KEY:
Define/Describe
46.
In Watson’s research with Little Albert, the rat began as the
_____ and became the _____.
47.
A) CR; CS
48.
B) UR; US
49.
C) NS; CS
50.
D) NS; CR
51.
E) CS; NS
ANS:
C REF:
169 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.6 KEY: Apply
47.
Under which condition would Watson’s experiments on classical
conditioning be replicated today?
48.
A) If the researchers obtained parental permission to expose the
child to intense fear
49.
B) If the researchers used methods to extinguish the fears after
completing their experiments
50.
C) If the researchers followed the children for several years to
make sure they were not “damaged” from their participation in the experiment
51.
D) If the researchers taught parents how to extinguish their
children’s fears
52.
E) The experiments would not be replicated even with the
parents’ permission
ANS:
E REF:
169-170 MOD: Module 5-1 Classical Conditioning: Learning
Through Association MSC: conceptual
KEY:
Evaluate/Explain
48.
In Watson’s research with Little Albert, crying and avoiding the
rat began as the ____ and became the _____.
49.
A) CS; CR
50.
B) CR; CS
51.
C) UR; CR
52.
D) CR; UR
53.
E) US; CR
ANS:
C REF:
169 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ:
5.6 KEY: Evaluate/Explain
49.
Although Little Albert was classically conditioned to fear a
rat, he also began to fear dogs, rabbits, and a Santa Claus mask. This is an
example of
50.
A) spontaneous recovery.
51.
B) stimulus generalization.
52.
C) stimulus discrimination.
53.
D)
54.
E)
ANS:
B REF:
169 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual OBJ: 5.6
KEY: Apply
50.
Classical conditioning can explain the development of all of the
following EXCEPT
51.
A) aversions to particular foods.
52.
B)
53.
C) positive or negative emotions.
54.
D) drug cravings during withdrawal.
55.
E) complex, voluntary behaviors.
ANS:
E REF:
170-171 MOD: Module 5-1
Classical Conditioning: Learning Through
Association
MSC: factual KEY:
Evaluate/Explain
51.
When Salina was a young girl, a dog viciously attacked her as
she was walking along a white picket fence. Since then, she displays intense
fear of white picket fences. Salina is demonstrating
52.
A) a discriminative stimulus.
53.
B) superstitious behavior.
54.
C) stimulus discrimination.
55.
D) a phobia.
56.
E) spontaneous recovery.
ANS:
D REF:
170 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
OBJ: 5.6
KEY: Apply
52.
Advertising makes use of classical conditioning. For example, a
product is presented along with some naturally appealing stimulus (e.g., a
physically attractive person). In this case, the product begins as the
53.
A) unconditioned stimulus.
54.
B) neutral stimulus.
55.
C) conditioned stimulus.
56.
D) unconditioned response.
57.
E) conditioned response.
ANS:
B REF:
170 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
OBJ: 5.6
KEY: Apply
53.
The systematic application of learning principles to help people
overcome phobias is called ______ therapy.
54.
A) aversion
55.
B) cognitive
56.
C) conditioning
57.
D) behavior
58.
E) reexposure
ANS:
D REF:
170 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
KEY: Define/Describe
54.
Behavior therapy has been found helpful in treating which of the
following disorders?
55.
A) phobias only
56.
B) phobias and sexual dysfunctions only
57.
C) phobias and addictive behaviors only
58.
D) phobias and childhood behavior problems
59.
E) phobias, sexual dysfunctions, addictive behaviors, and
childhood behavior problems
ANS:
E REF:
170 MOD: Module 5-1 Classical Conditioning:
Learning Through Association MSC: factual
KEY: Evaluate/Explain
55.
Which researcher is associated with the study of conditioned
taste aversions?
56.
A) John B. Watson
57.
B) Ivan Pavlov
58.
C) John Garcia
59.
D) Robert Rescorla
60.
E) Edward Thorndike
ANS:
C REF:
171 MOD: Module 5-1 Classical Conditioning:
Learning Through Association
MSC: factual
KEY: Identify
56.
A researcher finds that rats avoid drinking from bottles in a
room in which they had received exposure to radiation that subsequently made
them ill. This demonstrates
57.
A) stimulus discrimination.
58.
B) stimulus generalization.
59.
C) conditioned taste aversion.
60.
D) fixed interval schedule of reinforcement.
61.
E) behavior therapy.
ANS:
C REF:
171 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: applied
KEY: Evaluate/Explain
NOT: www
57.
Regarding classical conditioning, which of the following
statements is FALSE?
58.
A) Immune system responses can be classically conditioned.
59.
B) Drug cravings and taste aversions can be acquired through
classical conditioning.
60.
C) Feelings of nostalgia can be elicited by stimuli that were
associated with pleasant experiences in the past.
61.
D) Taste aversions can be acquired with a single pairing of a
food or drink and a nausea-inducing stimulus.
62.
E) While classical conditioning is effective in creating
phobias, its principles are not particularly useful in therapy to address
phobias.
ANS:
E REF:
171 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual
OBJ:
5.6
KEY: Evaluate/Explain
58.
The most surprising element in Garcia’s research on taste
aversion was that
59.
A) animals were sickened by radiation.
60.
B) animals would avoid drinking water.
61.
C) animals would drink even if they were sick.
62.
D) conditioned taste aversion could be developed even when the
CS occurred several hours before the US.
63.
E) conditioned taste aversion could be developed only when the
US immediately followed the CS.
ANS:
D REF:
171 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: conceptual
KEY: Evaluate/Explain
59.
Cassandra, a recovered alcoholic for 15 years, no longer has a
physical addiction to alcohol. However, whenever she sees her old “drinking
buddies,” she begins to have cravings for alcohol. Cassandra’s experience is an
example of
60.
A) insight learning.
61.
B) operant conditioning.
62.
C) classical conditioning.
63.
D) observational learning.
64.
E) negative reinforcement.
ANS: C
REF: 170 MOD: Module 5-1
Classical Conditioning: Learning Through
Association MSC: applied
OBJ: 5.6
KEY: Apply
60.
In Garcia’s research on taste aversions, what was the neutral
stimulus?
61.
A) radiation
62.
B) taste of the water
63.
C) nausea
64.
D) electric shocks
65.
E) taste of the food
ANS:
B REF:
171 MOD: Module 5-1 Classical
Conditioning: Learning Through Association
MSC: factual KEY:
Evaluate/Explain
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