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Test Bank For Cognitive Psychology: Connecting Mind, Research And Everyday Experience, 3rd Edition

Test Bank For Cognitive Psychology: Connecting Mind, Research And Everyday Experience, 3rd Edition helps you tackle the most challenging questions with clear explanations and problem-solving techniques.

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    Instructor’s Manual with Test Bank Cognitive Psychology: Connecting Mind, Rese arch, and Everyday Experience Third Edition E. Bruce Goldstein University of Pittsburg and University of Arizona Prepared by Kelly Bouas Henry Missouri Western State University CogLab Instructor’s Material Provided by Angie MacKewn University of Tennessee at Martin

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    Table of Contents Note to Instructors How to Use CogLab Why Use CogLab? PART I Instructor’s Manual Chapter 1: Introduction to Cognitive Psychology 1 CogLabs None Chapter 2: Cognitive Neuroscience 5 CogLabs Receptive Fields 8 Brain Asymmetry 12 Chapter 3: Perception 17 CogLabs Apparent Motion 2 1 Blind Spot 25 Metacontrast Masking 28 Muller - Lyer Illusion 31 Signal Detection 35 Visual Se arch 40 Garner Interference 44 Chapter 4: Attention 49 CogLabs Stroop Effect 53 Change Detection 57 Spatial Cueing 61 Attentional Blink 65 Simon Effect 68 Von Restorff Effect 72 Chapter 5: Short - Term and Working Memory 7 7 CogLabs Partial Repor t 81 Brown - Peterson 85 Memory Span 89 Phonological Similarity Effect 93 Apparent Motion 97 Irrelevant Speech Effe ct 101 Modality Effect 106 Operation Span 109 Position Error 112 Sternberg Search 116

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    Chapter 6: Lo ng - Term Memory: Structure 121 CogLabs Implicit Learning 124 Serial Position 128 Suffix Effect 132 Chapter 7: Long - Term Memory: Encoding and Retrieval 1 35 CogLabs Levels of Processing 138 Encoding Specificity 142 Von Restorff Effect 72 Chapter 8: Everyday Memory and Memory Errors 147 CogLabs Remember/Know 151 False Memories 155 Forgot It All Along 159 Chapter 9: Knowledge 163 CogLabs Prototypes 166 Lexical Decision 170 Absolute Identification 174 Chapter 10: Visual Imagery 1 77 CogLabs Mental Rotation 181 Link Word 185 Chapter 11: Language 189 CogLabs Word Superiority 192 Lexical Decision 170 Categoric al Perception — Identification 196 Categorica l Perception — Discrimination 199 Chapter 12: Problem Solving 2 03 CogLabs None Chapter 13 : Reasoning and Decision Making 2 07 CogLabs Wason Selection Task 211 Typical Reasoning 215 Risky Decisions 218 Decision Making 222 Monty Hall 22 6

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    PART II Term Projects 240 Term Projects 242 PART III Test Bank 229 Chapter 1: Introduction to Cognitive Psychology 235 Chapter 2: Cognitive Neuroscience 247 Chapter 3: Perception 25 9 Chapter 4: Attention 2 73 Chapter 5: Short - Term and Working Memory 287 Chapter 6: Lo ng - Term Memory: Structure 3 03 Chapter 7: Long - Term Memory: Encoding and Retrieval 315 Chapter 8 : Everyday Memory and Memory Errors 3 29 Chapter 9 : Knowledge 3 45 Chapter 10 : Visual Imagery 363 Chapter 11 : Language 379 Chapter 12 : Problem Solving 395 Chapter 13 : Reasoning and Decision Making 411

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    Note to Instructors This “ Instructor’s Manual with Test Bank ” is divided into three sections: an i nstructor’s manual , a section on term projects , and a test bank . The instructor’s m anual has a chapter o utline, Web links, discussion questions , and demonstrations. Each chapter also has CogLab material that include s ideas for individual or group projects and a variety of questions based on the CogLab online experimen t . The next section, term projects , gives several ideas for projects that you may want to implement as semester/quarter - long projects. Finally, the test bank gives you a minimum of 50 multiple choice questions to use along with at least five essay questions. Each question is given a page reference, an indication of the question’s type ( factual , conceptual , or applied ) and a measure of difficulty ( easy , moderate , or difficult ). Questions marked “WWW” indicate that they are also on the book companion website. All items from this test bank are also available in ExamView ®, a computerized testing package with online capabilities. The ExamView ® testing software is offered at no charge to instructors who adopt the text. ExamView ® helps you create, customize , and deliver both print and online tests in minutes. Its “what you see is what you get” interface, along with a Quiz Test Wizard and an Online Test Wizard, guide you step - by - step through the test creation process. ExamView ® is available on a cross - platform Windows/Macintosh CD - ROM. For each chapter, three discussion questions and three demonstrations are provided. The discussion questions are designed to have students integrate a variety of concepts they’re learning in their text and to encourage critical/applied thinking. These classroom exercises are designed to be exploratory activities. They are formatted to be flexible such that instructors can act as a facilitator for student discussion and modify the procedure to suit their own styles. Additionally, the format often allows students to work in small groups during class time to develop thoughtful answers that can then be shared with their peers. The demonstrations are hands - on activities that the instructor prepares in advance for use during class time. These activities are meant to be interactive learning experiences to supplement the standard lecture format. The discussion questions and demonstrations are designed to expand upon the text information. Full references for relevant source articles can be found in the text. Only references not found in the text appear within the instructor’s manual .

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    How to Use CogLab Once students have done the experiments and produced data, several options are available using the student manual and the instructor’s manual . 1. Basic questions are designed to require short written answers. Many of them make use of the individual data students generate for themselves. These questions can be used with small and large groups of students. 2. Advanced questions can require written answers as well. They are designed to involve students in thinking about group data as opposed to individual data. These questions can also be used with small and large groups of students. 3. Discussion questions work best with small groups of students in classroom settings. They aim to provoke discussion about issues related to the experiments. 4. The multiple choice questions, which appear only in the i nstructor’s manual , are meant for use on quizzes and exams. They are based on the write - ups that accompany each experiment.

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    Why Use CogLab? There are a number of ways that using CogLab can enhance the delivery of your course material. Here are a few : 1. If you are looking for techniques to increase student motivation and involvement, the CogLab experiments will do this. They provide personal, hands - on experiences that increase student awareness of the importance of the concepts, facts, and theories being illustrated. 2. It’s easy for students to lose sight of the idea that psychology is more than a set of facts and theories — it’s an activity as well. Doing psychology is important because it provides an opportunity for understanding how facts and theories are derived . CogLab experiments help convey the importance of methodological issues. 3. Many ideas in cognitive psychology tend to be abstract or otherwise inaccessible to student understanding. Some are dry and seem unimportant. By having students “get messy , ” CogLab experiments have the ability to bring to li fe what would otherwise remain difficult or remote. 4. It is always useful to be able to provoke student discussion. CogLab experiments in conjunction with the questions in the student manual can do just that. 5. If you are looking for evaluation tools , CogLab can provide them. The questions in the student manual can be used this way. Also, in the instructor’s manual , you will find a separate set of multiple choice questions based on the CogLab experiment write - ups.

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    Part I _______________________________________ INSTRUCTOR’S MANUAL

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    229 Part II __________________________________________ TERM PROJECTS

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    230 Term Projects This section of the Instructor’s Manual outlines a number of possible assignments that might be included as a substantial writing component for a course. The primary theme on which all of the projects are based is to require students to think critically about the material they are learning in their cognition course. The assignments are designed to be application projects and to engage students in some independent thinking about the material. Each project can be tailored in a variety of ways to suit the needs of an individual instructor. Project 1: Cognitive Journals This project is essentially designed to ask students to keep a “ diary ” of their observations of cognition in action in the real world. Entries might consist of a unique example provided by the students as observed from their own or others’ behavior. For each entry, the students must link their observation to a specific concept from the course and provide an explanation of how the behavior illustrates that concept. This assignment allows students to think about a variety of topics. Elaborate rehearsal of the material is engaged because the students create their own examples and links between the material and real - world situations. This project offers a very flexible format. The project lends itself to any topic , so information from any chapter can be applied. Length of each “ entry ” can be easily varied. Also, any number of entries (and, thus, the number of observations) can be required for each chapter or for selected chapters. Project 2: Memory, Up Close and In - Depth In my course s , I find that my students and I enjoy the memory chapters the most. Given that, I sometimes like to do a special assessment on this material, rather than a typical exam. Below, I describe two different projects that I’ve used to serve that purpose. Project 2A: The Study Guide In this application project, students are asked to write a manual for their college peers to explain how to maximize their college performance through an understanding of memory. Students are asked to think of memory as a tool, and their goal is to show their peers how to use this tool. Generally, I focus the students toward developing essays to answer three primary questions: 1) How should students maximize their understanding of class lectures and reading assignments ? (i.e., What techniques maximize learning ?), 2) How should students study for exams ? (i.e., What maximizes retention of the information?) 3) How should students take exams ? (i.e., What retrieval strategies should they use?). Students are told that they cannot use overly simple points that a student already knows (e.g., “take good notes”). Rather, their goal is to identify specific suggestions and examples of good

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    231 study habits and to explain clearly the research (both methods and results) that supports each point. Project 2B: The Memory Advice Column In this project, I provide students with a series of letters written in a format that mimics a newspaper advice column. Each “letter” is from a person who describes a specific memory error, failure, etc. Students are asked to reply to each letter offering a solution (supported by appropriate empirical research) that explains how to handle the problem. A sample letter reads as follows : Dear Dr. Memory: I'm taking several classes here at Cal State, Long Beach, and I work more than 30 hours per week. My schedule is so crazy that I usually only have time to study for a major exam the night before it happens. But, I study really hard on that night. I spend the ENTIRE night before an exam cramming, cramming, cramming. (You wouldn't believe the caffeine that's required!) Anyway, you would think that cramming would work, right? It should be fresh in my mind if I just studied it, right? Well, during the exam I just can't seem to pick out the correct answers, even on multiple - choice tests. It's like all mixed up! What's going on? Can you help? Signed, Crammin' Sam This project is very flexible such that the memory errors described in the letters can be geared toward student frustrations or memory failures common to many adults (e.g., forgetting people’s names), or a mixture of the two. Also, generating a variety in the number of letters allows this project to be a short exercise or a lengthy term project. Project 3: Experiencing the Scientific Process Given the empirical focus of a cognition course, it seems appropriate to have students practice “acting like scientific psychologists . ” This project includes a written component and a class roundtable discussion. When introducing the project, the instructor should explain how the business of science proceeds. In particular, explain to students how many psychologists may be working on the same problem or question at the same time, and that these psychologists need to share ideas as they make empirical progress toward discoveries in their area of expertise. Explain that the process of science necessarily includes feedback and revision, and this is how scientists work toward accepting reasonable ideas and theories while rejecting others. Thus, the goals of this project are to critically read and critique psychological theories and research, and to introduce students to how to use feedback for revising and improving their ideas. This project includes several phases: 1. In the first part, the instructor should assign students a variety of readings on a certain topic. Choose any topic that both you and your students find interesting. Keep in mind the appropriate reading level of your particular class when you select your readings. I have found that what works best is a combination of source articles and a summary chapter. Ask students to read the

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    232 material and answer a series of focus questions provided by you. The questions should be thought or application - oriented questions. Ensure that the material must be read to answer the questions. Have students turn in written responses to the questions prior to the class discussion day. (This is the first paper.) 2. Conduct a class discussion that asks students to share their answers to the questions and to comment on each other’s ideas. You might also raise challenges to the ideas you read in their first paper. During the discussion, have students record observations and challenges raised by you and other students that relate to their original ideas. 3. Following the discussion, ask students to write a second paper. Explain to students that this paper mimics the “revision” phase executed by a scientist following peer review. For this paper, have students answer questions about what they learned during the discussion, what challenges to their original thinking were posed during the discussion, and how they would like to respond to them. Instruct students that they should come to understand the value of feedback and revision, and how these techniques advance the science of psychology. This second paper should also have students indicate what new conclusions they’ve derived about the selected topic. Further suggestion: Although not required, it can be interesting to break the class into groups at the outset of the project where, for the discussion, each group is supposed to defend one of a number of competing models for the same cognitive phenomenon. Project 4: Examining Beliefs about the Supernatural This project is based on application projects I use in a critical thinking course I teach. The idea is to use an understanding of the human cognition to explain why some people believe so strongly in pseudo sciences (e.g., astrology, ESP, or fortune - telling) or the supernatural (e.g., seeing ghosts). Students are often surprised to learn how many people in the U.S. strongly believe in claims (like astrology) which have been debunked empirically. (Statistics on such beliefs in the U.S. can be found in many places including the website for the Gallup Organization.) Discuss with students how these beliefs can be explained by the way human cognition operates. For this project, have students compose an essay to explain the cognition behind these beliefs. This project lends itself well to being a cumulative assignment: students should be able to develop a variety of explanations using cognitive phenomena described across many chapters (e.g., how top - down processing leads to seeing ghosts when we expect we might, how confirmation bias and the availability heuristic leads to noticing when astrological predictions work, etc.). It is important to admonish students to focus on explaining how cognitive processes may operate to bolster people’s beliefs in these phenomena, rather than developing a treatise of their opinion of these phenomena. Project 5: Cognition and Well - Being

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    233 This project would make a nice capstone term paper, particularly as Chapter 13 introduces the impact of emotion on decision - making and recent work by Dan Gilbert and others has integrated that focus so closely with the study of happiness. You could begin the writing process by having students find and summarize at least one article for each (or most) chapters that speaks to how the material in that chapter might impact well - being. For example, material in Chapter 4 might help students understand that the way people focus attention has implications for what information they take in, think about, and so forth, leading to either an optimistic or a pessimistic cognitive style. Have students write brief (1 - 2 page) summary of each article that includes the following: the research question or hypothesis of the article; the method used to test the hypothesis or answer the question; the results or findings of the article; and what the results mean for well - being. Over the semester, students will have a set of summaries that you can grade for a relatively small amount of points to use as a mechanism to give them feedback on their writing. Toward the end of the semester, have students begin to work toward integrating those article summaries into a literature review. Take a day (have them bring their articles to class) and talk to them about strategies for organizing a dozen or so summaries into an outline that might provide a coherent position on the role of cognition in well - being. You might even have them turn in the outline for another small amount of points so that you can give feedback on that step of the writing process. Finally, have them draft a paper that either you review or conduct a peer review swap as one more step in the writing process. They can then use that feedback to develop a final draft to turn in as a capstone term paper. This process would work with any capstone paper topic, but I have found that students particularly enjoy the area of positive psychology, especially when it links so naturally to the material in the final chapter of the text.

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