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

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Instructor’s Manual with Test BankCognitive Psychology: Connecting Mind,Research, and Everyday ExperienceThird EditionE.Bruce GoldsteinUniversity of Pittsburg and University of ArizonaPrepared byKelly Bouas HenryMissouri Western State UniversityCogLab Instructor’s Material Provided by Angie MacKewnUniversity of Tennessee at Martin

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Table of ContentsNote to InstructorsHow to Use CogLabWhy Use CogLab?PART I Instructor’s ManualChapter 1: Introduction to Cognitive Psychology1CogLabsNoneChapter 2: Cognitive Neuroscience5CogLabsReceptive Fields8Brain Asymmetry12Chapter 3: Perception17CogLabsApparent Motion21Blind Spot25Metacontrast Masking28Muller-Lyer Illusion31Signal Detection35Visual Search40Garner Interference44Chapter 4: Attention49CogLabsStroop Effect53Change Detection57Spatial Cueing61Attentional Blink65Simon Effect68Von Restorff Effect72Chapter 5: Short-Termand Working Memory77CogLabsPartial Report81Brown-Peterson85Memory Span89Phonological SimilarityEffect93Apparent Motion97Irrelevant Speech Effect101Modality Effect106Operation Span109Position Error112Sternberg Search116

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Chapter 6: Long-Term Memory: Structure121CogLabsImplicit Learning124Serial Position128Suffix Effect132Chapter 7: Long-Term Memory: Encoding and Retrieval135CogLabsLevels of Processing138Encoding Specificity142Von Restorff Effect72Chapter 8:Everyday Memory and Memory Errors147CogLabsRemember/Know151False Memories155ForgotItAll Along159Chapter 9:Knowledge163CogLabsPrototypes166Lexical Decision170Absolute Identification174Chapter 10:Visual Imagery177CogLabsMental Rotation181Link Word185Chapter 11: Language189CogLabsWord Superiority192Lexical Decision170Categorical Perception—Identification196Categorical Perception—Discrimination199Chapter 12:ProblemSolving203CogLabsNoneChapter 13: Reasoning andDecisionMaking207CogLabsWason Selection Task211Typical Reasoning215Risky Decisions218DecisionMaking222Monty Hall226

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PART II Term Projects240Term Projects242PART III Test Bank229Chapter 1: Introduction to Cognitive Psychology235Chapter 2: Cognitive Neuroscience247Chapter 3: Perception259Chapter 4: Attention273Chapter 5: Short-Termand Working Memory287Chapter 6: Long-Term Memory: Structure303Chapter 7: Long-Term Memory: Encoding and Retrieval315Chapter 8: Everyday Memory and Memory Errors329Chapter 9: Knowledge345Chapter 10: Visual Imagery363Chapter 11: Language379Chapter 12:ProblemSolving395Chapter 13: Reasoning andDecisionMaking411

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Note to InstructorsThis“Instructor’s Manual with Test Bank”is divided into three sections: aninstructor’smanual, a section onterm projects, and atest bank.Theinstructor’s manual has achapter outline, Web links, discussion questions,anddemonstrations. Each chapter also has CogLab materialthatincludesideas forindividualor group projects anda variety of questions based on the CogLab online experiment.The next section,term projects, gives several ideas for projects that you may want toimplement as semester/quarter-long projects.Finally, the test bank gives you a minimum of 50 multiple choice questions to use alongwith at leastfiveessay questions. Each question is given a page reference, an indicationof the question’s type (factual,conceptual, orapplied) and a measure of difficulty (easy,moderate, ordifficult). Questions marked “WWW” indicate thattheyare also on thebook companion website. All items from this test bank are also available in ExamView®,a computerized testing package with online capabilities.The ExamView®testingsoftware is offered at no charge to instructors who adopt the text. ExamView®helps youcreate, customize,and deliver both print and online tests in minutes. Its “what you see iswhat you get” interface, along with a Quiz Test Wizard and an Online Test Wizard, guideyou 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 conceptsthey’re learning in their text and to encourage critical/applied thinking. These classroomexercises are designed to be exploratory activities. They are formatted to be flexible suchthat instructors can act as a facilitator for student discussion and modify the procedure tosuit their own styles. Additionally, the format often allows students to work in smallgroups during class time to develop thoughtful answersthatcan then be shared with theirpeers.The demonstrations are hands-on activities that the instructor prepares in advance for useduring class time. These activities are meant to be interactive learning experiences tosupplement the standard lecture format.The discussion questions and demonstrations are designed to expand upon the textinformation. Full references for relevant source articles can be found in the text. Onlyreferences not found in the text appear within theinstructor’s manual.

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HowtoUse CogLabOnce students have done the experiments and produced data, several options areavailable using thestudentmanual and theinstructor’s manual.1.Basic questions are designed to require short written answers. Many of them makeuse of the individual data students generate for themselves. These questions can beused with small and large groups of students.2.Advanced questions can require written answers as well. They are designed toinvolve students in thinking about group data as opposed to individual data. Thesequestions 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 theinstructor’smanual, aremeant for use on quizzes and exams. They are based on the write-ups that accompanyeach experiment.

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Why Use CogLab?There are a number of ways that usingCogLabcan enhance the delivery of your coursematerial. Here are a few:1.If you are looking for techniques to increase student motivation and involvement, theCogLabexperiments will do this. They provide personal, hands-on experiences thatincrease student awareness of the importance of the concepts, facts, and theoriesbeing illustrated.2.It’s easy for students to lose sight of the idea that psychology is more than a set offacts and theories—it’s an activity as well. Doing psychology is important because itprovides an opportunity for understanding how facts and theories arederived.CogLabexperiments help convey the importance of methodological issues.3.Many ideas in cognitive psychology tend to be abstract or otherwise inaccessible tostudent understanding. Some are dry and seem unimportant. By having students “getmessy,”CogLabexperiments have the ability to bring to life what would otherwiseremaindifficult or remote.4.It is always useful to be able to provoke student discussion.CogLabexperiments inconjunction with the questions in the student manual can do just that.5.If you are looking for evaluation tools,CogLabcan provide them. The questions inthe student manual can be used this way. Also, in the instructor’s manual,you willfind a separate set of multiple choice questions based on theCogLabexperimentwrite-ups.

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Part I_______________________________________INSTRUCTOR’S MANUAL

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229Part II__________________________________________TERM PROJECTS

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230Term ProjectsThis section of the Instructor’s Manual outlines a number of possible assignments that might beincluded as a substantial writing component for a course. The primary theme on which all of theprojects are based is to require students to think critically about the material they are learning intheir cognition course. The assignments are designed to be application projects and to engagestudents in some independent thinking about the material. Each project can be tailored in avariety of ways to suit the needs of an individual instructor.Project 1: Cognitive JournalsThis project is essentially designed to ask students to keep a“diary”of their observations ofcognition in action in the real world.Entries might consist of a unique example provided by the students as observed from their ownor others’ behavior. For each entry, the students must link their observation to a specific conceptfrom the course and provide an explanation of how the behavior illustrates that concept. Thisassignment allows students to think about a variety of topics. Elaborate rehearsal of the materialis engaged because the students create their own examples and links between the material andreal-world situations.This project offers a very flexible format. The project lends itself to any topic,so informationfrom any chapter can be applied. Length of each“entry”can be easily varied. Also, any numberof entries (and, thus, the number of observations) can be required for each chapter or for selectedchapters.Project 2: Memory, Up Close and In-DepthIn my courses, I find that my students and I enjoy the memory chapters the most. Given that, Isometimes like to do a special assessment on this material, rather than a typical exam. Below, Idescribe two different projects that I’ve used to serve that purpose.Project 2A: The Study GuideIn this application project, students are asked to write a manual for their college peers to explainhow to maximize their college performance through an understanding of memory. Students areasked 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 readingassignments?(i.e.,Whattechniques maximizelearning?),2) How should students study for exams?(i.e.,Whatmaximizesretentionof the information?)3) How should students take exams?(i.e.,Whatretrievalstrategies should they use?).Students are told that they cannot use overly simple pointsthata student already knows (e.g.,“take good notes”). Rather, their goal is to identify specific suggestions and examples of good

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231study habits and to explain clearly the research (both methods and results) that supports eachpoint.Project 2B: The Memory Advice ColumnIn this project, I provide students with a series of letters written in a format that mimics anewspaper 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 byappropriate empirical research) that explains how to handle the problem.A sample letter readsas follows:Dear Dr. Memory:I'm taking several classes here at Cal State, Long Beach, and I work more than 30 hoursper week. My schedule is so crazy that I usually only have time to study for a major exam thenight before it happens. But, I study really hard on that night. I spend the ENTIRE night beforean 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 juststudied it, right? Well, during the exam I just can't seem to pick out the correct answers, even onmultiple-choice tests. It's like all mixed up! What's going on? Can you help?Signed,Crammin' SamThis project is very flexible such that the memory errors described in the letters can be gearedtoward student frustrations or memory failures common to many adults (e.g., forgetting people’snames), or a mixture of the two. Also, generating a variety in the number of letters allows thisproject to be a short exercise or a lengthy term project.Project 3: Experiencing the Scientific ProcessGiven 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 classroundtable discussion.When introducing the project, the instructor should explain how the business of scienceproceeds. In particular, explain to students how many psychologists may be working on the sameproblem or question at the same time, andthatthese psychologists need to share ideas as theymake empirical progress toward discoveries in their area of expertise. Explain that the process ofscience necessarily includes feedback and revision, and this is how scientists work towardaccepting reasonable ideas and theories while rejecting others. Thus, the goals of this project areto critically read and critique psychological theories and research, and to introduce students tohow 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 appropriatereading level of your particular class when you select your readings. I have found that whatworks best is a combination of source articles and a summary chapter. Ask students to read the

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232material and answer a series of focus questions provided by you. The questions should bethought or application-oriented questions. Ensure that the material must be read to answer thequestions. Have students turn in written responses to the questions prior to the class discussionday. (This is the first paper.)2. Conduct a class discussion that asks students to share their answers to the questions and tocomment on each other’s ideas. You might also raise challenges to the ideas you read in theirfirst paper. During the discussion, have students record observations and challenges raised byyou and other studentsthatrelate to their original ideas.3. Following the discussion, ask students to write a second paper. Explain to students that thispaper 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 challengesto their original thinking were posed during the discussion, and how they would like to respondto them. Instruct students that they should come to understand the value of feedback andrevision, and how these techniques advance the science of psychology. This second paper shouldalso 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 atthe outset of the project where, for the discussion, each group is supposed to defend one of anumber of competing models for the same cognitive phenomenon.Project 4: Examining Beliefs about the SupernaturalThis project is based on application projects I use in acritical thinkingcourse I teach. The idea isto use an understanding ofthehuman cognition to explain why some people believe so stronglyin pseudosciences (e.g., astrology, ESP, or fortune-telling) or the supernatural (e.g., seeingghosts). Students are often surprised to learn how many people in the U.S. strongly believe inclaims (like astrology) which have been debunked empirically. (Statistics on such beliefs in theU.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 todevelop 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, howconfirmation bias and the availability heuristic leads to noticing when astrological predictionswork, etc.).It is important to admonish students to focus on explaining how cognitive processes may operateto bolster people’s beliefs in these phenomena, rather than developing a treatise of their opinionof these phenomena.Project 5: Cognition and Well-Being

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

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