Cognitive Psychology and Its Implications Eighth Edition Test Bank

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Get exam-ready with Cognitive Psychology and Its Implications Eighth Edition Test Bank, a well-structured guide featuring topic-wise explanations and practice exercises.

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Page 1
1. Why should scientists in other fields study cognitive psychology?
2. What are the practical applications of cognitive psychology? Give specific examples.
3. Why was cognitive psychology ignored as a subject of scientific inquiry for so many
years?
4. Why did introspection fall out of favor among psychologists?
5. What influences account for the modern development of cognitive psychology?
6. How does Sternberg's theory exemplify a classical abstract information-processing
account?
7. What are split-brain patients, and what have we learned from research on them?
8. Describe the methods used in cognitive neuroscience. In other words, how does one
explore the neural basis of cognition?
9. Select and describe two brain-imaging techniques. What are the benefits of each? What
are the limitations of each?

Page 2
Answer Key
1. Reasons given in the textbook:
• The basic mechanisms of human thought are important in understanding the types
of behavior studied by other social sciences.
• Cognitive psychology is analogous to physics, in the sense that it is foundational
to the other social sciences (in the same way that physics is foundational to the physical
sciences).
Examples given in the textbook—Cognitive psychology is important in understanding:
• Psychopathology and its treatment (clinical psychology)
• How people behave (social psychology)
• How persuasion works (political science)
• How people make economic decisions (economics)
• How groups can be organized (sociology)
• The features of language (linguistics)
2. One general point from the textbook:
• We could greatly improve humans' intellectual training and performance by better
understanding intelligence and the acquisition of intellectual skills.
Other specific examples given in the textbook:
• Research regarding eyewitness testimony reliability, which led to the formation of
guidelines for law enforcement personnel
• The design of computer-based devices, such as modern flight management
systems on modern aircraft
• Advances in reading instruction and computerized mathematics instruction
(education)
Given these examples, many more practical examples are possible in the future.
3. • Main reason: People did not believe that the human mind could be subjected to
scientific analysis.
• In the time of the ancient Greeks, philosophical debates would sometimes touch
upon aspects of human cognition, but during this time other sciences developed, while
cognitive psychology did not.
• It was not until the end of the 19th century that the scientific method was utilized
to study human cognition.
• There were no technological or conceptual barriers to studying the mind
scientifically prior to the end of the 19th century, but people were confused regarding
how the human mind could possibly study itself.
4. • The German version was an intense process that involved having highly trained
observers report the contents of their own consciousness under tightly controlled
conditions, which led to controversy regarding whether or not conscious thought could
be studied, since observers sometimes had a difficult time articulating their conscious
experiences.
• The American version was implemented in a relatively more casual and reflective
manner—not an intense analytic process—so different laboratories would report
different results of introspection. Results were highly reflective of the laboratory
members' own theory, suggesting that the introspective process was somehow subjective
or tainted.

Page 3
• The American intellectual climate was also focused on the need for an “action
oriented” psychology that would have practical applications, particularly for education.
It did not lend itself well to American receptivity toward intense studies of
consciousness.
5. Cognitive psychology developed primarily between 1950 and 1970, and the main
influences identified in the textbook as contributing to its development are:
• Research on human performance, which was a result of World War II
• Governments' practical war-time issues—such as helping soldiers use complicated
equipment and training them to attend and perform under stress
• Broadbent and other psychologists of his time integrating research on human
performance with new ideas from an area of study called information theory, which led
to new developments in understanding perception and attention but also led to other
analyses pervading all aspects of cognitive psychology
6. According to the textbook, there are four main ways in which Sternberg's theory
exemplifies the information-processing approach:
1. Information processing is discussed without reference to the brain and its
structures.
2. The processing of the information has a highly symbolic character.
3. The processing of information can be compared with the way in which computers
process information.
4. The information processing is conceived as occurring in discrete stages
(represented by a flowchart), with certain stages taking a certain amount of time.
7. Split-brain patients have undergone surgery to sever their corpus callosum (the part of
the brain connecting the right and left hemispheres). This surgery is sometimes done to
prevent severe epileptic seizures, for example. Research on split-brain patients has
taught us a lot about the functional differences between the right and left hemispheres:
• If a word was flashed on the left side of a screen that a split-brain patient was
viewing, it would be received by the right, nonlanguage hemisphere. The patient would
be able to pick up an object that the word described but would not be able to say the
word
• The right hemisphere can only process simple linguistic commands, while the left
hemisphere demonstrates full linguistic comprehension
• The right hemisphere can much more adeptly perform basic manual tasks (with
the left hand) compared with the left hemisphere (with the right hand).
8. Historically:
• Animal studies involving surgical removal of part of an animal's brain to observe
the resulting functional deficits or measurement of neural activity in particular regions
(limited generalizability to humans)
• Patient populations (e.g., patients with localized brain damage, split-brain patients,
etc.)
More recently, new methods have developed in the study of cognitive neuroscience,
primarily involving noninvasive brain-imaging techniques:
• Electroencephalography (EEG—recording electrical potentials on the scalp)
• Magnetoencephalography (MEG—recording magnetic fields produced by the
brain's electrical activity)
• Positron emission tomography (PET—measuring metabolic rate or blood flow in

Page 4
brain regions)
• Functional magnetic resonance imaging (fMRI—also measuring metabolic rate or
blood flow in brain regions)
• Transcranial magnetic stimulation (TMS—briefly incapacitating a region of the
brain to study its function)
9. The brain-imaging techniques described in the text include:
• Electroencephalography (EEG—recording electrical potentials on the scalp)
• Magnetoencephalography (MEG—recording magnetic fields produced by the
brain's electrical activity)
• Positron emission tomography (PET—measuring metabolic rate or blood flow in
brain regions)
• Functional magnetic resonance imaging (fMRI—also measuring metabolic rate or
blood flow in brain regions)
• Transcranial magnetic stimulation (TMS—briefly incapacitating a region of the
brain to study its function).
Each technique also has benefits and limitations:
• EEG yields good temporal resolution with event-related potentials, but it is
difficult to determine the location(s) of the brain structures involved in scalp activity.
• MEG provides better spatial resolution than EEG and is good at detecting activity
in the sulci (creases) of the cortex, but it is less sensitive to activity in the gyri (bumps)
or deep-brain activity.
• PET and fMRI both provide good information about the location of neural activity
but poor information about the timing of that activity.
• fMRI offers better spatial resolution than PET and is less intrusive.
• TMS is relatively safe and has no lasting effect, and it can help determine causal
relationships between brain structures and functions.

Page 1
1. The ancient Greek philosopher Aristotle believed that the mind was contained in the:
A) brain.
B) heart.
C) lungs.
D) stomach.
2. According to _____, all knowledge comes from experience.
A) empiricism
B) nativism
C) relativism
D) verticality
3. According to _____, children come into the world with a great deal of innate
knowledge.
A) empiricism
B) horizontality
C) nativism
D) relativism
4. Why wasn't cognitive psychology studied before the 19th century?
A) Before the 19th century, most sciences remained largely undeveloped.
B) It was believed that the human mind could not be scientifically studied.
C) Questions about the human mind were not asked before the 19th century.
D) The equipment needed to conduct research had not yet been invented.
5. Who established the first psychology laboratory?
A) James
B) Thorndike
C) Watson
D) Wundt
6. _____ refers to reporting the contents of one's own consciousness under controlled
conditions.
A) Behaviorism
B) Gestalt psychology
C) Introspection
D) Relativism

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Page 2
7. According to _____, psychologists should NOT try to analyze the working of the mind.
A) behaviorism
B) empiricism
C) Gestalt psychology
D) nativism
8. Developments in which field did NOT influence the emergence of cognitive
psychology?
A) artificial intelligence
B) Internet technology
C) information theory
D) linguistics
9. Cognitive science does NOT integrate research efforts from which field?
A) physics
B) linguistics
C) neuroscience
D) philosophy
10. Components of the neuron include the:
A) axon, dendrite, and ganglia.
B) axon, dendrite, and soma.
C) axon, ganglia, and soma.
D) dendrite, ganglia, and soma.
11. The main body of the neuron is called the:
A) axon.
B) dendrite.
C) soma.
D) synapse.
12. A synapse is the:
A) point at which an axon from one neuron touches the dendrite of another.
B) point at which a dendrite from one neuron touches the dendrite of another.
C) space shared by an axon from one neuron and a dendrite from another.
D) space shared by a dendrite from one neuron and a dendrite from another.

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Page 3
13. Neurons communicate by releasing chemicals called:
A) dendrites.
B) hormones.
C) neurotransmitters.
D) syno-transmitters.
14. _____ form the fixed pathways by which neurons transmit action potentials.
A) Axons
B) Dendrites
C) Somas
D) Muscles
15. Excitatory synapses:
A) decrease the potential difference between the inside and the outside of a neuron.
B) increase the potential difference between the inside and the outside of a neuron.
C) do not change the potential difference between the inside and the outside of a
neuron.
D) can either increase or decrease the potential difference between the inside and the
outside of a neuron.
16. Inhibitory synapses:
A) decrease the potential difference between the inside and the outside of a neuron.
B) increase the potential difference between the inside and the outside of a neuron.
C) do not change the potential difference between the inside and the outside of a
neuron.
D) can increase or decrease the potential difference between the inside and the outside
of a neuron.
17. An axon's _____ of firing determine(s) how it will affect nearby cells to which it
synapses.
A) intensity
B) pattern
C) rate
D) intensity, pattern, and rate
18. A bulge in the cortex is called a(n):
A) aphasia.
B) gyrus.
C) sulcus.
D) synapse.

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Page 4
19. Which of these lobes is NOT cortical?
A) anterial
B) frontal
C) parietal
D) temporal
20. The primary visual areas are contained in the _____ lobe.
A) frontal
B) occipital
C) parietal
D) temporal
21. Spatial processing occurs in the _____ lobe.
A) frontal
B) occipital
C) parietal
D) temporal
22. The _____ lobe is involved in object recognition.
A) frontal
B) occipital
C) parietal
D) temporal
23. Planning is performed by the _____ lobe.
A) frontal
B) occipital
C) parietal
D) temporal
24. The _____ portion of the brain is disproportionately larger in primates than in most
mammals.
A) frontal
B) occipital
C) parietal
D) temporal

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Page 5
25. The _____ appears to be critical for human memory.
A) frontal lobe
B) hippocampus
C) hypothalamus
D) prefrontal cortex
26. Damage to the _____ results in amnesia.
A) amygdala
B) hippocampus
C) hypothalamus
D) thalamus
27. Which structure or structures is/are involved in motor functioning?
I. the basal ganglia
II. the cerebellum
III. the frontal lobe
A) II
B) I and II
C) II and III
D) I, II, and III
28. The left hemisphere is associated with _____ processing.
I. analytic
II. linguistic
III. perceptual
IV. spatial
A) II
B) IV
C) I and II
D) II and IV
29. The right hemisphere is associated with _____ processing.
I. analytic
II. linguistic
III. perceptual
IV. spatial
A) I
B) IV
C) I and III
D) III and IV

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Page 6
30. The left hemisphere and the right hemisphere are connected by the:
A) amygdala.
B) basal ganglia.
C) corpus callosum.
D) medulla oblongata.
31. Jesse is a researcher working with split-brain patients. He presents a complex command
to one patient in the right ear (the right-ear patient) and presents the same complex
command to another patient in the left ear (the left-ear patient). Jesse finds that:
A) the left-ear patient displays full comprehension, while the right-ear patient does
not.
B) the right-ear patient displays full comprehension, while the left-ear patient does
not.
C) both patients display full comprehension.
D) neither patient displays full comprehension.
32. Billy and Mac were in a car accident. Oddly, Billy suffered damaged to Broca's area,
while Mac suffered damage to Wernicke's area. As a result:
A) Billy suffered from language deficits, while Mac suffered from visual deficits.
B) Billy suffered from visual deficits, while Mac suffered from language deficits.
C) both suffered from language deficits.
D) both suffered from visual deficits.
33. Nick speaks in short, ungrammatical sentences. He might have _____ aphasia.
A) Basal's
B) Broca's
C) Sternberg's
D) Wernicke's
34. Sharon speaks in fairly grammatical sentences that are almost devoid of meaning. She
might have _____ aphasia.
A) Basal's
B) Broca's
C) Sternberg's
D) Wernicke's

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Page 7
35. _____ records the electrical potentials that are present on the scalp.
A) EEG
B) fMRI
C) MRI
D) PET
36. Victor is a neuroscientist. The imaging technique that he is using has very good
temporal resolution but isn't very useful at identifying the location in the brain that is
producing neural activity. This technique is called:
A) ERP.
B) fMRI.
C) MRI.
D) PET.
37. _____ is BEST at detecting activity in the sulci of the cortex and is less sensitive to
activity in the gyri or activity deep in the brain.
A) EEG
B) fMRI
C) MEG
D) PET
38. In _____, a radioactive tracer is injected into the bloodstream.
A) EEG
B) fMRI
C) MEG
D) PET
39. _____ relies on the fact that there is more oxygenated hemoglobin in regions of greater
neural activity.
A) EEG
B) fMRI
C) MEG
D) PET
40. The body sends more blood to more active areas of the brain. This is referred to as the:
A) hemodynamic response.
B) hemoglobin response.
C) MRI effect.
D) PET effect.

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Page 1
1. Why has social science developed without grounding in cognitive psychology?
2. Differentiate between empiricism and nativism.
3. How did American introspection differ from German introspection?
4. Describe the conflict among introspectionists, behaviorists, and Gestalt psychologists.
5. Describe Thorndike's view on introspection.
6. Differentiate between cognitive psychology and cognitive science.
7. What is the function of the spinal cord?
8. Describe the functions of the four lobes of the brain.
9. Describe the specializations of each hemisphere of the brain.
10. Differentiate between Broca's aphasia and Wernicke's aphasia.

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Page 2
Answer Key
1. Two main reasons are given in the text. The first reason is that the field of cognitive
psychology is not that advanced yet. The second reason is that researchers in other areas
of social science have found other explanations for phenomena they study (apart from
the potential explanatory contributions of cognitive psychology).
2. Empiricism and nativism are both philosophical positions that have potential
implications for the study of human cognition. Empiricism is the view that all
knowledge comes from experience. Nativism is the view that children are born into the
world with a great deal of innate knowledge.
3. German introspection involved an intense analysis of the contents of the human mind.
This analysis was conducted by highly trained observers reporting the contents of their
own consciousness under carefully controlled conditions. American introspection
differed, however, in that it was not implemented as intensely. It involved a relatively
more casual and reflective process of observing one's thoughts and consciousness. As a
result, various laboratories in America were reporting different results from
introspection, with results tending to reflect the theory of that particular laboratory.
4. Introspectionists, behaviorists, and Gestalt psychologists had conflicts regarding how
human behavior and/or cognition should be studied. Introspectionists used a method of
inquiry, called “introspection,” that involved highly trained observers reporting the
contents of their own consciousness under carefully controlled conditions. An
underlying assumption of this method was that the workings of the human mind should
be open to self-observation. Behaviorists strongly disagreed with this view, as they
rejected introspection as a worthwhile method. To the contrary, they believed that
psychology should only study external, observable behavior, rather than the inner
workings of the mind. Gestalt psychologists claimed that the activity of the brain and
the mind was more than the sum of its parts. Thus, they were criticized by behaviorists
for studying thought and consciousness at all. They also differed from introspectionists
in that they sought to study the brain and mind holistically, rather than analyzing the
parts of conscious thought.
5. Thorndike ignored introspection, as he believed that conscious experience “was just
excess baggage that could be largely ignored.”
6. The fields of cognitive psychology and cognitive science overlap, though they also have
their differences. Cognitive psychology relies heavily on experimental techniques for
studying behavior that grew out of the behaviorist era. Cognitive science makes greater
use of such methods as logical analysis and the computer simulation of cognitive
processes.
7. The main function of the spinal cord is to carry neural messages from the brain to the
muscles and sensory messages from the body to the brain.
8. The occipital lobe contains the primary visual areas, and its main function is vision. The
parietal lobe's functions include some perceptual functions (including spatial processing
and representations of the body) and control of attention. The temporal lobe receives
input from the occipital lobe, and it is involved in object recognition as well as language
processing. The frontal lobe has two major functions: motor functions and higher-level
processes, such as planning (these higher-level processes are localized specifically in the
prefrontal cortex).

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