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| 1.
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The information-processing approach is primarily concerned with the processes of: |
| | A) | memory and thinking. |
| | B) | thinking and acting. |
| | C) | assimilation and accommodation. |
| | D) | reading and writing. |
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| 2.
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When analogies are drawn between computers and mental processes, the physical brain is referred to as the: |
| | A) | software. |
| | B) | hardware. |
| | C) | terminal processes. |
| | D) | the central processing unit. |
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| 3.
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The process by which information gets into memory is called: |
| | A) | encoding. |
| | B) | automaticity. |
| | C) | strategy construction. |
| | D) | self-modification. |
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| 4.
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Metacognition is: |
| | A) | knowledge about memory. |
| | B) | the ability to recall information from memory. |
| | C) | the mental manipulation of information. |
| | D) | knowing about knowing. |
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| 5.
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The information-processing approach differs from Piaget's theory of cognitive development in that it: |
| | A) | ignores cognitive limitations at various points in development. |
| | B) | does not view children as directors of their own cognitive development. |
| | C) | does not see development as occurring abruptly in distinct stages. |
| | D) | ignores cognitive capabilities at various points in development. |
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| 6.
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In a study of younger and older typists, Salthouse (1984) found that: |
| | A) | younger typists consistently outperformed the older typists. |
| | B) | older typists consistently outperformed the younger typists. |
| | C) | when older typists could look ahead, they typed as fast as younger typists. |
| | D) | when the number of characters that the typists could look ahead at was limited, the younger typists slowed considerably. |
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| 7.
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The ability to concentrate and focus mental resources is referred to as: |
| | A) | cognitive processing. |
| | B) | reaction time. |
| | C) | perception. |
| | D) | attention. |
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| 8.
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According to psychologists, vigilance is the same as: |
| | A) | selective attention. |
| | B) | sustained attention. |
| | C) | divided attention. |
| | D) | engaged attention. |
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| 9.
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Andrea shows her baby a colorful block several times. The baby looks carefully at the block at first but then turns her attention to a different toy after seeing the block a few times. The baby is demonstrating: |
| | A) | selective attention. |
| | B) | imitation. |
| | C) | habituation. |
| | D) | dishabituation. |
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| 10.
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Habituation involves _______, whereas dishabituation involves _______. |
| | A) | decreased attention/increased attention |
| | B) | increased attention/decreased attention |
| | C) | decreased attention to new stimuli/increased attention to new stimuli |
| | D) | increased attention to new stimuli/decreased attention to new stimuli |
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| 11.
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Which of the following is an example of dishabituation? |
| | A) | Myra regains interest in a rattle after having put it down a few minutes earlier. |
| | B) | Alan was first bothered by wearing a new wristwatch, but then he got used to it, and forgot he was wearing it. |
| | C) | Jillian loses sight of a jet as it flies away, but she knows it is still in the sky. |
| | D) | Yesterday, Annette's favorite toy was a doll, but today it is a puzzle. |
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| 12.
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Jenny's earliest memory is of her baby brother being born when she was three-years-old. Her inability to remember anything before this is an example of: |
| | A) | schema deletion. |
| | B) | implicit memory. |
| | C) | childhood dementia. |
| | D) | infantile amnesia. |
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| 13.
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When Sir Frederick Bartlett asked individuals to recall "The War of the Ghosts, a story they had just read, they tended to: |
| | A) | remember all the details with great accuracy. |
| | B) | change details according to their own schemas. |
| | C) | remember only the details that departed from their own schemas. |
| | D) | forget almost all of the details. |
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| 14.
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Which of the following is true in regards to gender differences in memory? |
| | A) | Females are better than males on tasks that require mental rotation. |
| | B) | Females are better than males at episodic memory. |
| | C) | Males process information more elaborately than females. |
| | D) | Females are more likely than males to use schemas when they process information. |
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| 15.
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Gabriel is a normal four-month-old infant. Thus we would expect him to have: |
| | A) | both implicit and explicit memory. |
| | B) | neither implicit nor explicit memory. |
| | C) | implicit but not explicit memory. |
| | D) | explicit but not implicit memory. |
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| 16.
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In short-term memory, individuals retain information for up to: |
| | A) | 5 to 8 seconds. |
| | B) | 10 to 12 seconds. |
| | C) | 15 to 30 seconds. |
| | D) | 45 to 50 seconds. |
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| 17.
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Working memory is also called: |
| | A) | implicit memory, memory without conscious recollection. |
| | B) | short-term memory, using rehearsal. |
| | C) | short-term memory, but different to include a "workbench". |
| | D) | semantic memory, the person's memory of the world. |
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| 18.
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Why does memory span improve as children get older? |
| | A) | They develop better strategies. |
| | B) | They are given more accurate cues. |
| | C) | They are less reliant on rehearsal. |
| | D) | They are more relaxed when faced with a memory task. |
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| 19.
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Which of the following children is most likely to be susceptible to misleading suggestions? |
| | A) | Andrew, a four-year-old preschooler. |
| | B) | Brandon, a six-year-old first grader. |
| | C) | Carlos, a twelve-year-old junior high student. |
| | D) | Dominic, a fourteen-year-old high school student. |
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| 20.
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Which memory strategy works best for short-term memory? |
| | A) | elaboration |
| | B) | organization |
| | C) | personalization |
| | D) | rehearsal |
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| 21.
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_______ memory refers to memory of facts and experiences that individuals know and can state. |
| | A) | Implicit |
| | B) | Declarative |
| | C) | Perceptual |
| | D) | Working |
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| 22.
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Gail is typing on a computer keyboard without consciously searching for the correct keys. She is demonstrating: |
| | A) | episodic memory. |
| | B) | explicit memory. |
| | C) | semantic memory. |
| | D) | implicit memory. |
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| 23.
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The fact that older adults benefit from training in mnemonics indicates that they can learn to improve their: |
| | A) | reasoning skills. |
| | B) | spatial skills. |
| | C) | memory skills. |
| | D) | fluid intelligence. |
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| 24.
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Categories that group objects, events, and characteristics on the basis of common properties are called: |
| | A) | memories. |
| | B) | concepts. |
| | C) | theories. |
| | D) | chunks. |
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| 25.
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The program "Fostering a Community of Learners" is designed primarily to encourage: |
| | A) | critical thinking. |
| | B) | enhanced memory capacity. |
| | C) | creativity. |
| | D) | the development of mathematics skills. |
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| 26.
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Elliott is a student in a school where each of the students takes turns leading small-group discussions. The students discuss complex passages, collaborate, and share their individual expertise and perspectives. This educational process is called: |
| | A) | cross-teaching. |
| | B) | reciprocal teaching. |
| | C) | collaboration. |
| | D) | team teaching. |
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| 27.
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Which of the following tasks has been used by researchers to examine how children use rules to solve problems? |
| | A) | balance scale problem |
| | B) | memory-span task |
| | C) | three mountains task |
| | D) | conservation of liquid task |
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| 28.
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Which of the following is not a characteristic that distinguishes experts from novices? |
| | A) | Experts have better problem-solving strategies. |
| | B) | Experts are more creative and flexible problem solvers. |
| | C) | Experts are more likely to rely on their accumulated expertise to solve problems. |
| | D) | Experts have better long-term memories. |
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| 29.
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Which of the following statements is false in regards to metamemory? |
| | A) | It includes general knowledge about memory. |
| | B) | It includes knowledge about one's own memory. |
| | C) | It includes accurate recall of factual knowledge. |
| | D) | It is a form of metacognition. |
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| 30.
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In terms of theory of mind, which of the following is not understood by two- to three- year old children? |
| | A) | perceptions |
| | B) | false beliefs |
| | C) | desires |
| | D) | emotions |
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