Chapter 9 Test Bank Answers Language And Thought

CHAPTER 9

LANGUAGE AND THOUGHT

CHAPTER LEARNING OBJECTIVES

1. Define language, describe how we learn languages, describe parts of the brain that are involved in language, and discuss differences and problems that can affect people’s language skills.

Language is a set of symbols used to communicate. Language comprehension understands verbal messages, and language production is creating them.
The study of language can be broken into phonology (sounds), semantics (meaning), syntax (grammar), and pragmatics (practical usage).
Most people follow a typical sequence of language acquisition that includes the ability to distinguish, but not produce, all possible phonemes at about 2 to 4 months of age, babbling at about 6 months, and speaking first words at around 1 year of age.
The standard way we learn language suggests that we have an inborn capacity for language learning, although environment contributes as well. There appears be a sensitive or critical period before about 13 years old when it is easiest to acquire language.
In most people, the language centres in the brain are in the left hemisphere. The main brain region important for speech production is Broca’s area. The main region for language comprehension is called Wernicke’s area. Several other areas of the brain are also active in language, including the frontal eye fields when we read.
There are small average gender differences in early language learning, with girls initially learning faster. These differences disappear with time.

2. Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Some thoughts, including mental imagery and spatial navigation, require no words.
The linguistic relativity hypothesis suggests that the amount of vocabulary we have available in our language for objects or concepts influences the way we think about those objects or concepts.

3. Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

We are capable of several different kinds of thought, and different types of thinking involve different brain regions, often including those related to the specific thoughts. We develop various thinking abilities gradually with age.
Controlled processing relies on the executive function of the brain. We become increasingly able to exert cognitive control as we age.
Problem solving is finding a way to reach a goal. Algorithms, problem-solving strategies that guarantee a solution if followed methodically, work best for well-defined problems. Shortcut strategies called heuristics may help with ill-defined problems.
Common problem-solving heuristics include working backwards, finding analogies to other problems, and forming subgoals. Heuristics can lead to difficulties in problem solving, including mental sets, functional fixedness, and confirmation bias.
Decision making involves evaluating and choosing from among the options available to us. We often use heuristics to recall information to make decisions, but some, including the representativeness and availability heuristics, can bias our evaluations.
Rational models of problem solving suggest that we make elimination options and/or make weighted evaluations of the utility and probability of options. We often lack time, information, or cognitive resources for rational decision making, however, so we use a strategy of limited or bounded rationality.
Emotions often play a role in decision making, sometimes interfering with our ability to make rational decisions, but other times helping us to make efficient choices.
Metacognition is thinking about our own thoughts. It includes reviewing and evaluating our own memories, self-reflection, and theory of mind—inferring the intentions of other people. Mirror neurons in the brain contribute to theory of mind.
Obsessive-compulsive disorder (OCD) and schizophrenia are two mental disorders that include a major thought disruption.

TRUE-FALSE STATEMENTS

1. Language can be spoken, signed, or written.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Define language, describe how we learn languages, describe parts of the brain that are involved in language, and discuss differences and problems that can affect people’s language skills.

Section Reference: Language

2. Pragmatics refers to the practical use of language.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

3. As gesturing is learned through direct observation, persons who are blind do NOT use gestures.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

4. Most younger adults score higher than older adults on tests of vocabulary.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

5. Child-directed speech is observed when parents communicate using sign language.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

6. Sign language activates Broca’s and Wernicke’s areas in persons with intact brains.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

7. Wernicke’s area is located in the left temporal lobe.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

8. When individuals read words that evoke odours, the smell-related portions of the brain become active.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

9. Spatial thinking is an example of mental imagery.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

10. Evidence for the linguistic relativity hypothesis has been derived from cross-cultural studies.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

11. Controlled processing requires less attention than automatic processing.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

12. Reduced ability in planning is associated with dysexecutive syndrome.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

13. Individuals are more likely to find successful solution strategies for well-defined problems.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

14. The use of heuristics is a “best guess” that does NOT guarantee a solution.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

15. Insight typically follows periods during which we mentally “set aside” a problem.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

16. The “string problem” is a classic example of functional fixedness.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

17. People often ignore probability information when they make assumptions using the representativeness heuristic.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

18. Humans rarely rely on “gut instinct” during decision making.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

19. Negative self-reflection leads to improved self-esteem.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

20. Compulsions are uncontrollable, anxiety-provoking thoughts.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

MULTIPLE CHOICE QUESTIONS

21. Language is defined as

a) a set of symbols used to communicate.

b) a system of symbols and rules for combining the symbols.

c) a communicative system that is used to convey one’s thoughts or feelings.

d) a written or verbal expression or thought.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

22. Which of the following areas refers to the meaning of words?

a) phonology

b) semantics

c) morphology

d) pragmatics

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

23. Why has communication research with apes focused on sign language?

a) Apes lack the vocal apparatus to vocalize the way humans do, which is why humans have taught apes to sign.

b) Most apes are hearing impaired.

c) Through sign language, apes are able to communicate more efficiently with each other than humans are.

d) Most apes have complex language structures that can only be accessed through sign language.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

24. Which statement is the best synthesis of the research on human and nonhuman language?

a) Evidence suggests that nonhuman language is less complex and less creative than human language.

b) There is little evidence that nonhuman animals are able to communicate through language.

c) Most scientists find that nonhuman animals are operantly conditioned to communicate.

d) Evidence suggests that nonhuman animals have the same complex languages as humans.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

25. Vocal learning occurs in all the following EXCEPT ___.

a) non-human primates

b) bats

c) dolphins

d) songbirds

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

26. A bird sings, a human baby coos, a dog barks, and a cat meows. These are all examples of

a) phonemes.

b) tones.

c) vocalizations.

d) language.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

27. Rocco’s parrot, Kiwi, can say about 50 words and phrases. Based on the discussion in your textbook, does Kiwi have language? Why or why NOT?

a) Yes, because Kiwi has learned enough words to communicate.

b) Yes, if he has learned some phrases, he can generate speech.

c) Yes, because he is obviously able to express his thoughts.

d) No, there is more to language that mimicking words and phrases.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

28. Which of the following accurately describes a difference between the vocalizations of a lion and those of a human?

a) The lion does not roar to communicate.

b) The lion does not use physical structures to produce their vocalizations.

c) The lion does not learn to roar or change its roar to communicate different messages.

d) The lion communicates more using body language and only uses roaring as a warning.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

29. With a mouth full of popcorn, Roger asks his mother for a drink. Even though his request is NOT clear, his mother hands him a drink of water. Which of the following statements best explains Roger’s mother’s ability to understand what he was saying?

a) Unclear speech can be comprehended by all native speakers of a language.

b) Unless Roger had a lisp, accent, or speech impediment, it would not be difficult to understand him.

c) Language comprehension is mostly automatic, so we are able to understand speech even when it is unclear.

d) His mother used other cues such as the bowl of popcorn to guess what Roger wanted.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

30. Two-year-old Travis does not yet speak a lot of words; however, he seems to understand many of the things that other people say to him. This would suggest that Travis has better _________________ than ______________.

a) language production; vocalization

b) language production; language comprehension

c) language comprehension; pragmatics

d) language comprehension; language production

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

31. The smallest units of a language that convey meaning is a

a) phoneme.

b) morpheme.

c) grapheme.

d) lexical meaning.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

32. Which of the following is the language element that conveys meaning but may or may NOT be a complete word?

a) the phoneme

b) the syntax

c) the semantics

d) the morpheme

Difficulty: Easy

Bloomcode: Knowledge

33. A morpheme is defined as

a) the smallest unit of sound in a language.

b) the smallest unit of a language that conveys meaning.

c) the dictionary meaning of a word.

d) speech that consists of minimalistic sentences.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

34. How many morphemes does the word firefighters contain?

a) 1

b) 2

c) 4

d) 9

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

35. How many phonemes does the English language have?

a) approximately 30

b) exactly26

c) approximately 40

d) approximately 50

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

36. Which of the following words consists of four phonemes?

a) ladder

b) rabbit

c) beet

d) shouting

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

37. Which component of language is correctly matched with its usual representation in written language?

a) syntax – syllable or word

b) phoneme – letter

c) morpheme – sentence

d) semantics – letter

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

38. The sound of “a” in the word answer is an example of ____________.

a) a morpheme

b) grammar

c) a phoneme

d) pragmatics

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

39. What is the difference between the unit "u-" and the unit "un-" in the word "unthinkable"?

a) "U-" is the smallest distinct sound unit and therefore a phoneme; "un-" is the smallest unit of meaning and therefore a morpheme.

b) "U-" is the smallest unit of meaning and therefore a morpheme; "un-" is the smallest distinct sound unit and therefore a phoneme.

c) "U-" is the smallest unit of meaning and therefore a phoneme; "un-" is the smallest distinct sound and therefore a morpheme.

d) "U-" is the smallest distinct sound and therefore a morpheme; "un-" is the smallest unit of meaning and therefore a phoneme.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

40. In written language, letters most closely represent ___, whereas sentences may be said to reflect ___.

a) syntax; semantics

b) syntax; phonemes

c) phonemes; syntax

d) phonemes; semantics

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

41. Hattie has just sent a text message to her friend saying, “CU2nite”. Her friend understands immediately that this means, “See you tonight”. Based on the discussion in your text book, why does Hattie’s friend understand this message so easily?

a) Hattie and her friend have been texting back and forth so much, they have developed their own language.

b) The text message uses the same phonemes as the full words, so it is processed automatically.

c) Most people can figure out these abbreviated versions of words if given enough time.

d) With the advent of technology, people are getting used to abbreviated words, so it has become like a language of its own.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

42. The difference between a morpheme and a phoneme is that a morpheme is ___ and a phoneme is ___.

a) the system for using words; the system for using grammar

b) the dictionary meaning of a word; how the word sounds

c) practical aspects of language use; the non-verbal communication that occurs with language

d) the smallest unit of meaning in a language; the smallest unit of sound in a language

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

43. The sound for “ng” is called _________; whereas the suffix “ing” is called _________.

a) syntax; grammar

b) grammar; syntax

c) a phoneme; a morpheme

d) a morpheme; a phoneme

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

44. The word "blanket" has ___________ phoneme(s) and __________ morpheme(s).

a) one; two

b) seven; two

c) seven; one

d) two; one

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

45. When linguists and psychologists say that language is “generative,” they mean that it is

a) creative.

b) innate.

c) complex.

d) symbolic.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

46. To say that speech is _________ means that we make new sentences whenever we speak, rather than just restating old ones

a) unlimited

b) generative

c) productive

d) infinite

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

47. Phonology is the study of

a) non-verbal communication.

b) meaning.

c) word order.

d) speech sounds.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

48. Which element of language below is matched with the most appropriate area of language study?

a) –ing – semantics

b) /k/ – syntax

c) Melody stirred cream into her coffee – phonology

d) desk – morphology

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

49. One important aspect of pragmatics is(are)

a) symbols representing letters and sounds.

b) context through word order.

c) nonverbal communication.

d) lexical meaning.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

50. When Gilda came home two hours past her curfew, her mother was waiting for her. Even though her mother said nothing, the look on her mother’s face and the way she was standing with her arms crossed told Gilda she was very angry. Gilda’s mother was using

a) gestures.

b) display communications.

c) non-verbal communication.

d) sign language.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

51. Which of the following best describes the difference between gestures and non-verbal communication?

a) Gestures are learned by observing others, non-verbal communication is innate.

b) Non-verbal communication is learned by observing others, gestures are innate.

c) Gestures are used to express greater emotion than non-verbal communication.

d) Non-verbal communication is used to express greater emotion than gestures.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

52. Which of the following alternatives best expresses the relationships among non-verbal communication, pragmatics, and gesturing?

a) The terms are synonymous and used interchangeably.

b) Non-verbal communication includes pragmatics and gesturing.

c) Pragmatics includes non-verbal communication, which is synonymous with gesturing.

d) Pragmatics includes non-verbal communication and gesturing.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

53. Although Annette cannot hear what the two people across the room are saying to each other, she can tell by their facial expressions, how quickly they are talking, their body posture, and way they are gesturing with their hands that they are having a heated argument. The aspect of language that allows Annette to interpret this conversation without actually hearing it is called ____________.

a) semantics

b) linguistics

c) psycholinguistics

d) pragmatics

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

54. Corinne and Maia are text messaging back and forth. Although Maia’s latest message is clear, Corinne CANNOT tell if her friend is angry with her or not. Which of the following would be missing in a text message that would be present during face-to-face conversation?

a) grammar

b) semantics

c) pragmatics

d) syntax

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

55. Grammar is to meaning as ___ is to ___.

a) semantics; syntax

b) syntax; semantics

c) syntax; phoneme

d) phoneme; semantics

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

56. Which of the following defines syntax?

a) the rules that describe how word parts become words

b) the smallest units that carry meaning on their own

c) the system used to create meaningful expressions

d) the rules defining how to put words in order to convey meaning

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

57. A toddler says the following: “park go we.” This statement demonstrates an error in ______________.

a) syntax

b) semantics

c) morphemes

d) prefixes

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

58. Chandran received his paper back from his English teacher, Ms. Li. She informed him that adverbs follow the verbs they modify in sentence order. What level of language analysis does this represent?

a) syntax

b) semantics

c) morphology

d) pragmatics

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

59. Which of the following sentences breaks the rules for English syntax?

a) The limb crawled out on the lamb of the tree.

b) Streets fatal accidents rainy causes.

c) 'Twas brillig, and the slithy toves did gyre and gimble in the wabe.

d) all of these options

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

60. Which of the following sequences correctly orders the components of language, from the smallest or most specific to the broadest?

a) phoneme 🡪 morpheme 🡪 syntax

b) syntax 🡪 morpheme 🡪 phoneme

c) phoneme 🡪 syntax 🡪 morpheme

d) syntax 🡪 phoneme 🡪 morpheme

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

61. The sequence phoneme 🡪 morpheme 🡪 syntax 🡪 pragmatics orders the components of language, from the smallest or most specific to the broadest. Which of the sequences below correctly corresponds to this order in terms of linguistic complexity?

a) social meaning; meaning; unit of meaning; unit of sound

b) unit of sound; unit of meaning; meaning; social meaning

c) unit of meaning; unit of sounds; social meaning; meaning

d) unit of meaning; unit of sound; meaning; social meaning

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

62. Which units of language are used to form sentences? Choose the order that goes from smallest to largest components of a sentence.

a) phonemes, morphemes, words, clauses

b) words, clauses, morphemes, phonemes

c) clauses, words, phonemes, morphemes

d) morphemes, phonemes, words, clauses

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

63. What is the difference between a phoneme and a morpheme?

a) A phoneme is the smallest unit of sound and a morpheme is a combination of phonemes that create the smallest unit of meaning of language.

b) A morpheme is the smallest unit of sound and a phoneme is a combination of morphemes that create the smallest unit of meaning of language.

c) A phoneme is the smallest unit of sound and a morpheme is the plural of phoneme, more than one phoneme together.

d) A phoneme is the smallest unit of meaning of language and a morpheme is the morphing of these phonemes into full words.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

64. What is the difference between syntax and semantics?

a) Syntax is the order in which words are put together; semantics is the way in which words are used to create meaning.

b) Syntax is the system of rules that generate acceptable language; semantics is the system of rules that generate acceptable word meaning.

c) Syntax is the system of rules in which words are given meaning; semantics is the system of rules that give order to words.

d) Syntax is the ways in which morphemes are combined into words; semantics is the ways in which those words are used.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

65. When taking a language test, Jim answers several questions about language development. He is asked to correct the following sentence: Lilly, "You love I", said. What is the question primarily asking Jim to address?

a) The question asks Jim to address the incorrect syntax, because the sentence does not use the appropriate order of words.

b) The question asks Jim to address the incorrect semantics, because the sentence does not use words to create meaning.

c) The question asks Jim to address the incorrect semantics, because the sentence does not employ the correct meaning with the words used.

d) The question is asking Jim to address the sentence, but it is a distractor as the sentence is completely accurate, it should be marked correct.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

66. When Violet first begins expressing vocalizations, she says things like "Bah", for "bottle" and "Dah", for "dog". By the time she is in kindergarten, she can pronounce words like "disappear" and "happily". What is the difference between these two phases with regard to language production?

a) Violet first produces phonemes and then produces morphemes as her language skills progress.

b) Violet first produces morphemes and then produces phonemes as her language skills progress.

c) Violet first produces syntax and then produces syntax as her language skills progress.

d) Violet first produces semantics and then produces syntax as her language skills progress.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

67. Gustav is an infant from Germany, Anthony is an infant from Canada, and Daichi is an infant from Japan. Which infant is likely to develop language first?

a) Gustav. Western European infants develop language about one month earlier than other infants.

b) Anthony. Canadian and American infants develop language about one month earlier than other infants.

c) Daichi. Asian infants develop language about one month earlier than other infants.

d) There is no way to predict. Most infants worldwide develop language at approximately the same rate.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

68. Jadine is born in China and hears nothing but Mandarin Chinese for the first 4 months of her life. At that point, she is adopted by a Canadian couple. Which of the following statements best describes Jadine’s ability to learn English?

a) Jadine will learn English in the same way Canadian-born children would.

b) Jadine will learn English but will be slightly delayed as she will be accustomed to Chinese phonemes.

c) Jadine will be able to learn English but will also speak Chinese due to the early exposure to Chinese phonemes.

d) Jadine will have great difficulty learning English because she would already have lost her ability to distinguish English phonemes.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

69. When an infant begins to make non-crying vocalizations that consist mainly of vowel sounds, this is called

a) babbling.

b) telegraphic speech.

c) prevocal learning.

d) cooing.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

70. Baby Thandolwethu is sitting in his car seat happily making vowel sounds. Thandolwethu is _________ which means he is probably about _______ old.

a) making prevocal sounds; less than 2 months

b) making prevocal sounds; 2 – 6 months

c) cooing; less than 2 months

d) cooing; 2 – 6 months

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

71. When an infant is capable of perceiving the phonemes in every language, they are in the ___ stage.

a) babbling

b) telegraphic speech

c) prevocal learning

d) cooing

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

72. A particular baby is making the sounds "aaah" and "ooooh". Which is the MOST likely age of this baby?

a) less than 2 months old

b) between 2 months and 6 months old

c) between 6 months and 9 months old

d) older than 9 months old

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

73. Baby Kessie is experimenting with vocalizations from her native language (such as da-pa-da-ga-ci-meh-do). Kessie is _________ which means she is probably about _______ old.

a) making prevocal sounds; less than 2 months

b) making prevocal sounds; 4 months

c) babbling; less than 4 months

d) babbling; 6 months

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

74. By what age do typically-developing babies begin to babble?

a) approximately 1 month

b) approximately 3 months

c) approximately 6 months

d) approximately 9 months

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

75. In telegraphic speech, the dropped words are _____ because they are not necessary to determine the meaning of the phrase.

a) morphemic errors.

b) omitted morphemes

c) syntactic morphemes

d) grammatical morphemes

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

76. Ivy is a very vocal toddler. Now that she started talking, she has not stopped: "Mama go home". "Tia pick me". "Dada go bye bye". Emily, Ivy’s slightly younger cousin, is NOT as talkative, but when she has something to say, she will speak. "Emy hungry". "Emy sleepy". What can be inferred about Ivy and Emily?

a) Both Emily and Ivy have progressed to telegraphic speech.

b) Ivy has progressed to overextension of words; Emily has progressed to overgeneralization.

c) Ivy has progressed to telegraphic speech; Emily has progressed to overextension of words.

d) Both Emily and Ivy have progressed to babbling that resembles speech.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

77. Büşra is 6 months old; Vikrant is 1 year old; and Lachlan is 2 years old. Which option below correctly pairs each child with the appropriate language development stage or phenomenon?

a) Büşra – prevocal learning; Vikrant – babbling; Lachlan – first words

b) Büşra – babbling; Vikrant – telegraphic speech; Lachlan – first words

c) Büşra – prevocal learning; Vikrant – first words; Lachlan – telegraphic speech

d) Büşra – babbling; Vikrant – first words; Wayne – Lachlan hic speech

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

78. What is the difference between cooing and babbling?

a) Cooing is the earliest stage of language in which vowel sounds are predominant; babbling is the second stage in which consonant sounds are introduced.

b) Babbling is the earliest stage of language in which vowel sounds are predominant; cooing is the second stage in which consonant sounds are introduced.

c) Cooing is the earliest stage of language in which children cannot yet say full words; babbling is the second stage in which full words are produced.

d) Babbling is the earliest stage of language in which sounds are created reflexively; cooing is the second stage in which sounds are purposefully created.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

79. Mandy and Anna meet for lunch with their babies. Mandy’s baby, Archer, makes happy noises, like "Ahh", and "Ooh", while Anna’s baby, Zachary, squeals, "Mahmahmah…dahdahdah"! What is the difference in Archer and Zachary’s stages of speech development?

a) Archer demonstrates cooing while Zachary demonstrates babbling.

b) Archer demonstrates babbling while Zachary demonstrates overextension.

c) Archer demonstrates cooing while Zachary demonstrates overextending.

d) Archer demonstrates babbling while Zachary demonstrates cooing.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

80. You are creating a language development timeline for a class presentation. Along the top of a display board, you write the following ages in sequence: 3 months 🡪 6 months 🡪 1 year 🡪 2 years. How should you label these ages, from youngest to oldest?

a) prevocal learning 🡪 babbling 🡪 first words 🡪 telegraphic speech

b) babbling 🡪 prevocal learning 🡪 first words 🡪 telegraphic speech

c) babbling 🡪 first words 🡪 telegraphic speech 🡪 pragmatic speech

d) prevocal learning 🡪 first words 🡪 telegraphic speech 🡪 syntactic competence

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

81. Dorian is 18 months old; Constance is 3 years old. Dorian’s vocabulary probably contains about ___ words. Constance’s vocabulary contains about ___ words.

a) 50; 500

b) 100; 500

c) 50; 1000

d) 100; 1000

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

82. Anthony is 3 years old. Bryce is 4 years old. Which option best describes these boys’ pragmatic and syntactic development?

a) Both boys display some syntactic sophistication. Bryce, though, has also developed some pragmatic skill.

b) Both boys display some pragmatic sophistication. Bryce, though, has also acquired many of the rules of grammar.

c) Both boys display sophisticated pragmatic and syntactic use of language.

d) Each of these boys has acquired only the rudiments of either pragmatics or syntax.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

83. Which of the following sequences would result in language production?

a) Phonemes → Morphemes → Syntax

b) Syntax → Phonemes → Language

c) Language → Symbols → Grammar

d) Symbols → Grammar → Morphemes

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

84. Matilda has just learned to understand the practical aspects of language such as inferring meaning from obscure language, understanding metaphors, and understanding sophisticated humour. Based on this information, approximately how old is Matilda?

a) 5

b) 7

c) 9

d) 11

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

85. Twenty-six year old Jimson just finished writing the Graduate Record Exam as part of his application for graduate school. He is surprised to discover that he learned new vocabulary in the process of preparing for the exam. What would you tell Jimson regarding this perception?

a) He is incorrect. He may feel that he learned new vocabulary, but all language learning occurs relatively early in life.

b) He is incorrect. All types of memory processes are adversely affected by the aging process and as a young adult this process has already begun for him.

c) He is correct. In healthy individuals, vocabulary increases in size and sophistication throughout life.

d) He is correct. Although not common, highly educated people can learn new vocabulary in early adulthood.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

86. Freya is a healthy 84 years old and aging typically. Although she shows slowed reaction times and impaired memory for some things in her daily life compared to young adults, she still scores as higher or higher than young adults on tests of

a) working memory.

b) vocabulary.

c) negative information.

d) prospective memory.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

87. A _______ is a window of time in development during which certain influences are necessary for appropriate formation of the brain.

a) critical period

b) sensitive period

c) neuroplastic period

d) neurodevelopmental period

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

88. What does a “critical period” in language development refer to?

a) period during which the brain is receptive to language learning

b) period during which children are proficient in their first language

c) period during which children must receive stimulation to learn language

d) period during which the brain forms neural connections for language learning

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

89. Which of the following describes the differences in brain activation during speech production and comprehension between normal-hearing persons and persons who are deaf and use sign language?

a) There are no differences.

b) Broca’s area is not active during the use of sign language, but Wernicke’s area is more highly activated.

c) Wernicke’s area is not active during the use of sign language, but Broca’s area is more highly activated.

d) Broca’s area is activated less during the use of sign language; Wernicke’s area is activated the same in speech and sign language.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

90. How does the critical period for deaf children acquiring sign language compare to the critical period for hearing children acquiring spoken language?

a) There really is no critical period for deaf children acquiring sign language, whereas there is quite a definite critical period for hearing children acquiring spoken language.

b) The critical period for deaf children acquiring sign language is essentially the same as the critical period for hearing children acquiring spoken language.

c) The critical period for deaf children acquiring sign language is shorter than the critical period for hearing children acquiring spoken language.

d) The critical period for deaf children acquiring sign language is longer than the critical period for hearing children acquiring spoken language.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

91. A time window in which certain influences are necessary for appropriate brain development is called a ___ period. A time window in which the brain is susceptible to certain influences is called a ___.

a) critical; sensitive period

b) critical; critical period as well

c) sensitive; sensitive period as well

d) sensitive; critical period

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

92. Your text reports the case of a girl named Genie, who was exposed to virtually no language from the age of 20 months until the age of 13 years. In what way does Genie’s case offer support for the notion of a critical period in language acquisition?

a) With intensive instruction, Genie acquired a sizeable vocabulary after the age of 13; moreover, she eventually mastered the rules of syntax.

b) Even with intensive instruction, Genie acquired only a very small vocabulary after the age of 13; furthermore, she never mastered the syntactic complexities of language.

c) Once she was no longer isolated, Genie acquired a sizeable vocabulary and eventually mastered the rules of syntax, even without intensive formal instruction.

d) Genie’s case is irrelevant to the notion of a critical period.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

93. Sammy was severely neglected for the first 11 years of his life during which he was minimally exposed to language. After being rescued and adopted into a loving home, therapists tried to teach Sammy language. The ______ period of language development would be supported if it was found that Sammy was not capable of mastering language. The _____________ period of language development would be supported if he struggled to learn language but eventually was able to master it.

a) neurodevelopmental; neuroplasticity

b) neuroplasticity; neurodevelopmental

c) critical; sensitive

d) sensitive; critical

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

94. The idea that language learning proceeds through a sensitive period is supported by

a) the finding that language processing is dedicated to specific brain regions.

b) the fact that animals cannot learn language.

c) the case of Genie.

d) the fact that low-income children hear far fewer words per hour than high-income children.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

95. What is the relationship, if any, between language comprehension and language production among young children in the “first words” stage?

a) There is no systematic relationship between language comprehension and language production at this point: It varies from child to child.

b) Language comprehension generally exceeds language production at this stage.

c) Language comprehension generally lags language production at this stage.

d) Language comprehension ability is generally equivalent to language production ability at this point.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

96. “Sophie kitty,” Clementine says, when her aunt asks her whether the stuffed cat belongs to her or to her sister. Clementine’s reply explains that the cat belongs to her sister and exemplifies ___ speech.

a) telegraphic

b) holographic

c) idiographic

d) agrammatic

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

97. “Me go?” Giles asks, when he sees his mother putting a bag with a change of his clothes and his favourite treats and juice boxes by the door to the garage. His mother responds, “Yes. You are coming. We are going to the zoo.” Giles adds, “See lions?” Giles speech exemplifies ___ speech.

a) telegraphic

b) holographic

c) idiographic

d) agrammatic

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

98. Which of the following utterances would indicate a child is beyond the stage of telegraphic speech in language development?

a) Daddy keys.

b) No night-night.

c) Mama catched ball.

d) Me sees dat birdie.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

99. Orion runs up to his father and says, "I runned around the tree"! His father smiles and congratulates his son on the accomplishment. Orion’s speech is an example of

a) overregularization.

b) overextension.

c) telegraphic speech.

d) cooing.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

100. Tori, a preschooler, demonstrates overregularization in the classroom when she says,

a) "I drawed a picture of a kitty".

b) "That's a pony!" and points to a picture of a zebra.

c) "Tori play this” and picks up a ball.

d) "Mine!" and grabs a toy from another child.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

101. Nikki is a speech therapist who works with children aged three and older. On Monday, the first child she works with tends to omit connecting words when speaking, while the second incorrectly converts verbs to past tense, such as "sitted" for "sat". What difference in language acquisition do Nikki's patients demonstrate?

a) Her first patient demonstrates telegraphic speech while her second patient demonstrates overregularization.

b) Her first patient demonstrates overextension while her second patient demonstrates overregularization.

c) Her first patient demonstrates telegraphic speech while her second patient demonstrates overextension.

d) Her first patient demonstrates overregularization while her second patient demonstrates telegraphic speech.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

102. Zella’s infant son has recently started expressing himself using sounds, and "Ahhh" is his favorite. Yesterday, as Zella was on her way to work, her two-year-old daughter said, "Mama go bye bye". How are Zella’s two children different?

a) The infant is at the first stage of language production (cooing); the two-year-old has progressed and is using telegraphic speech.

b) The infant is at the first stage of language production (babbling); the two-year-old has progressed to cooing.

c) The infant is progressing quickly and is overextending words; the two-year-old has only progressed to overregularizing.

d) The infant is using reflexive sounds with more purpose; the two-year-old has progressed to babbling whole words.

Difficulty: Medium

Bloomcode: Analysis

103. When Jane goes to her 5-year-old daughter’s parent-teacher conference, her teacher informs her that her daughter, Sylvia, still exhibits the use of overregularization in her speaking and writing. When Jane nervously asks her to explain what this means, how would Sylvia’s teacher likely respond?

a) Though Sylvia’s basic grammar usage is correct, she is not applying exceptions to the rules. She will, however, learn to use these exceptions in time.

b) Sylvia has younger siblings and is probably still modeling her use of grammar on their less advanced skills, which will change in time.

c) Sylvia has a basic grasp of grammatical expectations for her age, but to be safe her teacher recommends intervention in the form of speech pathology.

d) Though Sylvia’s basic grammar usage is correct, she is over-applying grammar rules. This is something that needs to be curtailed, which her parents can do with her at home.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

104. A team of researchers computes correlation coefficients between family income and the number of words children hear each hour in the home and between family income and the ratio of affirmations to prohibitions that children hear. What sorts of coefficients are the researchers likely to find?

a) They should find a positive correlation between family income and the number of words children hear, but a near-zero correlation between family income and the ratio of affirmations to prohibitions that children hear.

b) They should find a near-zero correlation between family income and the number of words children hear, but a positive correlation between family income and the ratio of affirmations to prohibitions that children hear.

c) They should find near-zero correlations between family income and both the number of words children hear and the ratio of affirmations to prohibitions that they hear.

d) They should find positive correlations between family income and both the number of words children hear and the ratio of affirmations to prohibitions that they hear.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

105. Research suggests that there is a relationship between socio-economic status (SES) and parent-child communication, with children from poorer homes exposed to fewer words, fewer affirmations and a greater number of prohibitions. What conclusion below is also supported by the data?

a) Educating parents and preschool interventions cannot override the effects SES has on children’s language development.

b) If ethnicity is controlled for as a variable, this SES effect disappears.

c) SES differentially affects boys and girls, with boys showing fewer effects.

d) The causes for the observed differences in SES and language development is not yet truly understood.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

106. The biological approach to language development is associated with

a) B. F. Skinner.

b) Benjamin Whorf.

c) Noam Chomsky.

d) Amos Tversky.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

107. The language theorist Noam Chomsky proposed that

a) language capability is innate.

b) language determines thought.

c) language shaping is learned.

d) language influences thought.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

108. Carden believes that all babies are pre-programmed to learn language as evidenced by their natural ability to detect phonemes, and how rapidly they learn language. He has even gone so far as to suggest that our brains have built-in structures to allow us to acquire language. Which theorist would Carden’s beliefs support?

a) B. F. Skinner

b) Noam Chomsky

c) Benjamin Whorf

d) Amos Tversky

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

109. Which statement BEST summarizes Chomsky's approach?

a) Babies are born with the innate potential to learn language.

b) Language development is both biological and social.

c) Babies develop language by imitating the language of their caregivers.

d) Language is acquired through the principles of reinforcement.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

110. Ethan, Sera, and Carter are all 6-month-old in the same mommy-and-me playgroup. Ethan was born with significant hearing loss, Sera’s parents have just moved to Quebec from the United States, and Carter’s parents both grew up in this city. They all babble incessantly and squeal when their moms’ fuss over any new audible sounds they produce. What would Chomsky determine about this group of babies?

a) Children are prewired to learn language through a natural progression of development at around the same ages.

b) Though children learn language at around the same age everywhere, it is primarily through feedback from their caregivers.

c) Children learn language through shaping, which supports their internal language acquisition device.

d) Though children are prewired to learn language through a natural progression, factors like culture and health play significant roles.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

111. With regards to language development, ___________ is to biology as __________ is to learning.

a) Lorenz; Whorf

b) B. F. Skinner; Chomsky

c) Chomsky; B. F. Skinner

d) Chomsky; Whorf

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

112. Eight-month old Ryan has just said “dada” for the first time. His parents are so happy, they hug him and cheer for him. Ryan, also smiles and then says “dada” again. Whose theory of language development is supported by this example?

a) B. F. Skinner

b) Naom Chomsky

c) Benjamin Whorf

d) Amos Tversky

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

113. Eighteen-month-old Aasha has just said the word “kitty” for the first time. Her mother claps her hands and gives Aasha a big hug, praising her for saying a new word. Aasha immediately says “kitty” again. This example best supports the idea that language development occurs as a result of ___________ and was suggested by ___________.

a) a language acquisition device; Chomsky

b) a language acquisition device; interactive theorists

c) instrumental conditioning; interactive theorists

d) instrumental conditioning; B. F. Skinner

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

114. A researcher notices that children from Canada and Egypt progress through the stages of language development at the same ages. Which aspect of language development does this support?

a) fluency

b) language acquisition device

c) telegraphic speech

d) cooing

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

115. Dr. Yamada is a believer in Chomsky's theory of language development. Which statement supports her stance?

a) Li Mei is prewired with a language acquisition device.

b) Li Mei would have learned language at a younger age if she lived in a city.

c) Li Mei has developed language by imitating her parents.

d) Li Mei has learned language because her parents used shaping.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

116. Zara is arguing with her husband, Adam, that their daughters’ speech is a product of a natural maturation process — speaking happens. Adam argues that if this were true, both girls would have learned the same words at the same age. Adam believes their daughters’ speech is shaped by differences in biology and experience. How do Zara and Timothy’s perspectives differ?

a) Zara is expressing a position similar to Chomsky's, whereas Adam is expressing a more interactive position.

b) Zara is expressing a belief in the language acquisition device, whereas Adam is not.

c) Zara is expressing a more interactive position, whereas Adam is expressing a position similar to Chomsky's.

d) Zara is expressing a belief that language is shaped, whereas Adam is expressing a belief that language is prewired.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

117. Which of the following highlights the MOST important concept of Skinner's approach to language development?

a) Children develop language through the systematic process of rewards, punishments, and imitation and for which they have received attention in the past.

b) Children develop language according to their innate biological programming and reach separate language milestones at predictable times.

c) Children learn language through the systematic process of social imitation in terms of listening to others speak and reproducing what they have heard.

d) Children learn language through the interaction of their innate biological programming, and repeating sounds and words for which they have received attention in the past.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

118. Lila is 7-month-old and has been babbling for a while now. She has recently started forming words such as "dog", and "Dad". Her parents love it when Lila speaks, and they smile and encourage her. Lila’s speech grows quickly over the next few months. From a Behaviourist position, what is the BEST explanation for this?

a) Lila is the same as most other children her age, and while her language progression seems quick, it matches other children around the world.

b) Lila’s language progression comes as the direct result of her parents’ encouragement. If they did not encourage her, the language development would be slowed.

c) Lila started saying those words because they got responses from her parents. If she had said "table", and her parents did not smile, she would have found a new word.

d) Lila’s parents have unknowingly shaped her language development, which accounts for why it has grown so quickly over time.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

119. Jen is of Armenian descent and is the first in her family to raise a Canadian-born child. She believes that she has a certain amount of power to facilitate and control her son’s development of language by rewarding him with attention when he imitates her speech patterns and repeats sounds for which he has been praised in the past. Jen’s belief is MOST in line with

a) a behaviourist approach due to the reward of imitation and repetition.

b) Chomsky's approach due to an innate and universal ability to acquire language skills.

c) a behaviourist approach due to biologically enforced language milestones.

d) Chomsky's approach due to a predictable progress of speech development across cultures.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

120. Which of the following facts is correctly tagged with the extent to which it offers support for the learning theory approach to language development?

a) The more that parents speak to their young children, the more proficient the children become in language use—discredits learning theory approach.

b) Children are reinforced not only when they use language correctly, but also when they use it incorrectly—supports learning theory approach.

c) Psychologists have discovered specific genetic and brain mechanisms supporting language acquisition—irrelevant to learning theory approach.

d) Children make overregularization errors when formal grammar instruction begins—consistent with learning theory approach.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

121. Which of the following facts is correctly tagged with the extent to which it offers support for the learning theory approach to language development?

a) The more that parents speak to their young children, the more proficient the children become in language use—discredits learning theory approach.

b) Children are reinforced not only when they use language correctly and punished when they use it incorrectly—supports learning theory approach.

c) Psychologists have discovered specific genetic and brain mechanisms supporting language acquisition—irrelevant to learning theory approach.

d) Children make overregularization errors when formal grammar instruction begins—discredits learning theory approach.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

122. Based on research that examined the factors that influence language acquisition, which of the following children is likely to develop language the earliest?

a) Jenny, a little girl who comes from a low-income family

b) Uri, a little boy who comes from a low-income family

c) Ichika, a little girl who comes from a high-income family

d) Amir, a little boy who comes from a high-income family

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

123. When he was ten years old and in the fifth grade, Julien’s middle-SES parents died in a tragic accident. Julien was adopted into a lower-SES environment by an aunt. Eve, on the other hand, was born into a lower-SES environment but was adopted into a middle-SES milieu as a ten year old when her mother went to prison for a life sentence. Laszlo was born into a middle-SES family, and then adopted into a different middle-SES family at the age of 10 when his mother died. The vocabularies of all three children are assessed when they are 14. Which expression below provides the best estimate of their relative scores on the vocabulary test, all else being equal?

a) Laszlo > Julien>Eve

b) Laszlo = Julien = Eve

c) Laszlo > Julien = Eve

d) Laszlo = Julien>Eve

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

124. The tragic case of Genie appears to support the language critical period theory. However, this conclusion has been questioned. All the following reasons below are considerations for why this conclusion may be unfounded, EXCEPT

a) Genie progressed through the normal stages of language acquisition until she stalled.

b) Genie was malnourished and deprived of any cognitive stimulation.

c) Genie may have been mildly intellectually disabled at birth.

d) Genie was subjected to severe physical and emotional abuse.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

125. Theorists taking an interactive approach to language development ___.

a) reject both the learning theory and biological approaches

b) agree that we are biologically hardwired to acquire language

c) downplay the role of the environment in language development

d) remain unconvinced by the idea of a language-acquisition device

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

126. The fact that all children engaged in communication, even children who are born deaf, develop some form of syntax which later matches the rules of their language supports which of the following statements on language development?

a) Children are biologically wired to learn language.

b) Children learn language through conditioning.

c) Children learn language through interactions with their social environment.

d) Children learn language through an interaction of biology and environment.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

127. Which of the following are universal characteristics of child-directed speech?

a) high-pitched tone

b) limited emotions

c) increased volume

d) increased hand gestures

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

128. When people speak to infants using high-pitched and exaggerated speech, what type of speech are they using?

a) baby talk

b) child-directed speech

c) telegraphic speech

d) pragmatic speech

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

129. Adia, a Kenyan, is the mother of a two-month-old boy. Farah, a Canadian, is the mother of a two-month old girl. Which of the following accurately describes the two women’s use of child-directed speech?

a) Adia will use more child-directed speech because her baby is a male.

b) Farah will use more child-directed speech because it is specific to Western cultures.

c) Farah will use more child-directed speech because her baby is a girl.

d) Both women will use child-directed speech equally as it is used universally.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

130. Yuna is talking to her three-month old grandson. She is using a much slower paced speech than what she would use with another adult, and she is also using much more inflection and high-pitched sounds. Why is Yuna speaking this way?

a) Without more information we can only assume that she always speaks like this.

b) She has heard that babies hear high frequency sounds better than low frequency sounds.

c) She is using child-directed speech.

d) She doesn’t want her grandson to grow up talking too quickly or low-pitched.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

131. Nomaan is listening to his wife, Binita, talk to their four-month old baby. She is speaking in a high-pitched tone and using exaggerated emotional responses. Binita is using ______________ speech.

a) baby talk

b) dramatic speech

c) infant-directed speech

d) child-directed speech

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

132. Which of the following statements reflects the linguistic relativity hypothesis?

a) Language determines both our thoughts and behaviours.

b) Our thoughts determine our language.

c) Our language determines our thoughts.

d) Behaviour determines our thoughts and language.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

133. The main idea of the linguistic relativity hypothesis is that

a) Some cultures have a great many nouns to express the general concept of snow.

b) a person's culture determines the way a person thinks.

c) the English language has fewer synonyms than other languages.

d) the way a person thinks determines the person's culture.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

134. If one culture has many more words to describe a specific concept, such as snow, it

a) means they have a better understanding of the concept.

b) does not mean they have a better understanding of the concept.

c) means they can describe the concept such that it is better understood.

d) means they are better able to distinguish the differences between variations of the concept.

Difficulty: Easy

Bloomcode: Comprehension

135. Which of the following statements would best fit with the linguistic relativity hypothesis?

a) Thought leads to language development.

b) Thought and language occur simultaneously.

c) Thought is influenced by language.

d) Thought and language are distinct and unrelated processes.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

136. Niamh is telling her roommate a lengthy story about an argument she had with her boss and how she regrets NOT making a clever remark at the time. Niamh’s roommate, who is German, uses the single word, "treppenwitz" to describe such a situation. This example demonstrates how

a) social situations occur universally.

b) having a specific word for a complex social situation can provide a clearer understanding of the situation.

c) a social situation can be interpreted very differently cross-culturally.

d) social situations are often misunderstood by persons of different cultures.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

137. Which of the following statements best captures the theoretical interpretation of child-directed speech presented in your text?

a) Child-directed speech arises automatically, showing that we are biologically predisposed to structure the environment to aid children’s language learning. In this way, child-directed speech is good evidence for an interactive perspective on language development.

b) Child-directed speech shows that we structure the environment to aid children’s language development, thereby supporting the learning view of language acquisition.

c) Child-directed speech arises automatically, pointing to the biological basis of language development.

d) Child-directed speech is universal, appearing even among deaf parents using sign language. This suggests the biological basis of language development.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

138. Terri is a speech therapist who is scheduled to speak at a Language and Children conference. She plans to discuss her research findings that children seem to naturally process language, but how they learn is shaped by experiences. What can be said about Terri?

a) Terri shares the interactive theorists' approach as she recognizes a neurological ability such as the language acquisition device, but also believes that certain experiences may influence how children learn language.

b) Terri shares Chomsky's position because she recognizes a neurological ability such as the language acquisition device regardless of the language spoken by children.

c) Terri agrees with the linguistic relativity hypothesis because the language spoken by the children determined the differences in experience.

d) Terri is not a knowledgeable speech therapist, because she does not recognize the established stages of language development in children.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

139. Which of the following statements support an interactive perspective on language development?

1. Grammar rules are universal and consistent within a given language.

2. Child-directed speech is universal, even among the deaf community.

3. Child-directed speech enhances quality and quantity of communication.

4. Language must be developed within a specific critical period, generally ending in puberty.

5. Child-directed speech arises automatically.

6. Once children begin to understand the rules of syntax and grammar, they incorrectly apply those rules to exceptions.

a) 2, 3, 5

b) 1, 2, 3, 5

c) 1 ,2, 3, 5, 6

d) 1, 2, 3, 4, 5, 6

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

140. When a child learns a new grammatical rule and then uses is inappropriately with an exceptional case, this is called

a) overextension.

b) child-directed speech.

c) overregularization.

d) agrammatism.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

141. Which of the following is an example of overregularization in language?

a) “I drinked all my milk.”

b) “I always drink milk.”

c) “Milk gone.”

d) “All gone milk.”

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

142. Which of the following is an example of overregularization in language?

a) “I runned so fast.”

b) “I always drink juice.”

c) “Dada up.”

d) “All gone juice.”

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

143. According to your text, reading becomes an automatic process for most children around the age of ___.

a) 6

b) 7

c) 8

d) 9

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

144. Which of the following areas is activated when individuals read?

a) pons

b) medulla

c) frontal eye fields

d) parietal cortex

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

145. Dr. Lewis records the time it takes university students to read a brief passage. Using an eye-tracking device, he also measures a) how long the students look at each word and b) the number of times their eyes dart backward, from right to left. He should find a positive correlation between the total reading time for the passage and ___.

a) how long students look at each word

b) the number of backward eye movements students make

c) both the length of time the students look at each word and the number of backward eye movements students make

d) neither the length of time the students look at each word, nor the number of backward eye movements students make

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

146. Aaron and Bert are both reading a book in class. Aaron reads approximately 25 pages in an hour, whereas Bert only reads 10. Which of the following is likely to be a key difference between the two boys?

a) Bert likely comes from a lower SES family, whereas Aaron comes from a higher SES family.

b) Aaron’s brain recruits more brain regions than Bert’s to process the information faster.

c) Bert likely pauses more on individual words and backtracks to words already read, whereas Aaron does not.

d) Bert likely has a lower vocabulary than Aaron.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

147. Which condition, resulting from damage to Broca’s area, can produce an inability to speak using proper grammar?

a) Aphasia

b) Agraphia

c) Agrammatism

d) Agnosia

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

148. Which of the following statements best expresses the relationship, if any, between agrammatism and either Broca’s aphasia, Wernicke’s aphasia, or both?

a) Agrammatism is sometimes a feature of Wernicke’s aphasia.

b) Agrammatism is sometimes a feature of Broca’s aphasia.

c) Agrammatism is characteristic of both Wernicke’s and Broca’s aphasia.

d) Agrammatism is a third type of aphasia, along with Wernicke’s and Broca’s aphasia.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

149. Following a stroke, Clive has difficulty speaking grammatically. This impairment is termed ___ and suggests that Clive may suffer from ___ aphasia.

a) telegraphic speech – Wernicke’s

b) telegraphic speech – Broca’s

c) agrammatism – Wernicke’s

d) agrammatism – Broca’s

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

150. When Jiro was injured in a car accident, he sustained brain damage centered in Broca's area. Which example below best demonstrates a possible result of this type of injury?

a) Jiro now speaks in halting, limited phrases that are difficult to understand, yet he understands everything that is said to him.

b) Jiro speaks normally, but has difficulty understanding what others are saying to him.

c) Jiro demonstrates an inability to control spontaneous vocal outbursts, such as swearing.

d) Jiro demonstrates improper use of syntax, even though his ability to speak fluently remains intact.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

151. Following a head injury, Cormac had trouble understanding what the medics were asking him and kept having them repeat the questions. This language deficit would MOST likely be explained by damage to

a) Wernicke’s area.

b) Broca’s area.

c) neurotransmitters.

d) semantics.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

152. Which area of the brain would become active when a person is trying to understand the words of a speaker?

a) Amygdala

b) Broca's area

c) Hippocampus

d) Wernicke's area

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

153. While Wernicke's area is associated with language comprehension, Broca’s area is linked to

a) generating speech.

b) understanding semantics.

c) manipulating language symbols.

d) creating syntax symbols.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

154. Athena is hit by a car while rollerblading and sustains injury to her brain, specifically her Wernicke's area. Which example below best demonstrates a possible result of this type of injury?

a) She has difficulty understanding spoken language.

b) She has difficulty with the correct syntax of words.

c) She has difficulty using correct semantics when speaking.

d) She has difficulty remembering basic grammar usage.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

155. Maya and Julio are struck by a drunk driver on their way home from a date. While they both suffer head trauma, Maya sustains damage to her Broca’s area, but Julio sustains damage to his Wernicke’s area. What are the resulting language production effects for each?

a) Maya will lose her ability to vocalize most words and Julio will lose his ability to understand language.

b) Maya will lose her ability to understand language and Julio will lose his ability to process speech.

c) Maya will lose her ability to produce phonemes and Julio will lose his ability to produce morphemes.

d) Maya will lose her ability to speak intelligibly, and Julio will lose his ability to properly form words.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

156. Where is Broca's area typically located in the brain?

a) left frontal lobe

b) right temporal lobe

c) right hemisphere

d) left posterior lobe

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

157. If doctors diagnose a patient as having damage in Broca’s area of the brain, what are the possible complications?

a) The patient may have difficulty with speech production.

b) The patient may not understand speech.

c) The patient may not be able to use syntax.

d) The patient may not be able to focus on speech.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

158. Daren was in a snowmobiling accident and as a result he is no longer able to speak. What area did he most likely damage in the accident?

a) parietal lobe

b) temporal lobe

c) Wernicke’s area

d) Broca’s area

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

159. Faye suffered an aneurysm and now is unable to comprehend speech. What area in Faye’s brain has been damaged?

a) parietal lobe

b) temporal lobe

c) Wernicke’s area

d) Broca’s area

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

160. The brain region critical for speech production is called ___ area. It is in the ___ cortex.

a) Broca’s; auditory

b) Broca’s; motor association

c) Wernicke’s; auditory

d) Wernicke’s; motor association

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

161. Anthony forgot his helmet and rolled his bicycle. Because of this, he is unable to understand anything that is spoken to him or even things that are written. What area did Anthony most likely damage?

a) Broca’s area

b) Wernicke’s area

c) frontal eye fields

d) basal ganglia

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

162. Amandine was not wearing her helmet properly when she fell off her bicycle. Tragically, she seriously damaged Wernicke’s area. In what way is this injury likely to change Amandine’s behaviour?

a) She will no longer be able to produce speech but will be able to comprehend all that is said to her.

b) She will be able to speak fluently, but nonsensically, but will no longer be able to understand things that are spoken to her or even things that are written.

c) She will no longer be able to recognize individual faces but will be able to recognize voices.

d) She will no longer be able to hold things in memory while she works on another task and will not consolidate memories into her long term memory.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

163. After being thrown from her horse and knocked unconscious, Alexandra must undergo a PET scan because her doctor is expressing some concern over the way she is slowly enunciating and slurring her words. During the procedure, her doctor asks Alexandra to repeat back words and phrases. The area(s) of her brain MOST likely to show activity is/are

a) both Broca’s and Wernicke’s area and the motor region.

b) the left posterior lobe.

c) the amygdala.

d) both Broca’s and Wernicke’s area and the right temporal lobe.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

164. The language production and comprehension centres are in the left hemisphere of the brains of about ___% of the population.

a) 5

b) 50

c) 75

d) 95

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

165. Gil is reading a dry, literal technical manual. Maud is reading a lyrical poem filled with figurative language. Which of the following statements best describes the brain hemisphere activation of these two individuals?

a) Gil’s left hemisphere is active. Maud’s right hemisphere is active.

b) The two hemispheres are equally active in both Gil and Maud.

c) Only the left hemisphere is active in both Gil and Maud.

d) Gil’s right hemisphere is active. Maud’s left hemisphere is active.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

166. After sustaining a head injury in a car accident, Maisie has difficulty understanding figurative language. For example, when her mother tells Maisie that “her head is spinning”, Maisie is confused because her mother’s head is not moving. Maisie has most likely sustained damage to __________.

a) her amygdala

b) her prefrontal cortex

c) her right hemisphere

d) Wernicke’s area

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

167. Mr. Kotzuga can no longer understand jokes and is confused by sayings such as “a bird in the hand is worth two in the bush.” Mr. Kotzuga appears to be suffering from ___.

a) Wernicke’s aphasia

b) agrammatism

c) Broca’s aphasia

d) right hemisphere damage

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

168. Eula has recently suffered a traumatic brain injury to a specific region in her right hemisphere. Which of the following describes how this might affect Eula’s language ability?

a) Her ability to understand language would be impaired.

b) Her ability to produce language would be impaired.

c) She would take figurative language literally.

d) She would take literal language figuratively.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

169. The term “aphasia” refers to a deficit in ___.

a) language comprehension

b) language production

c) language development

d) either language production or language comprehension

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

170. What is the difference between Broca’s aphasia and Wernicke’s aphasia?

a) Broca’s aphasia is a difficulty processing speech and Wernicke’s aphasia is a difficulty processing non-linguistic sounds.

b) Broca’s aphasia is a deficit in speech production and Wernicke’s aphasia is a deficit in language comprehension.

c) Broca’s aphasia is a deficit in understanding grammar and Wernicke’s aphasia is a deficit in understanding vocabulary.

d) Broca’s aphasia is a difficulty with semantics and Wernicke’s aphasia is a difficulty with pragmatics.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

171. Hiroko learned Japanese and English simultaneously as the daughter of immigrants to Toronto. Isaac is a Canadian from the same town who studied Japanese for several years beginning as a university freshman. Which alternative best describes the involvement of Broca’s and Wernicke’s areas in processing English and Japanese in these two individuals?

a) Hiroko – Broca’s and Wernicke’s areas are heavily involved only in processing English; Isaac – Broca’s and Wernicke’s areas are heavily involved only in processing English.

b) Hiroko – Broca’s and Wernicke’s areas are involved in processing both English and Japanese; Isaac – Broca’s and Wernicke’s areas are involved in processing both English and Japanese.

c) Hiroko – Broca’s and Wernicke’s areas are involved in processing both English and Japanese; Isaac – Broca’s and Wernicke’s areas are heavily involved only in processing English.

d) Hiroko – Broca’s and Wernicke’s areas are heavily involved only in processing Japanese; Isaac – Broca’s and Wernicke’s areas are heavily involved only in processing English.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

172. One possible explanation as to why adults have greater difficulty learning a second language than children is that

a) adults have developed a mindset regarding the syntactic rules of a language and have difficulty adapting them to the new language

b) as we age, Wernicke’s and Broca’s areas become less plastic, so new synaptic connections are not made as easily.

c) as adults, it takes longer for Hebbian synapses to form so the learning process is more difficult.

d) in learning a second language, the adult brain recruits additional areas that are not typically involved in language, whereas children’s brains rely only on Wernicke’s and Broca’s areas.

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

173. Fighting the freeway traffic, Eli’s remarks are studded with vivid expletives. Based on research described in your text, you suspect that Eli’s ___ is highly active.

a) auditory association cortex

b) prefrontal cortex

c) amygdala

d) motor association cortex

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

174. Ferino is thinking about a particularly scary scene in the horror movie he watched last night. Which area of his brain would be activated by these thoughts?

a) frontal cortex

b) thalamus

c) visual cortex

d) amygdala

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

175. Rochelle is having an argument with her girlfriend and is using profanity. In addition to Broca’s and Wernicke’s areas, which area of Rochelle’s brain would be activated by using profanity?

a) right parietal lobe

b) left parietal lobe

c) amygdala

d) prefrontal cortex

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

176. According to your text’s discussion of the brain basis of language, one of the newer brain imaging techniques is

a) functional magnetic resonance imaging (fMRI).

b) positron emission tomography (PET).

c) electroencephalogram (EEG).

d) transcranial magnetic stimulation (TMS).

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

177. Regarding gender differences in language acquisition, which of the following statements is NOT correct?

a) Girls learn to talk later than boys.

b) Girls acquire language comprehension earlier than boys.

d) Women tend to use both hemispheres to process language, whereas men tend to use only the left hemisphere.

e) Girls under the age of two develop language comprehension faster than boys.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

178. Which of the following alternatives best describes gender differences in language development from birth to about age 2?

a) Girls learn to speak earlier than do boys, and they acquire language comprehension skills faster than boys do.

b) Girls learn to speak earlier than do boys, but they acquire language comprehension skills at about the same rate as boys do.

c) Boys learn to speak earlier than do girls, and they acquire language comprehension skills faster than girls do.

d) Boys learn to speak earlier than do girls, but they acquire language comprehension skills at about the same rate as girls do.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

179. Which of the following alternatives best describes gender differences in language arts skills during the K–12 years?

a) Girls consistently out-perform boys during the elementary school years. This difference persists into the college years.

b) Girls consistently out-perform boys during the elementary school years. This difference, however, disappears by the end of high school.

c) Boys consistently out-perform girls during the elementary school years. This difference persists into the college years.

d) Boys consistently out-perform girls during the elementary school years. This difference, however, disappears by the end of high school.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

180. Dr. MacIlhenny wishes to explore gender differences in language arts skills among elementary school students. She suspects, however, that gender differences in scores on language arts tests may be influenced by sex differences in the number of hours that students spend studying and doing homework each week. Which of the following research strategies should she pursue if she wishes to attribute any gender differences, she finds specifically to differences in language ability?

a) She should match each boy spending a given number of hours studying each week with a girl spending the same number of hours studying each week.

b) She should manipulate hours of studying or homework as an independent variable.

c) She should hold hours of studying or homework constant.

d) She should randomly select the samples of girls and boys used in the study.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

181. Regarding gender differences in language acquisition, which of the following is NOT true?

a) Girls acquire language comprehension faster than boys.

b) Girls in elementary school have stronger language skills.

c) Gender differences in language comprehension diminish by age 2.

d) Girls tend to have much larger vocabularies than boys until early adulthood.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

182. Which of the following statements about gender differences in language processing is TRUE?

a) Women are more likely to use both hemispheres for a language task whereas men are more likely to use one hemisphere.

b) Women are significantly more proficient at language abilities than men.

c) Boys outpace girls in the language skills used in elementary school.

d) Boys are better at tracking their eyes on the written page than girls.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

183. Five-year-old Dagmar just moved with her German-speaking family from Berlin to Calgary. In her new community, everything is in English, and she is being engulfed in the new language. Which of the following is most likely true about Dagmar’s English proficiency?

a) She will have a tough time learning English compared to her parents.

b) She will be unable to map the English phrases onto German phrases.

c) She will always have a German accent when she speaks English.

d) She will speak English like a native.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

184. Which of the following illustrates mental imagery?

a) reviewing the items written on a grocery list

b) being able to “see” the layout of a grocery store

c) deciding what to include in a research proposal

d) practising a speech that will be given in class

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

185. Which of the following illustrates mental imagery?

a) looking at your to-do list for the weekend

b) “seeing” the response your eight-year old will have when you tell her the family is going to Disneyland

c) deciding what to include in your research paper on colonialism

d) practising the speech you are giving as best man at your cousin’s wedding

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

186. When Kyle saw apple pie on the menu, he pictured his mother’s homemade double crust apple pie and could almost smell the cinnamon and sugar. This is an example of which of the following?

a) mental image

b) prototype

c) artificial concept

d) hierarchies

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

187. Jenna has had a stressful day. She is trying to relax, so she imagines her favorite view from a mountain she hikes in the summer. Jenna can see the view of the lakes from the cliff and can almost feel the warm breeze. This is an example of

a) a mental image.

b) a mental set.

c) an artificial concept.

d) a confirmation bias.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

188. Thoughts that involve conjuring up a visual representation of stored sensory input is called

a) mental imagery.

b) visuospatial sketchpad.

c) linguistic relativity.

d) sensory representation.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

189. Yanni and Olivia are in the same psychology class. Yanni has been asked to imagine the route from the classroom to another classroom down the hall. Olivia has been asked to imagine the route from the classroom to a coffee shop across campus. Which of the following describes the results of each student’s experience?

a) Yanni will use visual imagery, whereas Olivia will use narrative to imagine the route.

b) Olivia will use visual imagery, whereas Yanni will use narrative to imagine his route.

c) They will both use visual imagery; however, Olivia will take longer as her route is longer.

d) There will be no differences in their experiences.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

190. Brooklyn is reviewing directions to a party by picturing a city map in her head and thinking of the compass directions needed to reach her destination. Nelson is going to the same party but is rehearsing a verbal sequence of specific turns and landmarks. Which of the following statements is true with respect to the brain activity of these party-goers as they process the directions to their destination?

a) Nelson’s right hemisphere is more active than is Brooklyn’s right hemisphere.

b) The left hemisphere is more than the right in each of these party-goers.

c) Both hemispheres are equally active in each party-goer.

d) Brooklyn’s right hemisphere is more active than her left hemisphere.

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

191. Which of the following persons is NOT using a mental image?

a) Karen is savouring her memory of the taste of chocolate truffle she ate last night.

b) Farique is picturing himself in his new Ferrari.

c) Leroy is enjoying the chocolate chip cookie his mother put in his lunch

d) Jamila is mentally reviewing the pitch and timbre of the notes in the new song she rehearsed last night.

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

192. Neuroimaging research has indicated that performing an activity activates ___, while imagining an activity activates ___.

a) specific brain regions; those same brain regions

b) the motor regions; the visual regions

c) sensory regions; the long-term memory regions

d) working memory regions; long-term memory regions

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

193. According to neuroimaging data, what is the difference between imagining an activity and performing the activity?

a) Nothing; the same brain areas are active.

b) Performing an activity activates the motor regions, while imagining an activity activates the visual regions.

c) Performing an activity activates sensory regions, while imagining an activity activates the long-term memory regions.

d) Performing an activity activates working memory regions, while imagining an activity activates long-term memory regions.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

194. Dr. Regdan shows participants a stylized map of a fictitious city. The map includes landmarks, such as a post office, a library, a shopping mall, a bus depot, and airport. Some of the landmarks are close together, such as the library and the post office. Others are far apart, such as the airport and the shopping mall. Dr. Regdan removes the map. Participants are asked to imagine walking from one landmark to another, either a nearby one or a more distant one. Participants press a key when they have reached the destination in their minds. What should Dr. Regdan find? What would such a result say about mental imagery?

a) Participants should take the same amount of time to travel mentally between distant landmarks as between close landmarks. This result would suggest that mental imagery reflects the actual actions we perform with respect to real objects.

b) Participants should take the same amount of time to travel mentally between distant landmarks as between close landmarks. This result would suggest that mental imagery does not reflect the actual actions we perform with respect to real objects.

c) Participants should take longer to travel mentally between distant landmarks than between close landmarks. This result would suggest that mental imagery reflects the actual actions we perform with respect to real objects.

d) Participants should take longer to travel mentally between distant landmarks than between close landmarks. This result would suggest that mental imagery does not reflect the actual actions we perform with respect to real objects.

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

195. The idea that the vocabulary available for objects or concepts in a language influences how speakers of that language think about them is called the

a) language acquisition hypothesis.

b) cultural language hypothesis.

c) linguistic cultural hypothesis.

d) linguistic relativity hypothesis.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

196. According to the linguistic relativity hypothesis

a) our thoughts dictate what words end up in the vocabulary of our language.

b) the words available for us to use in our language greatly influences our thinking.

c) thinking about saying a word activates the same brain area that would be involved in speaking the word.

d) our concepts are organized in different levels according to our cultural backgrounds.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

197. “We think the way our language lets us,” muses your French literature professor. Immediately, the phrase “linguistic ___ hypothesis” begins flashing in your head, in metaphorical neon lights.

a) generativity

b) universality

c) specificity

d) relativity

Difficulty: Easy

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

198. Suppose that Mikael is raised learning a language that has a simple structure for the concept of living things. Louis, on the other hand, is raised learning a language that has a complex structure for the concept of living things. Based on what you know about how language shapes thought, what differences can you expect between Mikael and Louis?

a) Louis will learn the concept of living things more completely than Mikael.

b) Mikael will learn the concept of living things earlier than Louis.

c) There will be no difference in how the boys learn the concept of living things.

d) Whichever boy comes from the higher-income family will learn the concept better than the other boy.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

199. The Dani tribe has only two words for colour, one for light and one for dark. Based on this as well as other information presented in your textbook, what do you predict will occur when Samson, a young member of the tribe, is asked to differentiate between two equally light/dark shades of blue?

a) Samson will easily be able to discriminate between the two colours.

b) Samson will perceive the two colours as identical.

c) Samson will not be able to discriminate two shades of blue but could do the same task if the two shades were variants of green.

d) Samson will not be able to understand the task so it will not be possible to measure his perception.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

200. According to the strict version of the linguistic relativity hypothesis, what would you predict about the musical abilities of someone who spoke a language that only had two words for different pitches, high and low?

a) They would have superior musical abilities.

b) They would have an easier time discriminating different pitches of sound.

c) They wouldn’t be able to discriminate different pitches of sound.

d) They would only be able to discriminate those pitches that appear in their native language, but not extremely high or low pitches that are not part of their native language.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

201. What evidence was mentioned in your text that shows us that the linguistic relativity hypothesis, in its strict version, is NOT correct?

a) Simpler language structures for a concept makes the concept easier to learn.

b) The number of colour words in a language does not impact our ability to discriminate different colours.

c) Languages that have a word for a specific social situation have a clearer understanding of that specific social situation.

d) People who are bilingual can think about the same concept in different ways.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

202. The strict version of the linguistic relativity hypothesis is NOT correct. What evidence was presented in your text that supports this point?

a) Simpler language structures for a concept makes the concept easier to learn.

b) The number of colour words in a language does not impact our ability to discriminate different colours.

c) Languages that have a word for a specific social situation have a clearer understanding of that specific social situation.

d) People who are bilingual can think about the same concept in different ways.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

203. Suppose that Léa speaks a language that has only two words for weight (heavy and light), while Shira speaks a language that has a dozen different words for different weights. According to the linguistic relativity hypothesis, what would you expect about each person’s ability to discriminate different weights?

a) Léa would be better at discriminating different weights.

b) Shira would be better at discriminating different weights.

c) there would be no difference in how the two people discriminate different weights.

d) Léa would be better at discriminating subtle differences in weight and Shira would be better at discriminating significant differences in weight.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

204. Suppose that Bettina speaks a language that has a word for a very complex social situation, such as a word for ‘when someone forgets what they were going to say only to remember it later’. Farah, on the other hand, speaks a language that has no such word. Based on what you know about how language can shape thought, what do you expect would be different between Bettina and Farah?

a) Nothing would be different between the two; they would both have the same understanding of that specific social situation.

b) Bettina would develop an understanding for that specific social situation later than Farah.

c) Bettina would have a deeper understanding of that specific social situation than Farah.

d) Farah would have a better idea of that specific social situation than Bettina.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

205. Which of the following statements best expresses the linguistic relativity hypothesis?

a) Language is equivalent to thought.

b) Language influences thought.

c) Thought determines language.

d) Language is unrelated to thought.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

206. Evidence supporting the linguistic relativity hypothesis comes from ___ psychology.

a) evolutionary

b) cross-cultural

c) behavioural

d) neuroscientific

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

207. A researcher shows pairs of colour patches to Canadian university students and members of the Dani culture in Papua, New Guinea. The colour members of each pair are the same or slightly different in hue. Both groups of participants are asked if the members of each colour pair are the same or different. The researcher records the accuracy of all participants’ colour discrimination. Which is the dependent variable in this study? What should the researcher find?

a) Colour discrimination accuracy is the dependent variable. The researcher should find no difference in colour discrimination accuracy between the two groups.

b) Colour discrimination accuracy is the dependent variable. The researcher should find that colour discrimination accuracy is higher among the Canadian than among the Dani participants.

c) Participant group is the dependent variable. The researcher should find no difference in colour discrimination accuracy between the two groups.

d) Participant group is the dependent variable. The researcher should find that colour discrimination accuracy is higher among the Canadian than among the Dani participants.

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

208. Oliver is telling his friend a lengthy story about an argument he had with a co-worker. He tells his roommate how much he regrets not making a clever remark at the time and that it was only after his co-worker had left the room that he thought of the perfect thing to say. His friend, who is German, uses the single word, “treppenwitz” to describe such a situation. This example demonstrates how

a) having a specific word for a complex social situation can provide a clearer understanding of the situation.

b) a social situation can be interpreted very differently cross-culturally.

c) a social situation occurs universally.

d) social situations are often misunderstood by people from different cultures.

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

209. The fact that many concepts do NOT have an adequate mental image means that

a) some concepts are more difficult to learn than others.

b) mental imagery cannot be the only means we have of representing thoughts.

c) prior to the development of language, thoughts are very basic and limited.

d) the dynamic nature of many thoughts must be made up of multiple images.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

210. If Zoran is using mental imagery to find his way from the bank to the grocery store, which of the following could he be doing?

a) using a map of the neighbourhood in his head

b) repeating the phrase ‘turn left at the lights and then half a block’

c) remembering that the grocery store is beside the theatre

d) wandering around aimlessly until he finds the grocery store

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

211. If Lojain is NOT relying on mental imagery to find her way from the hospital to the post office, which of the following could she be doing?

a) relying on a map of the neighbourhood in her head

b) repeating the phrase ‘go east on 1^st street and then take your first right’

c) remembering visual snapshots of the route from the hospital to the post office

d) conjuring up a representation of the outside of the post office and the nearby buildings

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

212. Spatial navigation is one example where

a) language does not play a major role in thinking.

b) language and imagery work together.

c) language competes with imagery.

d) language plays a major role in thinking.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

213. Francois hoping to achieve feng shui by rearranging the futon, armchair, computer desk, and TV in his studio apartment. Which lobe in Franco’s brain is active as he imagines different configurations of his furniture?

a) parietal

b) occipital

c) temporal

d) frontal

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

214. The frontal and temporal lobes are highly involved in thoughts that involve

a) fear.

b) anxiety.

c) language.

d) imagery.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

215. Which of the following individuals is using mental imagery?

a) Terence is trying to figure out how to assemble his new barbeque.

b) Janine is sipping her tea.

c) Clarence is watching a movie.

d) Bernice is calling for reservations at a restaurant.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

216. Which of the following is NOT an example mentioned in the text about how thinking about something can activate the same brain regions as actually sensing or doing it?

a) Imaging a scene activates the same visual areas involved in looking at the scene.

b) Imaging a flavour activates the same gustatory and olfactory brain regions involved in tasting the flavour.

c) Imaging a fearful or anxiety-provoking situation activates the amygdala.

d) Imaging the solution to a problem can sometimes help with problem solving.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

217. Charlize is imagining that she is eating a big piece of cheesecake. According to neuroimaging data, what brain areas are likely to be active in Charlize while she is doing this?

a) The working memory areas would be active since she is holding in her mind the flavour of cheesecake.

b) The long-term memory areas would be active since she is recalling the specific flavour of cheesecake.

c) The visual areas would be active since she is using imagery.

d) The same gustatory areas would be active as if she was really eating cheesecake.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

218. Which of the following is accurate about thought?

a) All thoughts involve imagery.

b) Thinking about something often activates the same brain regions as sensing it.

c) The more words we have available to us related to a single concept, the simpler our thoughts are about that concept.

d) Those cultures who have limited words to describe colour, also have limited colour vision.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

219. Umar is imagining himself eating a chocolate chip cookie. Leo really is eating a chocolate chip cookie. If both were undergoing neuroimaging, it would likely be found that

a) the brain regions involved in taste will be activated in Leo, but not in Umar.

b) the brain regions involved in taste will be activated in Umar, but not in Leo.

c) the brain regions involved in taste will be activated in both Umar and Leo.

d) the brain regions involved in taste will be activated in both Umar and Leo, but the activation will be much stronger in Umar.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

220. Suppose Bea is asked to remember the contents along the wall of a long rectangular room. Rio is asked to remember a similar number of contents along a short wall. According to the findings of Kosslyn and Shin (1991), what do you expect would happen when both women are asked to imagine the contents of the rooms?

a) Bea takes longer to list off the contents than Rio.

b) Bea takes longer to list off the contents than Rio.

c) Both women remember the same contents.

d) Bea remembers more contents from the front of the room and Rio remembers more contents from the back of the room.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

221. Suppose Emrick is shown a photograph of animals in a long rectangular field whereas Lyam is shown a photograph of the same animals in a short rectangular field. According to the findings of Kosslyn and Shin (1991), what do you expect would happen when both men are asked to use their imaginations to recall and list the animals present in the fields?

a) Emrick takes longer to list off the animals than Lyam.

b) Emrick takes longer to list off the animals than Lyam.

c) Both men remember the same contents.

d) Emrick remembers more farm animals and Lyam remembers more wild animals.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

222. Alva and Ian, both 10-years old are having an argument. Alva says that a tomato is a fruit. She knows this because her mother told her so. Ian, on the other hand, believes that a tomato is a vegetable and he is convinced he is right because his mother told him so. This example demonstrates ___.

a) the linguistic relativity hypothesis

b) the effect of learning through subjective experiences on the acquisition of concepts

c) the developmental process of learning concepts

d) individual differences in the acquisition of concepts

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

223. Sadie and Elliot, both 10-years old are having an argument. Sadie says that Shanghai is the biggest city in the world. She knows this because her teacher told her it was so. Elliot on the other hand, believes that Beijing is the largest city it he world and he is convinced he is right because he also says he learned it in school. This example demonstrates ___.

a) the linguistic relativity hypothesis

b) the effect of learning through subjective experiences on the acquisition of concepts

c) the developmental process of learning concepts

d) individual differences in the acquisition of concepts

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

224. What two factors affect the concepts we learn as we develop?

a) sensory development and education

b) education and personal experiences

c) personal experiences and cultural community

d) cultural community and learning through consequences

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

225. The BEST meaning of cognition is

a) the ability to form prototypes that help sort and classify experiences.

b) mental processes of thinking and knowing.

c) the creation of subcategories within concepts to create hierarchies.

d) multiple sensory streams and abilities that control intellectual functions.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

226. The mental processes involved in thinking and knowing are grouped under the term

a) multitasking.

b) cognition.

c) creativity.

d) problem solving

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

227. Which of the following individual is engaged in an automatic process?

a) Dougal - driving as a novice driver

b) Maria Tereza - driving as an experienced driver

c) Shayma - writing her first college essay

d) Jacko - learning problem-solving techniques

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

228. Stevenson was an experienced taxi driver. Which of the following is NOT a characteristic of Stevenson’s automatic driving process?

a) It occurs with little effort.

b) It requires little attention.

c) It relies on a limited-capacity system.

d) It is not usually disrupted if Stevenson is distracted by other tasks.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

229. As compared to ___ processes, automatic processes are ___.

a) explicit; more disrupted by distractions

b) controlled; more disrupted by distractions

c) explicit; less disrupted by distractions

d) controlled; less disrupted by distractions

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

230. As a beginning driver, Wafaa had to think consciously about the process as she negotiated traffic; now, however, driving has become second nature for her. Whereas driving initially demanded ___ processing, it now reflects ___ processing.

a) implicit; explicit

b) automatic; controlled

c) controlled; automatic

d) explicit; implicit

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

231. Emilio is reading his notes for his psychology test the next day when his roommate arrives home. While Emilio is trying to study, his friend is talking excitedly. Five minutes later, Emilio still has not moved from the paragraph he was reading when his roommate came in. Emilio’s ability to study was easily disrupted because

a) it is an automatic process.

b) Emilio does not have sufficient executive function ability to multi-task.

c) Emilio is exhibiting signs of dysexecutive syndrome.

d) studying is a controlled process.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

232. Which of the following is an advantage of controlled processing?

a) It allows us to respond flexibly and creatively in new situations.

b) It may occur without awareness.

c) It is not susceptible to disruptions.

d) It requires little cognitive effort.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

233. The ability to direct one’s thoughts according to one’s intentions is called

a) cognitive control.

b) executive function.

c) problem solving.

d) decision making.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

234. The ability to direct attention to a specific stimulus, being able to hold a new piece of information in your mind against distraction, and resisting a compelling behaviour are all components of

a) controlled processing.

b) automatic processing.

c) dysexecutive function.

d) cognitive control.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

235. Which of the following is an example of cognitive control?

a) Trying to identify your brother in a crowded restaurant.

b) Being started when a friend claps you on the back from behind.

c) Scratching at an itchy mosquito bite.

d) Being distracted by the squealing fan in your hotel room.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

236. Nicole, Tim, and Jessica are working on a class presentation together. Nicole plans out what should be included in the presentation as well as who will do each part. Nicole is demonstrating

a) cognitive function.

b) attentional control.

c) executive function.

d) metacognitive function.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

237. Impairments in controlled processing are characteristic of ___ syndrome, reflecting damage to the ___ cortex.

a) control deficit; prefrontal

b) control deficit; parietal

c) dysexecutive; prefrontal

d) dysexecutive; parietal

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

238. After Phineas Gage was injured in an accident, what type of disorder did he display?

a) Antisocial Personality Disorder

b) Selective amnesia

c) Dysexecutive syndrome

d) Dissociative fugue

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

239. Ashanti is 4; Brian is 7; Cleo is 11. Which of these children can modulate his or her impulses for the good of peers? Which of these children can regulate his or her impulses for long-term future benefits?

a) Only Cleo can modulate her impulses for the good of peers. None of these children can regulate his or her impulses for long-term future benefits.

b) Brian and Cleo can modulate their impulses for the good of peers. Only Cleo can regulate her impulses for long-term future benefits.

c) All three children can modulate their impulses for the good of peers. Brian and Cleo can regulate their impulses for long-term future benefits.

d) All three children can modulate their impulses for the good of peers. Only Cleo can regulate her impulses for long-term future benefits.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

240. Three-year-old Kirk wants a toy that another child at the daycare center is playing with. Even though the early childhood educator tells him he must wait his turn, he reaches out and grabs the toy away from the other child. Which of the following explains Kirk’s behaviour?

a) Kirk has dysexecutive syndrome.

b) Kirk has not yet developed metacognition.

c) Kirk has not yet developed cognitive control.

d) Kirk has not yet developed attentional control.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

241. Dr. Ireland’s class is attempting to find derivatives; Dr. Ryang’s class is developing campaign strategies for a local politician. Which of the following statements is true?

a) Dr. Ireland’s class is solving a well-defined problem.

b) Dr. Ryang’s class is solving a well-defined problem.

c) Dr. Ireland’s class is solving an ill-defined problem.

d) Both classes are solving well-defined problems.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

242. Mahesh’s water heater began to leak this morning. Mahesh has a(n) _____________ problem.

a) algorithmic

b) unsolvable

c) ill-defined

d) well-defined

Difficulty: Medium

Bloomcode: Applicable

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

243. Which of the following is an ill-defined problem?

a) navigating to a museum in a nearby city

b) composing a good concerto

c) finding out where several well-known authors were born

d) playing Scrabble

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

244. You have just found out that your roommate’s boyfriend is seeing someone else behind his back and are wondering if he will be angry with you if you tell him. This is an example of a(n) ______________ problem.

a) morally-defined

b) indeterminate

c) ill-defined

d) well-defined

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

245. The difference between an ill-defined problem and a well-defined problem is that a well-defined problem ___, whereas an ill-defined problem ___.

a) clearly states the operators and algorithms available to solve the problem; doesn’t

b) clearly states the constraints and boundaries of the problem; doesn’t

c) clarifies what tools are available to reach the goal; doesn’t attempt to clarify how the problem will be solved

d) has a clear beginning and end state; doesn’t have a clear end goal

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

246. Calida has been having difficulty with a co-worker and is trying to decide how to resolve the conflict. She is thinking about this problem while she is trying to balance her chequebook. In this example, Calida’s difficulty with her co-worker is a/an ___, and balancing her chequebook is a/an ___.

a) well-defined problem; well-defined problem

b) well-defined problem; ill-defined problem

c) ill-defined problem; ill-defined problem

d) ill-defined problem; well-defined problem

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

247. In ___ problems, the nature of the problem and the information needed to solve it are clear; in ___ problems, either or both the nature of the problem and the information required to solve it are unclear.

a) well-defined; ill-defined

b) algorithmic; heuristic

c) heuristic; algorithmic

d) automatic; controlled

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

248. The use of ________, which does NOT guarantee a solution, is a faster approach to problem-solving than ________, which does guarantee a solution despite being the slower approach.

a) heuristics; an algorithm

b) an algorithm; heuristics

c) prototypes; a hierarchy

d) hierarchies; a prototype

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

249. Dan and Lee are putting a puzzle together. Dan says that you need to start by turning all of the pieces over, then get the end pieces and build the border. Lee ignores this approach and just starts putting pieces together at random — he says it has always worked for him in the past. What is implied here?

a) Dan is using an algorithm and Lee is using a heuristic.

b) Dan is using a heuristic and Lee is using an algorithm.

c) Both Dan and Lee are using algorithms.

d) Both Dan and Lee are using heuristics.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

250. What is the difference between an algorithm and heuristics?

a) An algorithm is a slower approach that guarantees a solution, whereas heuristics is a faster approach that does not guarantee a solution.

b) An algorithm is a faster approach that does not guarantee a solution, whereas heuristics guarantees a solution but is slower.

c) An algorithm is a scientific approach that is without bias, whereas heuristics is a social approach that has bias.

d) An algorithm is a social approach that has bias, whereas heuristics is a scientific approach that is without bias.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

251. Which of the following individuals is engaged in problem solving as defined in your text?

a) Clay, who is determining which of several of used cars is least likely to present a maintenance headache

b) Darla, who is concluding that a specific model of used car is a poor investment over the longer term, based on her ideas regarding the resale values of several types of cars

c) Emilio, who is writing down a shopping list because he knows the number of items he needs is probably greater than the number of items he can remember

d) Frankie, who is planning to pick up some extra shifts, so he can buy a used car he has made an offer on

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

252. Calista recognizes that her romantic relationship is unhealthy and knows she needs to end it. Which of the following is NOT associated with effective problem solving?

a) Calista recognizing that her current state is unsatisfactory.

b) Calista telling others about the current state of the relationship and seeking sympathy.

c) Calista’s stated desire to reach the goal of ending the relationship.

d) Calista establishing and using a set of strategies to achieve her goal of ending the relationship.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

253. A rule that guarantees the solution to a problem when it is correctly applied is termed a(n) ___.

a) heuristic

b) mental set

c) algorithm

d) schema

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

254. Devin is NOT sure what could be substituted for an egg in a cake recipe but remembers a banana bread recipe that uses vegetable oil instead of eggs. Devin decides to substitute vegetable oil in the cake recipe. This is an example of which of the following?

a) use of heuristics in problem solving

b) use of an algorithm in problem solving

c) use of insight in problem solving

d) use of an incubation period in problem solving

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

255. Eleanor was not sure which key opened the shed door, so she systematically tried every key on every key chain in the house. This is an example of which of the following?

a) use of an algorithm in problem solving

b) use of heuristics in problem solving

c) use of insight in problem solving

d) use of an incubation period in problem solving

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

256. Avery wants to change the oil in her car by herself. She carefully follows the steps in the owner’s manual and is successful. What is this thinking strategy called?

a) heuristic

b) algorithm

c) preparation

d) evaluation

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

257. After watching a news story about a man struck by lightning on a golf course, you decide that you will never play golf to avoid being struck yourself. What is this thinking strategy called?

a) heuristic

b) algorithm

c) preparation

d) evaluation

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

258. Which type of problem may be solved successfully by the application of an algorithm?

a) well-defined problems only

b) ill-defined problems only

c) both well- and ill-defined problems

d) neither well- nor ill-defined problems; algorithms apply only to decision making

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

259. Sanzhar is a research student trying to figure out how many participants he needs in his research study. When he asks his supervisor, he is given a formula to help him find the solution. Sanzhar is using a(n) __________________.

a) mental set

b) heuristic

c) subgoal

d) algorithm

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

260. After moving into his first apartment, Troy bought several furniture pieces that had to be assembled. Troy will be using a(n) __________ to assemble his furniture.

a) formula

b) rule set

c) algorithm

d) heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

261. Which of the following most likely makes use of heuristics?

a) a chemical equation for the synthesis of sulfuric acid

b) a recipe for making cookies on the back of a box of cornflakes

c) an article by a Nobel Prize winner titled “How to Succeed in Science”

d) a computer program for keeping track of inventory at a department store

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

262. Shira is moving to Vancouver to attend Capilano University. She needs to find an apartment close to school with a bus stop and grocery store nearby. Shira decides to take a map and locate these features, drawing a circle around them to narrow her search of appropriate places. She then contacts ads for apartments in the area within the circles. Shira has used ______________ to help her solve her problem.

a) an algorithm

b) a hypothesis

c) cognitive mapping

d) a heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

263. By now probably at least one of your professors has said, “When you have trouble understanding the content in class, try outlining the information in the textbook in your own words.” What is this general “rule of thumb” for solving a common academic problem called?

a) a schema

b) a mental set

c) a heuristic

d) an algorithm

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

264. Which of the following terms best captures the meaning of the term heuristic, as cognitive psychologists use it?

a) recipe

b) formula

c) strategy

d) program

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

265. The difference between an algorithm and a heuristic is that an algorithm is ___, whereas a heuristic is ___.

a) fast and always correct; slow and sometimes correct

b) a shortcut; meticulous and methodical

c) methodical and always correct; fast and may lead to an incorrect solution

d) not the path to a correct solution; always the path to a correct solution

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

266. ________________ do not always guarantee solutions to a problem, whereas ________________ always produce a solution.

a) Hypotheses; productions

b) Heuristics; algorithms

c) Evaluation; productions

d) Algorithms; heuristics

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

267. Tobias lost a contact lens in the kitchen; he is searching for it by examining each linoleum tile in turn to see if the lens is contained within the square. Gemma similarly lost a lens in the kitchen; she is looking for it near the base of the fridge and around the stove, the two appliances she remembers using when she was last in the kitchen. Which statement best describes the problem-solving strategies of these two individuals?

a) Both Tobias and Gemma are using algorithms.

b) Both Tobias and Gemma are using heuristics.

c) Tobias is using a heuristic, whereas Gemma is using an algorithm.

d) Tobias is using an algorithm, whereas Gemma is using a heuristic.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

268. When trying to solve a math problem, Reema realizes that the rule “add 2 to each side of the equation, then multiply by 3” is what is needed. Reema has discovered the ______________ to solve this problem.

a) algorithm

b) heuristic

c) goal

d) subgoal

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

269. Each of the following is a reason to use a heuristic rather than an algorithm, EXCEPT

a) sometimes no algorithm is available to solve a specific problem.

b) heuristics often require less time and effort to apply than do algorithms.

c) heuristics produce successful problem solutions with adequate frequency to justify their use.

d) heuristics yield the single best solution to a problem.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

270. Which problem solving strategy is helpful for problems with well-defined goals?

a) forming subgoals

b) searching for analogies

c) working backwards

d) heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

271. Talia is stumped by a problem in her pre-calculus text. She furtively glances at the answer provided in the back of the text to get an idea of how the solution should look before she returns to the problem. Talia’s strategy most closely resembles the problem-solving heuristic of ___.

a) forming subgoals

b) trial and error

c) working backwards

d) using an analogy

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

272. Carolyn wants to unplug her computer printer but when she looks behind her desk all she sees is a massive tangle of cords. Carolyn puts her hand on the cord where it leaves the computer and begins to follow it down and through the tangle until she reaches the outlet. Which problem solving approach has Carolyn used to unplug her printer?

a) forming subgoals

b) searching for analogies

c) an algorithm

d) working backwards

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

273. If someone tries to solve a larger problem by breaking it in to smaller ones, they are using the problem solving strategy of

a) searching for analogies.

b) working backwards.

c) algorithms.

d) forming subgoals.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

274. Hajari has stopped to help an elderly man with a flat tire. He knows he has to find the man’s spare tire and jack, jack up the car, remove the tire, put the spare tire on, and then let the car down off the jack. Which of the following problem-solving strategies is Hajari using?

a) working backwards

b) searching for analogies

c) forming subgoals

d) using a heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

275. A political science professor attempts to facilitate her students’ completion of a term paper assignment by requiring them to first submit a topic statement, then a list of references, then a draft of the introduction, and then, finally, the completed paper. The professor is encouraging her students to use the problem-solving strategy of ___.

a) forming subgoals

b) using an analogy

c) working backwards

d) trial and error

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

276. Oisha is playing chess with her grandfather. She sees that in four moves she should be able to call checkmate and win the game. Which problem solving strategy is Oisha using to play chess?

a) working backwards

b) forming subgoals

c) an algorithm

d) searching for analogies

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

277. Tamar is trying to resolve an ongoing conflict with her girlfriend. She recalls a comparable situation with one of her exes and attempts to solve her current problem in the same way. To solve her problem, Tamar is

a) using an analogy.

b) trying incubation.

c) relying on automatic processing.

d) using an algorithm.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

278. Francis is having difficulty understanding the material in his statistics class. He remembers that when he had problems with math in high school his parents found him a tutor who helped clarify the material. Francis decides to go to student services and seek out opportunities for students to receive help with their courses. Which of the following strategies is Francis using to solve the problem he is having with statistics?

a) working backwards

b) searching for analogies

c) forming subgoals

d) insight

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

279. Alicia is playing a video game and is having difficulty overcoming one obstacle to get to the next level. Suddenly the solution is clear to her. Alicia has overcome the obstacle using

a) analogies.

b) subgoals.

c) insight.

d) incubation.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

280. Which of the following best expresses the relationship between incubation and insight?

a) Insight precedes incubation.

b) Insight follows incubation.

c) Insight is synonymous with incubation.

d) Insight and incubation are unrelated.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

281. Although Eitan worked on his chemistry homework for several hours, he still did NOT understand it. While taking a break to watch television, he gained insight into the processes he had studied. What term describes his “break”?

a) encoding period

b) incubation period

c) retrieval period

d) critical period

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

282. Sheldon has been working on a crossword puzzle and has been stuck on the same word for the past 15 minutes. He decides to take a break and finds that, when he returns to the puzzle, he finds the word he is looking for right away. Sheldon has solved the problem using _____________, and the break he took from the puzzle is called a(n) __________.

a) working backwards; reflective period

b) forming subgoals; planning period

c) searching for analogies; comparative period

d) insight; incubation period

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

283. The tendency to view an object as having only one purpose or use is called

a) confirmation bias.

b) functional fixedness.

c) mental set.

d) availability heuristic.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

284. Functional fixedness occurs when

a) we look for information that meets our expectations.

b) we view an object as having only one purpose or use.

c) we use problem-solving strategies that have worked in the past.

d) we use a shortcut thinking strategy.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

285. Which of the following MOST clearly demonstrates overcoming functional fixedness?

a) using a stone as a hammer

b) using a rock as a paperweight

c) using chalk on a sidewalk

d) using a pet as a guard

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

286. Milan is on his way to his car in his office parking lot when suddenly a huge hailstorm breaks out and pea-sized pieces of hail begin to fall on his head. He takes his briefcase and covers his head with it as he runs to his car. It is fortunate for Milan that his problem-solving abilities aren’t suffering from

a) a mental set.

b) functional fixedness.

c) the confirmation bias.

d) the availability heuristic.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

287. Which statement describes a similarity between a mental set and functional fixedness?

a) Both limit problem solving abilities due to an inability to think in new ways.

b) Both overcome barriers to problem solving by creative thought.

c) Both are mental shortcuts that may help or hurt problem solving.

d) Both are strategies to find potential solutions to problems.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

288. Carla and Sam are sisters. Carla is very set in her ways. If she is able to fix a leaking faucet using one method, she will always insist that method is the only one that will work. Sam is similar. If she is outside and sees a nail that needs to be pushed in further, she will NOT pick up a rock or piece of wood but will go search for a hammer. What is implied here?

a) Carla is demonstrating a mental set, while Sam is demonstrating functional fixedness.

b) Carla is demonstrating functional fixedness, while Sam is demonstrating a mental set.

c) Both Carla and Sam are demonstrating functional fixedness.

d) Both Carla and Sam are demonstrating a mental set.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

289. Lacking the proper tools, a man uses a shoelace to bind two objects together. Which barrier to problem solving is he overcoming?

a) availability heuristic

b) mental sets

c) confirmation bias

d) functional fixedness

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

290. An interior designer on a home makeover series used the frame of a car to create a child's bed. This is an example of ______________.

a) breaking free from the representativeness heuristic

b) a mental set

c) overcoming functional fixedness

d) the successful use of an algorithm

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

291. Benjamin is watching his son’s baseball game. He brought his umbrella because he thought it was going to rain, but it turns out that it is incredibly sunny. Benjamin complains to the dad next to him that he forgot his sunscreen, and the other dad suggests that Benjamin use his umbrella for shade. Obviously, Benjamin’s neighbour is NOT suffering from

a) a mental set.

b) functional fixedness.

c) the confirmation bias.

d) the availability heuristic.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

292. All the following are types of problem-solving strategies EXCEPT

a) algorithms.

b) searching for analogies.

c) functional fixedness.

d) working backwards.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

293. Making several minor household repairs, Kiara uses a shoe as a hammer and a butter knife as a screwdriver. Which of the following statements best characterizes Kiara’s problem solving?

a) She is constrained by a powerful mental set.

b) She has been released from functional fixedness.

c) She is in a period of incubation.

d) She is forming subgoals.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

294. Which of the following is an example of overcoming functional fixedness?

a) using an old window as wall art

b) repurposing art

c) using milk crates as furniture

d) all these options

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

295. Francine's computer was freezing up and becoming unresponsive about every 30 minutes. Previously, Francine had success when she rebooted the computer after it locked up, so she tried that even though this time the problem was more frequent. This is an example of which of the following?

a) mental set

b) functional fixedness

c) confirmation bias

d) improper use of heuristics

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

296. Ron’s apartment door is old and does NOT open easily. When he first moved into the apartment, he realized that if you pull the door towards you while unlocking it, it is much easier to open. Three years later he still uses this trick to open the door. This is an example of

a) mental set.

b) functional fixedness.

c) confirmation bias.

d) divergent thinking.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

297. The difference between a mental set and functional fixedness is that a mental set is ___, and functional fixedness is ___.

a) getting stuck in using the same strategy that worked in the past; only seeing one purpose for an object

b) using a hierarchical strategy; using the most obvious strategy

c) using the same approach to solve a problem over and over again; thinking abstractly about the function of an object

d) controlling and managing the processing of information; focusing primarily on obvious fixes to a problem

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

298. Which of the following statements best expresses the relationship between mental set and functional fixedness?

a) Functional fixedness is really a specific instance of mental set.

b) Mental set is a specific instance of functional fixedness.

c) Functional fixedness and mental set are the same thing.

d) Functional fixedness and mental set are distinct problem-solving impediments.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

299. Which of the following impediments to effective problem solving is correctly matched with an illustrative problem?

a) mental set – 9-dot problem

b) functional fixedness – Wason’s 2-4-6 task

c) mental set – string problem

d) confirmation bias – 9-dot problem

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

300. Which type of research design would control for confirmation bias?

a) Double blind

b) Qualitative

c) Correlational

d) Mixed method

Difficulty: Hard

Bloomcode: Synthesis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

301. Which of the following impediments to effective problem solving is correctly matched with an illustrative problem?

a) mental set – tower of Hanoi problem

b) functional fixedness – 9-dot problem

c) mental set – string problem

d) confirmation bias – Wason’s 2-4-6 task

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

302. Finnegan is in the local pub claiming that there is a magic owl that lives outside of his house. He says that every evening after the owl hoots, the sun goes down. What obstacle to problem solving is Finnegan showing?

a) representativeness heuristic

b) availability heuristic

c) confirmation bias

d) functional fixedness

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

303. Keegan is a police officer who believes that young drivers speed more than older drivers. He often notices and tickets younger drivers who speed but fails pull over older drivers who are doing the same thing. Keegan fell prey to which type of error?

a) availability heuristic

b) functional fixedness

c) confirmation bias

d) representative heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

304. Helga expected that the beautifully decorated layer cake would taste divine, so she did NOT notice that it was dry and NOT very flavorful. This is an example of which of the following?

a) confirmation bias

b) functional fixedness

c) mental set

d) improper use of heuristics

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

305. A dedicated sports fan believes his team will win only if he wears his lucky team shirt. One day, he forgets to wear it, and his team loses the game. He believes his superstition is proven. Which barrier to problem solving does this represent?

a) availability heuristic

b) confirmation bias

c) functional fixedness

d) representative heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

306. Which of the following impediments to effective problem solving is correctly matched with its definition?

a) functional fixedness – the tendency for old patterns of problem solving to persist

b) mental set – the tendency to think of an object only in terms of its customary use

c) confirmation bias – the tendency to favour existing hypotheses and to ignore evidence favouring alternatives

d) confirmation bias – the tendency for old patterns of problem solving to persist

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

307. Which statement describes a similarity between confirmation bias and functional fixedness?

a) Both ignore new information that could change the way one perceives a particular concept or object.

b) Both are helpful tools in solving problems.

c) Both are elements that lead to greater creativity.

d) Both are methods of organizing and using information.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

308. Which two concepts represent the idea of ignoring new information that could help to change an individual’s earlier perceptions?

a) confirmation bias and functional fixedness

b) functional fixedness and algorithms

c) artificial concepts and prototypes

d) prototypes and confirmation bias

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

309. Jana and Mark both have relationship problems. Jana has been dating a guy who cheats on her. But no matter how many people tell her he is cheating, she does NOT believe them, saying that they only want to hurt her. Mark has problems dating because he has an image of the perfect partner fixed in his mind, and no one he has dated can live up to that ideal. What is implied here?

a) Jana is demonstrating a confirmation bias, while Mark is demonstrating the representativeness heuristic.

b) Mark is demonstrating a confirmation bias, while Jana is demonstrating the representativeness heuristic.

c) Both Mark and Jana are demonstrating a confirmation bias.

d) Both Mark and Jana are demonstrating the representativeness heuristic.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

310. Which of the following impediments to effective problem solving is correctly matched with its definition?

a) functional fixedness – the tendency to think of an object only in terms of its customary use

b) mental set – the tendency to favour existing hypotheses and to ignore evidence favouring alternatives

c) confirmation bias – the tendency for old patterns of problem solving to persist

d) All impediments are correctly matched with an appropriate definition.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

311. Nigel often cites newspaper editorials favouring the presidential candidate he supports; he appears to ignore editorials critical of the candidate. Nigel appears prone to

a) functional fixedness.

b) mental set.

c) confirmation bias.

d) the representativeness heuristic.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

312. During naturalistic observation of men and women at a bar, Mareva believes that she has found evidence to support her hypothesis that men and women become more sexually aroused when under the influence of alcohol. However, Mareva only focused on information that supported her hypothesis, and later research showed that her hypothesis was not entirely correct. Mareva fell prey to which type of error?

a) availability bias

b) functional fixedness

c) confirmation bias

d) representativeness heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

313. Which of the following would MOST likely demonstrate the representativeness heuristic?

a) In a toss of a coin, a person predicts a result of alternating heads and tails.

b) During a race, a spectator claims that his team is BEST prepared.

c) After watching one episode, a viewer predicts the next episode.

d) After examining an object, a scientist determines its normal use.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

314. Which of the following situations BEST exhibits the availability heuristic?

a) deciding to bicycle to work because of recent reports of train accidents

b) deciding to take the train to work because the train is easy to access

c) deciding to walk to work because fit people often walk to work

d) deciding to drive to work because cars are most familiar to you

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

315. Calvin CANNOT decide what to cook for dinner but remembers that he has all the ingredients for spaghetti, which his family enjoyed the last time he prepared it. What problem solving method is Calvin using in this situation?

a) availability heuristic

b) representativeness heuristic

c) work backwards from the solution

d) an algorithm

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

316. The difference between the representativeness heuristic and the availability heuristic is that the representativeness heuristic assumes that ___, and the availability heuristic assumes that ___.

a) we tend to look for information that supports our current beliefs; all members of a category are like the average of that category

b) all members of a category share similar characteristics; events that are easy to recall are more common

c) our ability to make rational decisions is limited by things beyond our control; we use whatever information is available to evaluate our options

d) we tend to view objects as having only one purpose or use; we tend to use whatever strategies have worked in the past

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

317. Representativeness heuristic is to availability heuristic as _____ is to _____.

a) we tend to look for information that supports our current beliefs; all members of a category are like the average of that category

a) shortcut; methodical

b) methodical; shortcut

c) similar; salient

d) salient; similar

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

318. The tendency to judge events that are easily recalled as more common is called

a) mental set.

b) representativeness heuristic.

c) availability heuristic.

d) confirmation bias.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

319. Farley is asked to guess as to whether more people are killed by drowning or by plane crash. He estimates that there are far more people killed by plane crashes than drowning, even though the opposite is true. What is the likely reason for Farley’s error?

a) representativeness heuristic

b) mental set

c) confirmation bias

d) availability heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

320. Stereotypes spring to mind easily. Therefore, we sometimes use them to judge the frequency of certain events, such as crimes in a specific neighbourhood. This example best describes the use of the ___ heuristic.

a) frequency

b) representativeness

c) confirmation

d) availability

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

321. Following the September 11, 2001, Twin Towers attacks in the United States, many Canadians and Americans elected to drive rather than fly: The media coverage of the hijackings caused people to overestimate the danger of flying. This example illustrates the ___.

a) availability heuristic

b) representativeness heuristic

c) confirmation bias

d) stereotype bias

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

322. Elena and Johanna are going out for dinner. When deciding where to go, Johanna reports that several her co-workers have recently gone to a Greek restaurant downtown so it must have good food. Johanna’s recommendation is based upon the

a) availability heuristic.

b) confirmation bias.

c) representative heuristic.

d) base-rate bias.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

323. When Leilana told her new friend Saundra about her father, she described how he was always reading, loved Shakespeare, and often went to the symphony. Saundra was very surprised to learn that Leilana’s father was a construction worker as she had assumed he must be a professor. Which heuristic led Saundra to make this wrong assumption?

a) availability heuristic

b) representative heuristic

c) probability heuristic

d) bounded rationality heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

324. We are often prone to judge an individual by the extent to which they resemble our representation of a group or category of people; that is, we are prone to the ___ when forming impressions or making decisions about others.

a) availability heuristic

b) representativeness heuristic

c) confirmation bias

d) stereotypic bias

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

325. Ander wants a son. He has five daughters. He loves his girls very much but knows it is very important to his male relatives that he have a son. He asks his wife if they could try one more time for a son. She responds that she would also like to have a boy but that there is no way they will ever have a son at this point (of course, Ander’s wife is wrong; all pregnancies have approximately a 1 in 2 chance of being a boy). What obstacle to problem solving is Ander’s wife facing?

a) representativeness heuristic

b) availability heuristic

c) mental set

d) confirmation bias

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

326. In the context of rational decision-making theory, an option’s utility reflects its

a) desirability.

b) likelihood.

c) practicality.

d) sensibleness.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

327 Chloe wants to buy a new laptop computer. She makes a list of features that she feels are necessary for the laptop to have and then looks at a number of different models that are currently on the market. After ranking each model on their utility, she decides which one she wants. Which of the following has Chloe used to make her decision?

a) representative heuristic

b) availability heuristic

c) bounded rationality

d) rational decision making

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

328. You decide which course to take at 11:00 on Mondays, Wednesdays, and Fridays the following semester by multiplying, for each course option, the priority level of the course (e.g., required course = 3; elective in major = 2; free elective = 1) and your estimated likelihood of getting into the course. You attempt to enrol in the course with the highest product. You are following the ___ model of decision making.

a) metacognitive

b) utility

c) bounded rationality

d) rational

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

329. _________ is the idea that in many situations, our ability to make clear rational decisions is limited by factors such as lack of information or time constraints.

a) Emotional decision-making

b) Irrational decision-making

c) Bounded rationality

d) Limited rationality

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

330. Casey needs to buy a new cell phone very quickly as he lost his on the weekend. Although he makes a list of all the features he wants in a phone, he goes back to the store where he bought his last phone and only looks at two phones before making his decision. To purchase his phone, Casey has used a decision-making model known as

a) emotional probability.

b) functional rationality.

c) bounded rationality.

d) bounded probability.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

331. The bounded rationality model of decision making suggests that

a) we compute the probability and utility of each option when we make decisions.

b) we use heuristics to arrive at satisfactory decisions.

c) we use algorithms to make the best possible decisions.

d) the decisions we make are often irrational.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

332. Magdalene has her heart set a specific make and model of a car. She has saved the down payment and is now in the sales centre preparing to buy the car she has been dreaming of. The salesperson warns her that there are some issues with the model she has in mind and shows her a better car for less money. He provides the evidence to back his claim. Nevertheless, Magdalene buys the car she came for. Magdalene has made his decision based on

a) the availability heuristic.

b) the representative heuristic.

c) bounded rationality.

d) an algorithm.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

333. According to Kahneman, what makes predicting human behaviour during decision making extremely difficult?

a) emotion

b) limited information

c) external pressures

d) bounded rationality

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

334. Kimberly and Darnell are touring houses with a real estate agent. After telling the agent they would like a couple of days to think about whether they will submit a bid on one specific house, the agent tells them that two other couples have looked at that house. As Kimberly and Darnell feel “sure” this is the house for them, they immediately submit an offer. What was probably the greatest influence on Kimberly and Darnell’s decision?

a) bounded rationality

b) impulsivity

c) the anticipation of how it would feel if they missed out on buying the house

d) the way in which the real estate agent framed the sales pitch

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

335. Which of the following alternatives best summarizes your text’s discussion of the influence of emotion on decision making?

a) People sometimes rely on emotion to guide decision making. This is invariably a bad idea.

b) People sometimes rely on emotion to guide decision making. This is sometimes a good idea.

c) People often rely on emotion to guide decision making. This is sometimes a good idea.

d) People often rely on emotion to guide decision making. This is invariably a bad idea.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

336. Which of the following patterns of association might a researcher expect to find between positive mood and the time it takes participants to make decisions, the extent to which participants consider the options in making decisions, and, finally, participants’ satisfaction with their decisions?

a) Positive mood should be negatively related to the time participants take to make decisions and to the degree to which they consider the options. Positive mood should be positively associated with participants’ satisfaction in their decisions.

b) Positive mood should be negatively related to the time participants take to make decisions. Positive mood should be positively associated with the degree to which participants consider their options and to their satisfaction in their decisions.

c) Positive mood should be positively related to the time participants take to make decisions, the degree to which participants consider their options, and finally, to participants’ satisfaction in their decisions.

d) Positive mood should be negatively related to the time participants take to make decisions and to the degree to which they consider the options. Positive mood should be unrelated to participants’ satisfaction in their decisions.

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

337. Which of the following best captures the influence on our decisions of how we think we’ll feel in the future as a result?

a) A good shot at happiness trumps potential disappointment.

b) Potential disappointment trumps a good chance at happiness.

c) Potential happiness trumps a good chance of disappointment.

d) Likely disappointment trumps potential happiness.

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

338. Framing is especially effective

a) when we think we stand to benefit.

b) when the outcome is uncertain.

c) when we are estimating risks.

d) when the outcome is almost certain.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

339. People prefer to buy meat advertised as 75% lean (rather than as 25% fat). Which of the following factors is influencing the public’s judgment in this situation?

a) a confirmation bias

b) framing effect

c) mental set

d) the availability heuristic

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

340. Jordie was horrified to discover that condoms have a 2% failure rate even if you use them perfectly. He had always thought that a 98% effectiveness rate was excellent. Jordie had fallen victim to the

a) a confirmation bias.

b) framing effect.

c) mental set effect.

d) the availability heuristic.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

341. Fiona is contemplating when she learned about her beloved grandmother’s sickness. She remembers how her father told her one morning at breakfast, and she wonders about all the other mornings that he must have wanted to tell her but didn’t. What kind of thinking is Fiona engaging in?

a) metacognition

b) executive decision making

c) mental set

d) bounded rationality

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

342. Which of the following is NOT an example of metacognition?

a) Tomáŝ is thinking about how he might have handled the argument with his father better.

b) Xia is learning how to knit.

c) Eduardo is thinking about what his girlfriend might like for her birthday.

d) Katie is thinking about who recommended her professor to her.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

343. According to your text, metacognitive abilities reflect

a) controlled processing.

b) automatic processing.

c) the application of algorithms.

d) the use of heuristics.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

344. Three-year-old Keiffer is playing hide-and-go-seek with his older sister. When it is Keiffer’s turn to hide, he puts only his head behind a chair because he thinks that, if he cannot see his sister then she cannot see him. Based on Keiffer’s behaviour, he has not yet developed

a) source memory.

b) self-reflection.

c) directed attention.

d) theory of mind.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

345. Avigail felt bad about herself because she continued to ruminate about the uncontrolled behaviour she exhibited at a party last weekend. What form of metacognition does this example represent?

a) theory of mind

b) self-reflection

c) metacognition

d) sense of self

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

346. Rosie’s heart hurt for her friend Diya. Diya lost her baby in her seventh month of pregnancy. Rosie’s ability to understand her friend’s mental state is an example of

a) theory of mind

b) self-reflection

c) metacognition

d) sense of self

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

347. Older adults often have trouble identifying the basis of their knowledge. This deficit is known as ___ amnesia. It may reflect degeneration in the brain’s ___.

a) source; hippocampus

b) source; hypothalamus

c) retrograde; hippocampus

d) retrograde; hypothalamus

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

348. Young children are often poor eyewitnesses because they have trouble remembering where they heard about certain information. This difficulty, known as ___ amnesia, makes children prone to false memories and makes it difficult for children to understand their own memories.

a) anterograde

b) retrograde

c) infantile

d) source

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

349. A reasonably sophisticated theory of mind emerges in children by the time they are ___ years old.

a) 2–3

b) 3–5

c) 5–7

d) 7–9

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

350. Lying to avoid punishment is essentially universal among children by the time they are about ___ years of age.

a) 3

b) 4

c) 5

d) 7

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

351. A developmental psychologist investigates the reasons that elementary school children lie. Which of the following coefficients is she most likely to find between age and lying to avoid punishment on the one hand, and lying to make others feel better, on the other?

a) age and lying to avoid punishment: –.28; age and lying to make others feel better: –.25

b) age and lying to avoid punishment: –.28; age and lying to make others feel better: +.25

c) age and lying to avoid punishment: +.28; age and lying to make others feel better: –.25

d) age and lying to avoid punishment: +.28; age and lying to make others feel better: +.25

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

352. In young children, jealousy is to _____________ as an inability to share is to _______________.

a) self-reflection; theory of mind

b) theory of mind; self-reflection

c) theory of mind; source memory

d) theory of mind; theory of mind

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

353. We have no trouble understanding what a friend intends to do based on a simple gesture. These abilities reflect the operation of

a) mirror neurons.

b) reflexive dendrites.

c) glial cells.

d) terminal buttons.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

354. Which of the following disorders is characterized by extreme disorganization of thinking?

a) obsessive-compulsive disorder

b) depression

c) Alzheimer’s disease

d) schizophrenia

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

355. Which disorder is accompanied by repetitive thoughts about hopelessness and helplessness?

a) Schizophrenia

b) Obsessive-compulsive

c) Depression

d) Panic disorder

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

356. Obsession is to compulsion as ___ is to ___.

a) cognition; perception

b) perception; cognition

c) cognition; behaviour

d) behaviour; cognition

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

357. Hallucination is to delusion as ___ is to ___.

a) perception; cognition

b) cognition; perception

c) perception; behaviour

d) behaviour; cognition

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

358. Victoria believed that someone would break into the house and kill her baby. She knew she had to keep him safe so constantly checked the locks on the doors and windows of the house. She knew this fear was irrational, but she became very anxious if she could not check. Victoria might be diagnosed with _____.

a) schizophrenia

b) obsessive-compulsive disorder

c) Alzheimer’s disease

d) depression

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

MATCHING QUESTION

359. Match the appropriate terms in the left column to the definitions in the right column.

Terms

A. Phoneme

B. Morpheme

C. Semantics

D. Syntax

E. Pragmatics

F. Telegraphic speech

G. Child-directed speech

H. Broca’s aphasia

I. Wernicke’s aphasia

J. Agrammatism

K. Critical period

L. Sensitive period

M. Executive function

N. Dysexecutive function syndrome

O. Cognitive control

___

Definitions

1. The system for using words and word order to convey meaning.

2. A time during development after which it becomes more difficult to develop certain capabilities.

3. A neurological condition in which the patient is unable to produce coherent speech.

4. The ability to direct thought in accord with one’s intentions.

5. The brain’s ability to control and manage the mental processing of information.

6. Impairments in the ability to control and direct mental activities.

7. The smallest unit of sound in a language: an individual sound.

8. A neurological condition in which a person cannot understand language.

9. A neurological condition in which the patient is incapable of using words in grammatical sequence.

10. The practical aspects of language usage, including speech pace, gesturing, and body language.

ANSWERS TO MATCHING QUESTION

1. D: Syntax

2. L: Sensitive period

3. H: Broca’s aphasia

4. O: Cognitive control

5. M: Executive function

6. N: Dysexecutive function syndrome

7. A: Phoneme

8. I: Wernicke’s aphasia

9. J: Agrammatism

10. E: Pragmatics

Difficulty: Easy

Bloomcode: Knowledge

FILL-IN-THE-BLANK

360. Humans make new sentences each time they speak. This refers to the concept that language is creative or ___.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

361. The process of understanding spoken, written, or signed language is known as ___.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

362. The study of phonemes is called ___.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

363. One aspect of pragmatics is our use of body language such as facial movements and gestures that may affect the meaning of the words we speak. The use of body language is a type of ___ communication.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

364. Babies typically begin speaking simple words such as “mama” and “dada” around the age of ___ year(s) old.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

365. Psychologists often report that the years prior to age ___is especially important for language acquisition.

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

366. Four-year-old Maya said, “I thinked about it.” This is an example of the linguistic error called ___.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

367. The brain region responsible for fear and aggression that appears to be involved in the use of profanity is the ___.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

368. Mental imagery refers to thoughts that involve conjuring up ___ representations of stored sensory input.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

369. Extensive vocabularies for a topic can lead to the inability to make ___ distinctions along that dimension.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

370. The ability to direct thoughts and actions in accord with one’s intentions is known as ___.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

371. The brain’s ability to exert control over mental processing is referred to as ___.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

372. It is often difficult to find solution strategies for ___ problems.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

373. When a large problem is divided into smaller pieces, ___ are formed.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

374. Instances when we can solve a problem with little effort or concentration occur as a result of ___.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

375. The tendency to look for information during problem solving that meets our expectations is known as ___.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

376. Justin thinks that plane crashes occur daily due to his exposure to memorable media stories about plane crashes. This example illustrates Justin’s use of the ___ heuristic.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

377. The adaptive trait that facilitates social communication with others is a ___.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

378. The ability to think about another person’s intentions is linked to the ___ neurons in the brain.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

SHORT ANSWER ESSAY QUESTIONS

379. What are the two main components of language?

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

380. What are the smallest units of meaning within a language called?

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

381. What makes the word “dog” different from the word “dogs”?

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

382. Anil, who is 2 years old, frequently asks his mother for a drink by using two-word phrases such as, “More milk.” What type of speech does this represent?

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

383. What is the term used to define the developmental time window during which the brain is especially susceptible to influences?

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

384. What brain area is critical for speech production?

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

385. Damage to which hemisphere of the brain is linked to the inability to understand humour and metaphors?

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

386. Slower readers tend to move their eyes back to words they have already passed while reading. Which term is associated with this phenomenon?

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

387. On average, which gender learns to speak earlier?

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

388. When individuals remember driving directions based on the appearance of specific visual cues, what navigation strategy are they using?

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

389. What tribe that only has two words for describing colour in their vocabulary was mentioned in the textbook?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

390. Provide an example of automatic processing.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

391. What area of the brain is typically damaged when people display dysexecutive syndrome?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

392. What is the first step in solving a problem?

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

393. What technique can be used with well-defined problems in which the goal is considered first, and then problem solving moves back towards the current state?

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

394. What pattern describes the tendency to use strategies that have worked in the past?

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

395. What is decision making?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

396. What phrase is used to describe how we rank criteria when engaging in rational decision making?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

397. What group of individuals takes advantage of the ability to manipulate an individual’s emotions to increase the likelihood of them purchasing specific goods or services?

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

398. What term is used to describe the wording of an advertisement to emphasize its positive characteristics, thus increasing the likelihood of a purchase being made?

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

399. Define metacognition.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

400. At approximately what age does theory of mind begin to develop?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

401. What percentage of individuals in Canada have been diagnosed with schizophrenia?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

ESSAY QUESTIONS

402. Why is animal communication NOT a language?

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

403. Define lexical meaning and describe how it changes over time.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

404. Provide an example of non-verbal communication that you have encountered and explain how it actively changed the connotation of the words that were spoken.

Difficulty: Medium

Bloomcode: Application

Section Reference: Language

405. Describe Chomsky’s theory of the language-acquisition device.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

406. Describe the interactionist theory of language development.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

407. Define aphasia and describe the difference between Wernicke’s aphasia and Broca’s aphasia.

Difficulty: Medium

Bloomcode: Analysis

Section Reference: Language

408. Define transcranial magnetic stimulation (TMS) and describe a study that used this technique.

Difficulty: Easy

Bloomcode: Comprehension

Section Reference: Language

409. What pattern in the progression of language development is seen in children who grow up in a bilingual or multilingual home?

Difficulty: Hard

Bloomcode: Evaluation

Section Reference: Language

410. Provide an example of research that suggests that thinking about something activates the same brain regions as sensing or doing it.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

411. Illustrate how your vocabulary for colour exceeds that of the Dani tribe. What does this suggest about our efforts to conceptualize colour?

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe how thought and language are related and summarize the linguistic relativity hypothesis.

Section Reference: The Relationship between Language and Thought

412. Describe how the concepts of automatic and controlled processing may inform research on multi-tasking, such as driving and talking on a cellular telephone.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

413. Describe how the capacity for cognitive control changes as people age.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

414. Describe the difference between an algorithm and a heuristic.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

415. Describe how analogies can help with problem solving and provide an example.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

416. Define functional fixedness and provide an example.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

417. What is the representativeness heuristic? Provide an example.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

418. Describe the concept of bounded rationality and when we use it.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

419. What two purposes does lying serve?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Describe and summarize research on thinking processes, including problem solving, decision making, and metacognition.

Section Reference: Thought

LABELLING

420. On the diagram below, label the parts of the brain involved in speech.

Motor association cortex

Broca’s area

Primary motor cortex

Wernicke’s area

Auditory cortex

Difficulty: Easy

Bloomcode: Knowledge

Section Reference: Language

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Chapter 9 Language And Thought

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