Complete Test Bank Chapter 12 Language And Thought - Test Bank | Psychology by Davey 1e by Graham C. Davey. DOCX document preview.
Chapter 12: Language and Thought
Multiple choice
1. Language is primarily a system for:
a) building relationships
b) communication
c) survival
d) learning
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
2. The underlying ____________ of all human languages is the same.
a) morphology
b) lexicon
c) structure
d) phonetics
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
3. Which theoretical approach to language in the early 20th century focused on the different levels of linguistic description?
a) Structuralism
b) Cognitivism
c) Behaviourism
d) Functionalism
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
4. Which of the following is a language?
a) Honeybees’ waggle dance
b) Swahili
c) Vervet monkeys’ alarm calls
d) All of the above
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
5. Why did American Sign Language receive a great attention in language research?
a) Because of its particular structural complexity that makes it different from the other sign languages.
b) Because it’s the only sign language that uses body postures instead of finger, hand, and arm configurations.
c) Because of attempts to teach it to great apes.
d) Because it only uses finger configurations, maintaining hands and arms in fixed positions.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
6. What is the subject matter of Pragmatics?
a) The sounds of speech.
b) The meaning of words.
c) The rules about how words group into phrases.
d) The contextual aspects of meaning.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
7. What level of linguistic description is divided into ‘articulatory’, ‘acoustic’, and ‘auditory’?
a) Lexical
b) Phonetic
c) Semantic
d) Phonological
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
8. Which of the following is a suprasegmental aspect of phonology?
a) Stress
b) Syntax
c) Inflection
d) Prefix
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
9. Dr Craig is a linguist who is investigating how the meaning of a word depends on the syntax of the phrase. Dr Craig’s research focuses on the ___________ level of linguistic description.
a) lexical
b) syntactic
c) morphological
d) semantic
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Short answer
10. What level of linguist description relates to the prefixes and suffixes of words?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
11. According to your textbook, what are the seven levels of linguistic description?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Fill-in-the-blank
12. The subdivisions of the semantic level of language include the _________ which relates to the word meaning, and ___________ which relates to how meaning depends on syntax.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
13. Linguists focus on __________ aspects of language which tend to be the same for all human languages.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
14. Language is primarily a system for _________, both factual and _________.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
True/False
15. Great apes are able to learn the Sign Language and use it to communicate complex thoughts to humans.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
Short answer
16. Why did the Linguistic Society of Paris ban debates on the evolution of language in 1866?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
17. Which influential linguist argued that language is uniquely human and its development is independent from the development of animal communication systems?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
True/False
18. Human vocal system is uniquely suited to producing the range of vocalizations used in human languages.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
19. The ‘low voice box’ is a crucial structure of the vocal system and is unique to humans.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Essay
20. Discuss the main views on the evolution of human language.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
Multiple Choice
21. ________ are the smallest unit of sound that can make a difference in meaning.
a) Phonemes
b) Phones
c) Phonologics
d) Phonics
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
22. ________ are sounds that signal differences between words in a particular language.
a) Phonemes
b) Phones
c) Phonologics
d) Phonics
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
23. Phonemes are commonly divided into:
a) Phones
b) Letters
c) Groups of letters
d) Vowels and consonants
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
24. Colin received his paper back from his English teacher, Ms Taylor. She informed him that in many cases 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
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
25. Which of the following statements regarding chimpanzees’ language abilities is true?
a) The language comprehension skills of chimpanzees are equivalent to that of humans.
b) The language production skills of chimpanzees are equivalent to that of humans.
c) The language comprehension and productions skills of chimpanzees are limited in comparison to that of humans.
d) Chimpanzees communicate through hand gestures rather than through vocalizations.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
26. Which of the following claims refers to a particular limitation of animal communication system according to your textbook?
a) Animal communication is strongly bound to the here and now.
b) Animal communication doesn’t involve the exchange of social information.
c) Animal communication doesn’t involve the exchange of useful information.
d) Animal communication is limited to the exchange of information related to food.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
27. According to the theorist Robin Dunbar, what replaced physical grooming in humans?
a) Social grooming
b) Self-grooming
c) Vocal grooming
d) Mental grooming
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
28. Which of the following sequences correctly orders the components of language, from the smallest or most specific to the broadest?
a) phone phoneme syntax
b) syntax phone phoneme
c) phoneme syntax phone
d) syntax phoneme phone
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
29. Which component of language below is CORRECTLY matched to its description?
a) Pragmatics – social communication
b) Syntax – speech sounds
c) Semantics – word order
d) Phoneme – meaning
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
30. Grammar is to meaning as ________ is to ________.
a) semantics; syntax
b) syntax; semantics
c) syntax; phoneme
d) phoneme; semantics
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
31. Dr Salim is a linguist, studying the rules guiding the order of words and phrases in several of the world’s languages. Dr Salim is a___________.
a) syntactician
b) semanticist
c) phonologist
d) morphologist
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
32. 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
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
33. Which of the following languages derives from Proto-Indo European linguistic lineage?
a) Latin
b) Classical Greek
c) Sanskrit
d) All of the above
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
Short Answer
34. What is the common linguistic ancestor of Latin and Sanskrit?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Fill-in-the-blank
35. Chomsky distinguished between linguistic _________, what people know about their language, and linguistic _________, the use of language in everyday circumstances.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Essay
36. Describe the two reasons behind Chomsky’s claim that children get very poor evidence about the grammatical rules of their language.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
Short answer
37. According to Chomsky, how can children acquire a language despite being exposed to very poor evidence about its grammatical rules?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
38. What is a Universal Grammar according to Chomsky?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
True/False
39. According to Chomsky, children are born with a Universal Grammar.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
Essay
40. Describe Chomsky’s theory of the language acquisition.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Multiple choice
41. The biological approach to language development is associated with:
a) B. F. Skinner
b) Benjamin Whorf
c) Noam Chomsky
d) Amos Tversky
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
42. Which of the following aspects has been overlooked by Chomsky’s theory of language acquisition?
a) Structural similarities among different languages.
b) Humans’ sensitivity to statistical patterns.
c) The vocal apparatus’ development in children.
d) Children’s utterances.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
43. Saffran (2003) showed that _________ infants were sensitive to statistical relations among syllables in streams of nonsense speech.
a) 8-month-old
b) 4-month-old
c) newborn
d) 12-month-old
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
44. According to Markman (1989), when children hear new words they use ________ to guess the word’s meaning.
a) previous knowledge
b) social context
c) heuristic methods
d) adults’ non-verbal communication
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
45. Speaking and writing are part of the __________ of language.
a) understanding
b) listening
c) reading
d) production
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
46. Writing is to reading as ___________ is to ___________.
a) production; speaking
b) production; understanding
c) listening; understanding
d) understanding; production
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
47. Most psycholinguists find it easier to carry out research on ___________ and with ____________ materials.
a) comprehension; printed
b) production; printed
c) comprehension; verbal
d) production; verbal
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Short answer
48. What are the two main aspects of language use?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
49. On which aspect of language use (production or comprehension) have psycholinguists focused more?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
True/False
50. Language can be spoken, signed, or written.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
51. Listening and reading are part of the production of language.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
Essay
52. Describe the two main aspects of language use (i.e. production and comprehension).
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
Multiple choice
53. Which of the following written languages must be read from right to left?
a) English
b) Spanish
c) Hebrew
d) Russian
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
54. According to your textbook, speech/text comprehension occurs in __________ stages.
a) two
b) three
c) four
d) five
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
Short answer
55. What is the ‘segmentation problem’ in spoken language comprehension?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Fill-in-the-blank
56. _________ is a store of knowledge about the words of a language.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Essay
57. Describe the three stages of language comprehension.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
True/False
58. The syntactic analysis of language takes place in the very first stage of language comprehension.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
59. The segmentation problem is only relative to spoken language.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Short answer
60. What are the two models of language production presented in your textbook?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Multiple choice
61. Caroline is unsure whether to use the word ‘children’ or ‘young’ and inadvertently says ‘chung’. This is an example of semantic:
a) clustering
b) fusion
c) combination
d) blending
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
62. Much of the evidence for how speech production works comes from the study of:
a) speech errors
b) speech proficiency
c) bilingualism
d) aphasias
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
63. Saying “the Lord is a shoving leopard” instead of “the Lord is a loving shepherd” is an example of:
a) blend
b) omission
c) spoonerism
d) substitution
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
64. The Bernard Baars’ SLIP paradigm is used to:
a) test the feedforward models of production.
b) induce spoonerisms experimentally.
c) reveal people’s hidden thoughts.
d) create speech ambiguity.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
65. ________ involves both comprehension and production.
a) Writing
b) Reading
c) Dialogue
d) Listening
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
66. Why does most of psycholinguistic research use printed materials?
a) For convenience.
b) Because written language is the primary form of language.
c) For ethical reasons.
d) Because it’s impossible to use any other material.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
Short answer
67. What are the two main lines of research on reading?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
68. How are language disorders concerning reading also named?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Fill-in-the-blank
69. ____________ dyslexias result from brain injuries and, unlike ____________ dyslexias, they tend to fall into relatively distinct categories of impairment.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
70. During reading the eyes do not move __________ along the lines of text. In fact, reading is characterised by small __________ movements, and ____________ between those movements.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
71. What are the movements along the lines of text called?
a) Fixations
b) Sequences
c) Jerks
d) Saccades
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
72. During reading, the saccades cover on average about _________ letters.
a) three
b) five
c) seven
d) nine
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
73. During reading, fixations last about:
a) a fifth to a quarter of a second
b) half second
c) three quarters of a second
d) one second
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Fill-in-the-blank
74. Pauses during eye movements during reading are called __________.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
75. __________ are occasional backward eye movements occurring during reading.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Short answer
76. Name the two main theories of eye movement control.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
77. What is the main distinction between developmental and acquired dyslexias?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Fill-in-the-blank
78. _________ dyslexics tend to regularize the pronunciation of irregular words, failing to identify them properly.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
True/False
79. Surface dyslexic cannot pronounce strings of non-words.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
80. There are two routes of reading, as shown by evidence of double dissociation in dyslexia.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
81. Sequential bilinguals have learned one language first and then the other.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Essay
82. Describe the main classifications of bilingualism according to your textbook.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Multiple choice
83. Arash grew up in an Iranian family in London, learning English and Farsi together. Growing up, Arash used English more often than Farsi. Arash’s bilingualism is:
a) simultaneous and balanced
b) simultaneous and dominant
c) sequential and balanced
d) sequential and dominant
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
84. Marco is an Italian man who can speak German as fluently as his own mother tongue. When he was 6 he attended a German international school in Rome where the only language allowed was German. Hence, Marco grew up as a bilingual, speaking Italian at home and German at school. Marco’s bilingualism is:
a) sequential and coordinate
b) sequential and compound
c) simultaneous and coordinate
d) simultaneous and compound
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
85. Which of the following types of bilingualism refers to the two languages being acquired in the same setting?
a) Dominant
b) Sequential
c) Compound
d) Coordinate
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
86. Which of the following types of bilingualism refers to one language being used to a greater extent than the other?
a) Coordinate
b) Sequential
c) Compound
d) Dominant
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
87. The cognitive impact of bilingualism:
a) is mostly detrimental
b) is slightly beneficial
c) is almost entirely beneficial
d) has never been investigated
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Essay
88. Provide an example of a simultaneous, compound, and dominant bilingualism.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
Fill-in-the-blank
89. Bilingual children, compared to monolingual children, show a greater ___________ awareness.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
90. _________ refers to being fluent in two languages, while people that are fluent in more than two languages are called ____________.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
Essay
91. Define aphasia and describe the difference between Wernicke’s aphasia and Broca’s aphasia.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
Multiple choice
92. Which condition, resulting from damage to Broca’s area, can produce an inability to speak using proper grammar?
a) Aphasia
b) Agraphia
c) Dyslexia
d) Agnosia
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
93. The term “aphasia” refers to a deficit in:
a) language comprehension
b) language production
c) language development
d) either language production or language comprehension
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
94. Broca is to Wernicke as _________ is to _________.
a) expressive aphasia; receptive aphasia
b) receptive aphasia; expressive aphasia
c) associative aphasia; receptive aphasia
d) receptive aphasia; associative aphasia
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
95. Following a small stroke, Clemence has difficulty producing language. This impairment is termed ________ and suggests that Clemence’s damage is localized in _______ area.
a) receptive aphasia – Wernicke’s
b) receptive aphasia – Broca’s
c) expressive aphasia – Wernicke’s
d) expressive aphasia -- Broca’s
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
96. Mr Daniels continues to speak fluently and grammatically following a brain injury. However, what he says makes absolutely no sense. Mr Daniels appears to be suffering from ___________.
a) Wernicke’s aphasia
b) expressive aphasia
c) Broca’s aphasia
d) lexical agnosia
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Hard
True/False
97. In most people, the main language areas are localized in the left hemisphere.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Easy
98. In neuropsychology, double dissociations are used to argue for separation of function.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
99. Brain-imaging techniques confirmed the activation of Broca’s and Wernicke’s areas during language processing, but failed to identify additional brain areas.
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
Short answer
100. What does psycholinguistic research on embodiment look at?
Section Ref: Language
Learning Objective: Describe the evolution and structure of language as a communication tool, how language is acquired by children and used by adults (including bilingual adults), and the role of the brain in language use.
Difficulty Level: Medium
101. What are the three main strands of research in the psychology of thinking and reasoning?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Multiple choice
102. Which of the following is not an area of investigation of the psychology of thinking?
a) Memory
b) Problem solving
c) Reasoning
d) Decision making
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
103. According to your textbook, which of the following research areas of thinking is usually associated to that of judgement?
a) Problem solving
b) Reasoning
c) Decision making
d) Language
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
104. ________ are the building blocks of our thoughts.
a) Categories
b) Ideas
c) Phonemes
d) Concepts
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
105. Which of the following nouns corresponds to a natural object?
a) Car
b) Quartz
c) Law
d) Table
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
106. Sadness is a(n) ____________ object.
a) abstract and artefact
b) abstract and natural
c) concrete and artefact
d) concrete and natural
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
107. Which of the following categories includes concepts?
a) Nouns
b) Adjectives
c) Adverbs
d) All of the above
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
108. Which of the following elements is an adverb?
a) Steadily
b) Colourful
c) Towards
d) To run
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
109. Concepts related to events, states, actions, and processes are expressed by:
a) adverbs
b) adjectives
c) verbs
d) nouns
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
110. Concepts related to the properties of events, states, actions and processes are expressed by:
a) adverbs
b) adjectives
c) verbs
d) nouns
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Fill-in-the-blank
111. According to the classical view of concepts, an object has to have certain properties to belong to a certain category. These properties form a set of ____________ and ___________ conditions for belonging to the category.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
112. The ___________ theory is an alternative psychological theory of concepts inspired by the ideas of Wittgenstein. This theory suggests that the mental representation of a concept is centered on a ___________ member of the corresponding category.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
True/False
113. The prototype theory of concepts stems from Aristotle’s ideas.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Essay
114. Report and discuss a problem of the prototype theory of concepts.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
Short answer
115. What are the two most important types of theories of concepts that have been proposed in response to the problems with both the classical theory and the prototype theory?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
Multiple choice
116. Which of the following groups of concepts CORRECTLY reports a general to specific semantic hierarchy?
a) Building – house – manmade object – the White House
b) Manmade object – building – house – the White House
c) The White House – house – building – manmade object
d) Manmade object – house – the White House – building
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
117. Which of the following elements is lower down in a typical hierarchy of concepts?
a) Fruit
b) Food
c) Gala
d) Apple
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
118. Which of the following elements is higher up in a typical hierarchy of concepts?
a) City car
b) Means of transport
c) Fiat Cinquecento
d) Car
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
119. Which of the following problems reflects a limitation of the prototype theory of concepts?
a) Vagueness of the notion of similarity.
b) Classically defined concepts with members with different degrees of typicality.
c) Difficulty accounting for conceptual combination.
d) All of the above
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
120. What is a ‘syllogism’?
a) A type of mental puzzle
b) A concept that is impossible to categorize
c) A type of deductive reasoning problem
d) A type of heuristic
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
121. All the barmen are sportsmen. All the sportsmen are fun. Therefore:
a) all the sportsmen are barmen.
b) all the barmen are fun.
c) some of the barmen are fun.
d) none of the barmen are fun.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
122. All pears are fruits. John is holding a pear. Therefore:
a) John likes fruit.
b) John likes pears.
c) John is not holding an apple.
d) John is holding a fruit.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
123. Some actors are dancers. All dancers are singers. Therefore:
a) some actors are singers.
b) all actors are singers.
c) all dancers are actors
d) no dancer is actor
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
124. Logicians explain which deductions are valid by examining the reasoning from the premises to the conclusion, by a series of steps called a(n):
a) verification
b) proof
c) evidence
d) logical analysis
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Fill-in-the-blank
125. According to the __________ theory, when trying to solve a deductive reasoning, people build models of situations consistent with the premises and try to consider all possible ways of combining them.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
126. _________ bias refers to the tendency of people to draw conclusions based on their previous knowledge.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
True/False
127. Most of the reasoning in everyday life is deductive.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
128. In inductive reasoning, the premises support the conclusion without guaranteeing it to be true.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
Short answer
129. What is the ‘metacognitive shortfall’ that affects everyday reasoning?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Fill-in-the-blank
130. According to Popper, general statements can be definitely ___________ by a single observation, but they cannot be ___________.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
131. In the Wason selection task, people tend to pick cards that could __________ the rule.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Multiple choice
132. Problem solving research has its origins in:
a) Gestalt psychology
b) behaviourism
c) artificial intelligence
d) all of the above
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
133. Which of the following statements is INCORRECT?
a) Thorndike argued that learning happens following an insight.
b) Thorndike investigated how cats learn to escape from a puzzle box.
c) Thorndike found that the time necessary for cats to escape reduced gradually.
d) Thorndike characterized the learning by cats as trial-and-error learning.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
134. ___________ is the tendency to think of an object as having a particular purpose.
a) Functional rigidity
b) Functional inflexibility
c) Functional fixedness
d) Functional permanence
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
135. Which of the following tasks was used by Gestaltists to study human problem solving?
a) The missionaries and cannibals
b) The tower of Hanoi
c) The Wason selection task
d) The Duncker’s candle problem
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
136. Which of the following scientists is associated to the study of problem solving during the cognitive revolution of the 1950s?
a) Wolfgang Köhler
b) Edward Thorndike
c) Allen Newell
d) Karl Popper
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Essay
137. Describe the classic problem known as ‘missionaries and cannibals’.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
True/False
138. The Duncker’s candle problem requires the breaking of functional fixedness to be solved.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
139. Heuristics are quick methods to solve problems, which always lead to the correct solution.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Multiple choice
140. Which of the following is the most basic way of representing problems developed by Newell and Simon?
a) The state-space approach
b) The problem reduction approach
c) The heuristics approach
d) The algorithmic approach
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
141. What is the psychology of decision making also called?
a) Trial-error psychology
b) Cause-effect psychology
c) Belief-desire psychology
d) Knowledge-need psychology
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
142. Which of the following terms is the most associated with decision making?
a) Judgement
b) Reasoning
c) Planning
d) Problem
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
143. Which of the following scientists argued that we use mental shortcuts to make decisions?
a) Newell and Simon
b) Kahneman and Tversky
c) Pavlov and Thorndike
d) Perkins and Kuhn
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
144. Which of the following is not a heuristic identified by Kahneman and Tversky for making judgements?
a) Anchoring and adjustment
b) Availability
c) Representativeness
d) Fixedness
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Fill-in-the-blank
145. __________ is a heuristic method consisting of judging whether a person, thing or event belongs to a certain category by how closely it resembles core members of that category.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
146. The three heuristic methods for making judgements proposed by Kahneman and Tversky in 1984 are: ______________.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
True/False
147. The fact that people claim that there are more words starting with the letter R than have R as their third letter is an example of anchoring.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
148. The heuristics of availability and representativeness rely on retrieval from memory and assessment of similarity, respectively.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
Short answer
149. Which type of heuristic method leads people to make a judgement by starting with a rough idea of the answer and then adjusting that initial estimate?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
150. The classic analysis of how decisions should be made is known as SEU, which stands for:
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Essay
151. Describe the two systems of thinking.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Multiple choice
152. Which of the following statements regarding the fast system of thinking is INACCURATE?
a) It’s intuitive.
b) It’s based on associations.
c) It’s based on complex reasoning.
d) It’s always active when we are awake.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
153. Which of the following statements regarding the slow system of thinking is ACCURATE?
a) It’s often kept in a low-effort mode.
b) It always controls the fast system.
c) It’s based on associations.
d) It rarely gets fatigued.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Fill-in-the-blank
154. In research on thinking, __________ theories specify how people should behave to maximize their likely gains, while _________theories account for how people actually behave.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
155. The fast system for thinking is also known as the ___________ system.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
True/False
156. The slow thinking system is error-free.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
157. First impressions stem from the type 1 thinking (i.e. fast thinking).
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
Essay
158. What are the main differences between System 1 and System 2 for thinking?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Short answer
159. What are the two brain systems identified by Goel (2009) in response to tasks involving reasoning, problem solving, and decision making?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
Multiple choice
160. Which brain system identified by Goel (2009) deals with familiar and concrete material?
a) Bilateral parietal visuospatial system
b) Left parietal visuospatial system
c) Bilateral frontal-temporal system
d) Left frontal-temporal system
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
161. Goel (2009) identified two brain networks that activate in response to various tasks including problem solving, reasoning, and decision making. In particular, the bilateral visuospatial system deals with:
a) Familiar and abstract material
b) Familiar and concrete material
c) Unfamiliar and abstract material
d) Unfamiliar and concrete material
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
162. ___________ refers to the application of cognitive neuroscience techniques to the study of decision making.
a) Neuroaesthetics
b) Neuroeconomics
c) Artificial Intelligence
d) Neurolinguistics
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
163. Which of the following phases in the child’s cognitive development is the last to occur according to Piaget?
a) Preoperational
b) Concrete operations
c) Formal operations
d) Sensorimotor
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
164. __________ refers to the stage of logical thinking in Piaget’s theory of cognitive development.
a) Sensorimotor
b) Preoperational
c) Formal operations
d) Concrete operations
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
165. Vygotsky placed much emphasis on the influence of ____________ on child’s cognitive development.
a) social factors
b) environmental factors
c) genetic inheritance
d) epigenetic factors
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
166. Vygotsky is famous for his notion of the zone of __________ development, which determines how far the child can go beyond what they already know.
a) contained
b) enclosed
c) proximal
d) close
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
Fill-in-the-blank
167. Creativity is analysed in terms of __________ and __________.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
168. ____________ thinking does not fit into the three main strands of research on thinking.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
True/False
169. According to your textbook, creativity involves the application of normal processes of problem solving to difficult cases.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
170. Creativity is a universal phenomenon which is not associated to the time and space in which it occurs.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Multiple choice
171. Which of the following aspects, according to your textbook, is a crucial dimension of creativity?
a) Originality
b) Social context
c) Usefulness
d) All of the above
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
172. According to Graham Wallas’s (1926) four-stage theory of creativity, when problems are hard to solve people tend to set them aside. This period of setting aside is known as:
a) maturation
b) incubation
c) avoidance
d) suppression
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
173. According to Graham Wallas’s (1926) four-stage theory of creativity, during incubation complex unconscious mental processes are:
a) at work
b) reduced
c) suppressed
d) inhibited
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
174. Which of the following statements regarding the relationship between creativity and expertise is the most ACCURATE?
a) Creativity and expertise are synonyms.
b) Creativity requires expertise.
c) Expertise requires creativity.
d) Creativity and expertise are independent from each other.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
175. Creativity partly depends on:
a) the geographical setting in which creative people live
b) cultural norms of society
c) social context
d) the persuasive powers of creative people
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Short answer
176. What two factors, according to Csikszentmihalyi, are necessary for creative achievement?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
177. The brain’s ability to exert control over mental processing is referred to as:
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
178. Which brain area plays a crucial function in executive control?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
179. Describe the difference between an algorithm and a heuristic.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
True/False
180. The use of heuristics is a “best guess” that does not guarantee a solution.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
181. Insight typically follows periods during which we mentally “set aside” a problem.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
Fill-in-the-blank
182. Mental processes that lead to creative thoughts are similar to those that are found in expert _____________.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Multiple choice
183. Although James 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
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
184. Anna said she could not drive a nail into the wall to hang her new picture because she did not have a hammer. Her mum suggested to use a metal wrench to pound the nail into the wall. What problem-solving difficulty did not prompt Anna to find another device she could use to serve the same purpose?
a) Confirmation bias
b) Working backwards
c) Functional fixedness
d) Lack of imagination
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Essay
185. What is the representativeness heuristic? Provide an example.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
Short answer
186. Define metacognition.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
187. How long would it take for a normal person to acquire expert knowledge in a domain of any complexity?
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Multiple choice
188. Wisdom:
a) decreases with age.
b) is associated to analytic intelligence.
c) is associated with mental well-being in old age.
d) means knowledge.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
189. What form of intelligence is wisdom most associated with?
a) Fluid
b) Analytic
c) Factual
d) Crystalized
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
190. __________ intelligence is the ability to function well in one’s environment.
a) Analytic
b) Crystalized
c) Adaptive
d) Fluid
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
True/False
191. People who do not behave according to the dictates of analytical intelligence are behaving in a way that is always irrational and maladaptive.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
192. Analytical intelligence is the ability to function well in one’s environment.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
Fill-in-the-blank
193. People do not always behave according to the dictates of _________ theories. In fact, making probabilistic judgements can be difficult and time consuming.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
194. According to Simon (1982), human ___________ is bounded by limitations on cognitive resources.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Medium
Essay
195. Provide an example in which apparent irrationality cannot be explained away as either adaptive behaviour or the result of limited cognitive resources.
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Hard
Multiple choice
196. ___________ can explain our failures to grasp statistical concepts.
a) Overconfidence
b) Framing
c) Innumeracy
d) Irrationality
Section Ref: Thinking
Learning Objective: Describe and evaluate psychological research on thinking and reasoning, recognize the different strands of work in the psychology of thinking, and consider how they might be related to each other.
Difficulty Level: Easy
Fill-in-the-blank
197. The ______________ claims that the way a person thinks is affected by structural aspects of their language(s).
Section Ref: Language and Thought
Learning Objective: Critically evaluate the ways that language and thought might be related, and assess how empirical evidence might favour one of the various possibilities.
Difficulty Level: Medium
Multiple choice
198. According to a common myth, Eskimos have multiple words for “snow” that influence the complexity of their thoughts about it. Which hypothesis provides a framework in which this myth may be plausible?
a) Confirmation bias
b) Functional fixedness
c) Cognitive control
d) Linguistic relativity
Section Ref: Language and Thought
Learning Objective: Critically evaluate the ways that language and thought might be related, and assess how empirical evidence might favour one of the various possibilities.
Difficulty Level: Medium
199. “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
Section Ref: Language and Thought
Learning Objective: Critically evaluate the ways that language and thought might be related, and assess how empirical evidence might favour one of the various possibilities.
Difficulty Level: Medium
200. Evidence supporting the linguistic relativity hypothesis comes from ________ psychology.
a) evolutionary
b) cross-cultural
c) behavioural
d) neuroscientific
Section Ref: Language and Thought
Learning Objective: Critically evaluate the ways that language and thought might be related, and assess how empirical evidence might favour one of the various possibilities.
Difficulty Level: Medium