Consciousness Conscious Versus – Chapter 6 | Full Test Bank - Test Bank | Psychology by Davey 1e by Graham C. Davey. DOCX document preview.
Chapter 06: Consciousness: Conscious Versus Unconscious Processes
Multiple choice
1. Consciousness is:
a) only a certain type of subjective experience.
b) any kind of subjective experience.
c) any kind of visual experience.
d) only a certain type of visual experience.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
2. The feeling of ‘something-it-is-likeness’:
a) never goes away.
b) goes away only under anaesthesia.
c) goes away during dreamless sleep.
d) goes away during sleep.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
3. The idea of ‘consciousness’ was considered a taboo by:
a) behaviourism
b) Freud
c) cognitivists
d) philosophers
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
4. Which of the following did not contribute to the revaluation of the study of consciousness in the beginning of the 21st century?
a) Researchers could use objective procedures to study subjects’ behaviour.
b) Researchers could measure brain activity.
c) Consciousness was recognized as a central topic of interest.
d) Researchers wanted to discredit psychoanalysis by showing the inexistence of the unconscious.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Hard
5. When was the taboo regarding the study of consciousness definitively broken?
a) Beginning of the 21st century
b) 1960s
c) 1970s
d) Between 1980 and 1985
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Easy
6. Why was consciousness a taboo for the behaviourist perspective?
a) It was considered a philosophical concept rather than a psychological phenomenon.
b) It could not be observed.
c) It was not considered as interesting.
d) None of the above.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
7. Which term introduced by David Rosenthal refers to an organism being awake and responsive to the world, rather than asleep or knocked out?
a) Mere consciousness
b) Active consciousness
c) Creature consciousness
d) Status consciousness
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Easy
8. Who did introduce the term ‘creature consciousness’?
a) Freud
b) Rosenthal
c) Dehaene
d) Hovland
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
9. Why is the creature consciousness too reductive to describe consciousness?
a) Consciousness comes in different levels.
b) Not all creatures have consciousness.
c) Most of the processes that regulate humans are unconscious.
d) Even when we sleep we are still conscious.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
10. Mental states can differ in their:
a) coherence
b) congruency
c) correctness
d) content
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
11. Which of the following statements about mental states is INACCURATE?
a) Different contents mean different mental states.
b) Mental states can only differ in their content.
c) Seeing a bike in a store is a different mental state than remembering a bike in a store.
d) Mental states can differ in how the content is held.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
12. Seeing a picture and remembering that picture:
a) correspond to the same mental state which is held in a different way.
b) correspond to the same mental state.
c) correspond to two different mental states with the same content.
d) are not mental states.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
13. Which of the following is a different mental state in relation to the others?
a) Seeing a red rose.
b) Thinking of a red rose.
c) Dreaming of a yellow rose.
d) All of the above.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Hard
14. Which of the following mental states has a different content in relation to the others?
a) Seeing a red rose.
b) Thinking of a red rose.
c) Dreaming of a yellow rose.
d) All of the above.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
Short answer
15. Name at least 3 different ways in which a mental state content can be held.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
16. Indicate what is the content of the following mental state: John remembers the bright colour of his new car.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Easy
Fill-in-the-blank
17. The term __________ refers to the conscious status of an organisms, whether it’s responsive to the world or asleep.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
18. Mental states can differ in what __________ they have and in the way this content is __________.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
19. Consciousness comes in different ___________.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Medium
True/False
20. Consciousness re-emerged as a topic in psychology and neuroscience in the 1980s.
Section Ref: Introduction
Learning Objective: Demonstrate an understanding of the different meanings of the word ‘conscious’.
Difficulty Level: Easy
21. People with blindsight have had a lesion to a part of their prefrontal cortex.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
Fill-in-the-blank
22. Weiskrantz’s study suggested that the areas of the brain that allow us to attend to visual stimuli are different from the areas that make us aware that we are attending to such stimuli. The term used to describe this phenomenon is __________.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
Multiple choice
23. Which of the following statements best expresses the importance of blindsight for our understanding of consciousness?
a) Blindsight reveals the role of the thalamic nuclei in consciousness.
b) Blindsight indicates the different contributions to consciousness of the right and left hemispheres.
c) Blindsight suggests that consciousness is different from awareness.
d) Blindsight underscores the contribution to consciousness of parallel processing in multiple neural networks.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
24. Mr Altschuler insists that he sees no objects in a room, yet he manages to avoid bumping into furniture and tripping over items on the floor. What seems to be Mr Altschuler’s condition?
a) Mr Althschuler has a thalamic lesion.
b) Mr Altschuler has visual agnosia.
c) Mr Altschuler’s corpus callosum has been severed.
d) Mr Altschuler has blindsight.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
25. Which of the following conditions BEST describes a patient that can see an object with no corresponding conscious visual experience?
a) Split-brain
b) Amnesia
c) Blindsight
d) Visual agnosia
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
26. Which brain area is damaged in blindsight patients?
a) V4
b) V1
c) MT
d) Thalamus
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
27. Which of the following theories of consciousness suggests that blindsight occurs when there is a mental state but not a ‘mental state of a mental state’?
a) Integration theory
b) Higher-order theory
c) Global workspace theory
d) Re-enter theory
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
28. Which of the following elements is required for a mental state to be conscious according to the higher-order theory?
a) Perception
b) First-order mental state
c) Higher-order mental state
d) Lower-order mental state
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
29. What is the most likely brain area to act as an ‘HOT box’ according to the higher-order theory?
a) The visual cortex
b) The ventromedial temporal cortex
c) The amygdala
d) The dorsolateral prefrontal cortex
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
Short answer
30. With reference to the higher-order theory, what does HOTs stand for?
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
31. Which brain region is responsible for higher-order thoughts according to the higher-order theory?
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
True/False
32. According to the integration theories, unconscious information can be used in many different ways.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
33. According to the integration theories, whilst conscious information is flexible, unconscious information is not.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
Essay
34. Describe the concept of ‘flexibility’ within the integration theory framework and how this differs for conscious and unconscious information.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
Multiple choice
35. Which of the following examples reports the use of unconscious information?
a) Computing a mental addition.
b) A 5-year-old child using verbs appropriately.
c) Drinking a glass of water when thirsty.
d) Sending a card to your mum on her birthday.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
36. The concept of flexibility, for integration theories, is related to the fact that our conscious experience seems:
a) undefined
b) unified
c) chaotic
d) incongruent
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
37. According to integration theories, conscious experiences are:
a) highly integrated and highly differentiated at the same time.
b) highly integrated, but not differentiated.
c) highly differentiated, but not integrated.
d) neither integrated nor differentiated.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
38. Which of the following theories is an integration theory?
a) Higher-order theory
b) Global workspace theory
c) Re-entry theory
d) Local theory
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
39. Which of the following approaches are part of the integration theory?
a) Higher-order theory and global workspace theory
b) Global workspace theory and re-entry theory
c) Information integration theory and local theory
d) Information integration theory and global workspace theory
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
40. According to the global workspace theory:
a) all the processors work to general functions.
b) all the outcomes of the processors become conscious.
c) an output of a processor becomes conscious when it gets access to the workspace.
d) all the outputs of all the processors get access to the workspace.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
41. In the brain, the global workspace corresponds to:
a) Frontal networks
b) Parietal networks
c) Prefrontal networks
d) Frontal and parietal networks
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
42. Global workspace theory accounts for __________, as __________ theory accounts for __________ and _________.
a) flexibility; higher-order; integration; differentiation
b) flexibility; information integration; integration; differentiation
c) differentiation; re-entry; integration; flexibility
d) integration; re-entry; flexibility; differentiation
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
43. A conscious brain is ‘complex’ because it has:
a) high levels of integration and differentiation.
b) high levels of integration, but not necessarily differentiation.
c) high levels of differentiation, but not necessarily integration.
d) high levels of flexibility.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
44. Which of the following statements CORRECTLT describes an animal with a global workspace but no HOT box?
a) According to the global workspace theory, it would not be capable of conscious states.
b) According to the higher-order theory, it would be capable of conscious states.
c) According to the global workspace theory, it would be capable of conscious states.
d) According to both the global workspace theory and the higher-order theory, it would not be capable of conscious states.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Hard
45. Which of the following theories is concerned with the consciousness content?
a) Integrated information theory
b) Global workspace theory
c) Complexity theory
d) All of the above
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
46. Which of the following theories is not a theory of conscious content?
a) Re-entry theory
b) Global workspace theory
c) Higher-order theory
d) Complexity theory
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
47. According to the __________, feedback loops produce conscious experience.
a) Complexity theory
b) Re-entry theory
c) Higher-order theory
d) Global workspace theory
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Medium
True/False
48. In the United Kingdom, subliminal messages in advertising are banned.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
49. People with amnesia cannot be influenced by priming effect.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
Fill-in-the-blank
50. Confidence ratings are __________ measures.
Section Ref: Theories of Consciousness: Higher-order Versus Integration Theories
Learning Objective: Demonstrate an understanding of the two main approaches to explain consciousness.
Difficulty Level: Easy
51. __________ memory occurs when a person uses a memory but is not aware of using it.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
Essay
52. Explain how the priming effect unveils unconscious memory.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
Fill-in-the-blank
53. The increase in accuracy or speed in performing a task because of the stimulus has been presented before is called ___________.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
Short answer
54. What does the priming effect in people with amnesia show?
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
55. In the study by Warrington and Weiskrantz (1974) how did people with amnesia perform in the word recognition test and in the stem-completion test?
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Hard
Multiple choice
56. Which of the following is a synonym of ‘unconscious memory’?
a) Priming
b) Explicit memory
c) Implicit memory
d) Procedural memory
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
57. Which of the following statements on Warrington and Weiskrantz’s study (1974) is ACCURATE?
a) People with amnesia were as good as controls at the stem-completion test.
b) People with amnesia were outperformed by controls at the stem-completion test.
c) People with amnesia were as good as controls at the word recognition test.
d) People with amnesia outperformed controls at the word recognition test.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
58. Sentences heard before:
a) are perceived less clearly than novel sentences when presented in noise.
b) are perceived more clearly than novel sentences when presented in noise.
c) are perceived similarly to novel sentences when presented in noise.
d) are easily misunderstood when subsequently heard in noise.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
59. In Jacoby and colleagues (1988), participants rated the noise as __________ loud when listening to old rather than new sentences.
a) more
b) equally
c) slightly more
d) less
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
60. Unconscious memory expresses itself as __________.
a) flawless
b) faultless
c) fluent
d) flattering
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
61. The phenomenon by which a song’s lyrics can be heard more clearly once you have read them is due to:
a) irrational priming
b) unconscious memory
c) the mere exposure effect
d) dissonance reduction
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
True/False
62. People can easily exert control over the illusion of loudness.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
63. The illusion of loudness is unconscious.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
Essay
64. Explain why the illusion of truth effect is often find in authoritarian regimes.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Hard
Short answer
65. Which effect given by unconscious memory is used by authoritarian regimes?
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
66. What is the ‘sleeper effect’?
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
Fill-in-the-blank
67. The repetition of a claim gives it __________, and this gives it __________.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
68. Exposure to a novel stimulus can lead people to like it more, simply because they were exposed to it. This phenomenon is known as __________.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
Multiple choice
69. A new phone is out and Greta is not convinced by its look. However, after seeing it again and again in TV advertisements and on many posters around the city, Greta thinks that the new phone is actually quite nice and decides to buy it. Greta has been subjected to the:
a) priming effect
b) illusion of truth
c) mere exposure effect
d) illusion of loudness
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
70. Patients with severe global amnesia:
a) don’t show the mere exposure effect
b) can have intact mere exposure effect
c) always show the mere exposure effect
d) can show the mere exposure effect only with visual stimuli
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
71. Indicate which of the following statements is INACCURATE.
a) Studies showing increased recovery rates after an operation if positive suggestions were played to the patient during anaesthesia have been widely replicated.
b) It has been shown that patients have faster recovery rates if positive suggestions were played in their ears during anaesthesia.
c) Studies showing increased recovery rates after an operation if positive suggestions were played to the patient during anaesthesia did not systematically measure the depth of anaesthesia.
d) Currently, there is more evidence for the phenomenon of priming of word-stem completion for words presented during deep anaesthesia.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
True/False
72. In the phenomenon of social priming, the way people interact with others is influenced by specific previously exposed relevant stimuli.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
73. In a famous experiment, people who previously read words related to ageing walked more slowly when leaving the lab.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
Short Answer
74. Report an example of social priming.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
Essay
75. What form of irrational priming is frequently replicated? Describe it and provide an example.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
Fill-in-the-blank
76. Most of the experiments on social priming have not been __________. However, on form of irrational priming is repeatedly found in experiment: __________.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
Multiple choice
78. Which of the following researchers won the Nobel Prize in Economics in 2002 for their work on human judgement, including the discovery of the anchoring effect?
a) Newell
b) Kahneman
c) Doyen
d) Zajonc
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Easy
79. According to research on emotion and memory, which of the following events is Amber most likely to repress?
a) The day she had her first kiss with the boy of her dreams.
b) The day she got an A on a science project she had been working hard on.
c) The day she felt humiliated at school for not noticing that the zipper was down on her jeans.
d) The day her parents surprised her with a special sweet sixteen surprise party.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Medium
80. Dr James is a contemporary psychoanalyst. Her colleague, Dr Kagawa, is a cognitive psychologist. How does each of these psychologists view the function of unconscious thought?
a) Dr James views unconscious processing as a mechanism protecting us from disturbing thoughts. Dr Kagawa sees it as part of everyday information processing.
b) Dr James views unconscious thought as part of everyday information processing. Dr Kagawa sees it as a mechanism protecting us from disturbing thoughts.
c) Both Dr James and Dr Kagawa see unconscious processing as a mechanism protecting us from disturbing thoughts.
d) Both Dr James and Dr Kagawa see unconscious mechanisms as part of everyday information processing.
Section Ref: Conscious Versus Unconscious Memory
Learning Objective: Understand the differences between conscious and unconscious memory and the effects of both on the individual.
Difficulty Level: Hard
81. Which of the following is not a method for interfering with conscious vision?
a) Backward masking
b) Continuous flash suppression
c) Method of constant stimuli
d) Gaze-contingent crowding
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Easy
82. In the method of backward masking, SOA stands for:
a) Stimulus onset asynchrony
b) Sensitivity of answer
c) Sensory objective asynchrony
d) Stimulus objective asynchrony
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Easy
83. In backward masking, the mask is presented:
a) before the target
b) together with the target
c) after the target
d) the mask is never presented
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
84. In a backward masking task, Dr Foster presents the image of a face for 50 ms, immediately followed by a mask. What is the SOA in this task?
a) 48 ms
b) 50 ms
c) 0 ms
d) It’s impossible to say with the information provided
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
85. In a backward masking task, Dr Foster presents the image of a face for 48 ms, immediately followed by a mask. What is the ISI in this task?
a) 48 ms
b) 50 ms
c) 0 ms
d) It’s impossible to say with the information provided
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
86. The critical SOA:
a) is the same for every individual (i.e. 50 ms)
b) is always between 100 ms and 200 ms
c) is different for different people
d) is different for different people, but never above 150 ms
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
87. Continuous flash suppression and gaze-contingent crowding are the ideal methods to use if we want to present the subliminal stimulus for longer than:
a) 40 ms
b) 50 ms
c) 60 ms
d) 100 ms
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
88. Which of the following phenomena does the continuous flash suppression rely on?
a) binocular rivalry
b) hemispheric dominance
c) irrational priming
d) depth perception
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Easy
89. According to the binocular rivalry, if two different images are projected to each retina, the person will perceive:
a) a blurred image which is the perceptual average of the two different images.
b) either one or the other image.
c) none of them as they will cancel each other out.
d) only the image projected to the right retina.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
90. How does the continuous flash suppression prevent the switching between the percepts typical of binocular rivalry?
a) By presenting only one image at the time
b) By presenting one image with higher contrast than the other.
c) By presenting one image that is coloured.
d) By presenting one image that is more salient than the other.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
91. Which of the following visual stimuli is more salient?
a) A static black and white face
b) A static coloured face
c) A black and white random pattern in motion
d) A coloured random pattern in motion
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
92. Visual stimuli presented in the periphery:
a) cannot be processed.
b) are processed consciously.
c) are processed unconsciously.
d) are processed only if salient.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Short answer
93. What does the word ‘crowding’ mean in relation to the gaze-contingent crowding paradigm?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
94. What does the word ‘gaze-contingent’ mean in relation to the gaze-contingent crowding paradigm?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Fill-in-the-blank
95. In gaze-contingent crowding methods, the experimenter makes sure the participant focuses straight ahead by using a(n) __________.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
True/False
96. An objective threshold corresponds to the actual performance expressed in error rates.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
Multiple choice
97. What is the objective threshold in a 4-alternative forced choice matching task?
a) 15%
b) 25%
c) 50%
d) 75%
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
98. Julia completed a matching task. After completion she rated her performance to be at chance level (i.e. 25%). The computer, however, reported a score of 88%. Julia’s objective threshold was __________ and her subjective threshold was __________.
a) 25%; 88%
b) 88%; 25%
c) not reached; reached
d) reached; 25%
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
99. In order to bring people’s objective threshold at chance level, SOAs need to be:
a) increased
b) reduced
c) higher than 100 ms
d) kept constant
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
100. Which of the following statements regarding the Stroop priming is ACCURATE?
a) In general, Stroop priming is found above the subjective threshold but not above the objective threshold.
b) In general, Stroop priming is found above the subjective threshold and not below the objective threshold.
c) In general, Stroop priming is found below the subjective threshold but not below the objective threshold.
d) In general, Stroop priming is found below the subjective threshold and the objective threshold.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
101. Which of the following statements regarding the reverse Stroop priming is ACCURATE?
a) In general, reverse Stroop priming is found above the subjective threshold but not above the objective threshold.
b) In general, reverse Stroop priming is found above the subjective threshold and not below the objective threshold.
c) In general, reverse Stroop priming is found below the subjective threshold but not below the objective threshold.
d) In general, reverse Stroop priming is found below the subjective threshold and the objective threshold.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
102. In a Stroop test, which of the following items will participants judge faster?
a) The word ‘red’ printed in green
b) The word ‘green’ printed in green
c) The word ‘purple’ printed in red
d) The word ‘green’ printed in red
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Easy
103. In a Stroop test, which of the following items will participants judge slower?
a) The word ‘red’ printed in green
b) The word ‘green’ printed in yellow
c) The word ‘purple’ printed in red
d) They will all be judged slower compared to congruent trials
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Easy
Short answer
104. Describe the effects of a reverse Stroop priming.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Essay
105. Describe the Stroop test.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Fill-in-the-blank
106. The __________ allows to distinguish conscious and unconscious processes in tasks involving both, the so called __________ tasks.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Short answer
107. What is the name of tasks involving both conscious and unconscious processes?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
108. What is the main advantage of the process dissociation procedure?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
109. What is an ‘exclusion’ test?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Multiple choice
110. Which of the following statements regarding the process dissociation procedure is ACCURATE?
a) In exclusion tests, conscious and unconscious perception act in opposition.
b) In exclusion tests, conscious and unconscious perception act in concert.
c) In inclusion tests, conscious and unconscious perception act in opposition.
d) In both exclusion and inclusion tests, conscious and unconscious perception act in opposition.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
111. Considering the equation: (inclusion – exclusion) = 0.70 – 0.50 = 20%. What does 20% represent?
a) The error rate
b) The accuracy level
c) The proportion of trials in which information is processed consciously
d) The proportion of trials in which information is processed unconsciously
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
112. Which of the following statements regarding brain activation of conscious and unconscious words is ACCURATE?
a) Only conscious words activate the right fusiform area.
b) Only conscious words activate the left fusiform area.
c) Both conscious and unconscious words activate the right fusiform area.
d) Both conscious and unconscious words activate the left fusiform area.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
113. Alike unconscious words, conscious words:
a) activate the left fusiform area only.
b) activate the left fusiform area as well as parietal and frontal cortices.
c) activate parietal and frontal cortices only.
d) activate the left fusiform area as well as occipital cortices.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Essay
114. What are the two main interpretations of the findings by Dehaene et al. (2001) in which they showed different brain activation patterns for conscious and unconscious words?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
True/False
115. Unconscious words activate a less extended network of areas compared to conscious words. In particular, unconscious words activate the left fusiform area.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
116. In addition to specific and localized processing areas, conscious words activate an extended pattern of areas in the frontal and parietal cortices.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Fill-in-the-blank
117. When conscious and unconscious perception are balanced in terms of objective performance, so that only the conscious experience differs, Lau and Passingham (2006) found that conscious perception is associated with specific activation of the left __________ cortex.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
118. The two functionally distinct streams of the visual system are the __________ stream and the __________ stream.
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
Short answer
119. What are the functions of the ventral stream in the visual system?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Medium
120. When people run towards a ballistic ball to intercept the object, they use a strategy involving the angle of gaze. But what an angle of gaze?
Section Ref: Conscious Versus Unconscious Perception
Learning Objective: Understand the differences between conscious and unconscious perception and the effects of both on individuals.
Difficulty Level: Hard
Multiple choice
121. Which of the following is an example of implicit learning?
a) Predicting a heavy shower when the sky is covered in dark and thick clouds.
b) Knowing the date of your dad’s birthday.
c) Being able to reproduce a cake by carefully reading the recipe’s instructions.
d) Riding a bike.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
122. Which of the following languages is associated with the highest degree of implicit learning?
a) Second language
b) Native language
c) Sign language
d) Music
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
123. Which of the following scientists coined the term ‘implicit learning’?
a) Goodale
b) Milner
c) Reber
d) Stottinger
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
124. At what age do children learn the major grammatical constructions of their native language?
a) By the age of 3 years
b) By the age of 4 years
c) By the age of 5 years
d) By the age of 7 years
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
125. Jenny is pleased to hear that the band at the bar where she decided to have her birthday party are playing some jazz tunes. The ability of Jenny to quickly tell what style of music the musicians are playing is due to:
a) Explicit learning
b) Implicit learning
c) Sequence learning
d) Conditioning
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
Fill-in-the-blank
126. __________ is the simplest form of structural learning, where people can learn simple associations or __________ contingency.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
Essay
127. What is a ‘correlated hypothesis’ in Greenspoon’s studies on unconscious conditioning?
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Hard
Short answer
128. Define the ‘gambler’s fallacy’.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
True/False
129. After a run of 10 heads in a row, the probability to get a tail is increased.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
130. In Perruchet’s (1985) experiment on unconscious conditioning, the longer the run of a tone followed by a puff, the less people said they expected a puff on the next trial, although they strongly blinked.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
Multiple choice
131. In Perruchet’s (1985) experiment on unconscious conditioning, the longer the run of a tone followed by a puff, the less people said they expected a puff on the next trial, although they strongly blinked. Which of the following statements BEST describes the results of this experiment?
a) The conditioned response and the conscious expectancy went in opposite directions.
b) The conditioned response and the conscious expectancy went in the same direction.
c) The conditioned response represents the conscious expectancy.
d) The conditioned response was minimal.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Hard
132. Artificial grammar learning paradigm is inspired by:
a) music
b) natural language
c) sign language
d) implicit learning
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
133. According to Chomsky, natural language:
a) can be explained by conditioning.
b) can be explained only by unconscious conditioning.
c) is too complex to be explained by conditioning.
d) is actually not that complex.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
134. Finite state grammars:
a) perfectly resemble those needed for natural languages.
b) are structurally very different from those of natural languages.
c) are composed by an infinite number of possible combinations of elements.
d) are complex, but not as complex as natural languages.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
135. VTTVM is a string of elements which is grammatically according to a finite state grammar. Based exclusively on this string, which assumptions you can correctly make about this grammar?
a) Before a M there is always a V
b) Before a T there is always another T
c) After a V we can put a T or a M
d) T must always be repeated
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
136. Consider the string of element of a finite state grammar being XMMXRVM. Which of the following bigrams in not allawed?
a) MM
b) XX
c) XM
d) MX
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Easy
Short answer
137. What is a bigram?
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
138. Indicate 3 possible bigrams of the string VTTVM.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Easy
True/False
139. Bigram can consist of either two or three elements.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Easy
140. In a finite state grammar, any pathway is grammatical as long as it follows the direction of the arrows.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Easy
Multiple choice
141. In Reber’s studies on artificial grammar learning, how many strings could people classify correctly despite not being able to report what the rules were?
a) 20-30%
b) 55-60%
c) 65-70%
d) 75-80%
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
Essay
142. Describe a serial reaction time task to investigate the effect of implicit knowledge on the timing of motor responses.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Hard
Multiple choice
143. Which of the following statements regarding implicit learning is INACCURATE?
a) Implicit learning cannot be demonstrated in the lab.
b) Implicit learning can be demonstrated in the lab.
c) Implicit learning shows that we can make accurate decisions even when we do not know that we know.
d) Implicit learning shows that we can make accurate decisions when we know that we know, but we do not know what we know.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
144. On what type of learning is typical formal education more focused on?
a) Implicit learning
b) Explicit learning
c) Procedural learning
d) Associative learning
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
145. Kevin is learning a new skill by understanding consciously how to do every step, and then gradually automating the procedure. The resulting knowledge will be:
a) automatic but not conscious
b) conscious but not automatic
c) automatic and conscious
d) neither automatic nor conscious
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
146. The resulting knowledge of implicit learning is:
a) automatic but not conscious
b) conscious but not automatic
c) automatic and conscious
d) neither automatic nor conscious
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
147. Which of the following statements regarding learning a new language is ACCURATE?
a) Some aspects of a second language can be learned unconsciously.
b) There is never unconscious learning with a second language.
c) All aspects of a second language are learned unconsciously.
d) Syntax, but not semantic, is always learned explicitly.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Medium
True/False
148. Quite a few aspects of a second language can be learned implicitly.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Easy
149. For an athlete it is important to perform well, regardless of whether they understand why their performance is so good.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Easy
150. For a coach it is important to perform well his role, regardless of whether they understand why their athlete performed so good.
Section Ref: Conscious Versus Unconscious Learning
Learning Objective: Understand the differences between conscious and unconscious learning and the effects of both on individuals.
Difficulty Level: Easy
Multiple choice
151. The phenomenon by which people come to prefer the choices they believe they have made, even when they did not make those choices, is called:
a) choice bias
b) choice adjustment
c) choice confirmation
d) choice blindness
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Easy
152. Choice blindness shows that:
a) the reasons people give for their actions cannot always be the actual basis of their action.
b) people are always aware of the reasons behind their actions and intentions.
c) people are never aware of the reasons behind their actions and intentions.
d) the reasons people give for their actions are always the actual basis of their actions.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
153. Explanations we provided for actions whose reasons we are no longer aware of are called:
a) post justifications
b) post hoc justifications
c) post rationalizations
d) post hoc rationalization
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
154. Mary expresses a preference towards fragrance A compared to fragrance B. After some time, the experimenter presents Mary fragrance B as the one she picked earlier. Mary:
a) will report the mistake, confirming she liked the other fragrance more.
b) will notice the mistake, but will comply with the experimenter.
c) will not notice the mistake and will offer justifications for her choice of fragrance B.
d) will not notice the mistake, but will not be able to provide any justification for her choice.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
Fill-in-the-blank
155. Daniel is a magician and during one of his shows he tries to convince the audience that he can move a pendulum using supernatural power. What the audience do not know is that Daniel is in fact using a(n) __________, which can be explained by psychological principles.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
156. An ideomotor action refers to the effect of __________ on movement.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
True/False
157. An ideomotor action can be explained by the fact that when we imagine an action, small contractions of the corresponding muscles take place.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Easy
158. Michel Chevruel thought that the pendulum’s movement was influenced by supernatural forces, rather than psychological principles.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
Short answer
159. What is the psychological explanation for ideomotor actions?
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
160. In what case ideomotor actions are so complex that they cannot be simply explained by contractions of muscles?
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
Essay
161. Why is a spirit possession considered a goal-directed activity?
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Hard
Multiple choice
162. Spirit possessions are often:
a) inexplicable
b) goal-directed
c) random patterns of behaviour
d) unfavourable for the possessed person
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
163. Which of the following is a famous contemporary case of spirit possession?
a) The Oracle of Delphi
b) The Oracle of Athens
c) The State Oracle of Tibet
d) The state Oracle of China
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Easy
164. Which of the following is not a case of spirit possession?
a) The State Oracle of Tibet
b) Greg, who believes his actions are influenced by inner energy
c) Naomi, who believes being possessed by the Holy Spirit since she joined the Evangelical church.
d) David, who has a diagnosis of schizophrenia and believes the aliens are in possess of his mind.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
165. What does the term ‘mesmerizing’ mean?
a) Inducing people to believe they have been possessed by a spirit.
b) Inducing people to believe they can be healed from the possession of a spirit.
c) Manipulating magnetic fields around people.
d) Appling small electrical currents to people’s heads.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
166. What was the most common reaction after Mesmer’s treatment?
a) Convulsions
b) Vomit
c) Cry
d) Falling asleep
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
167. What did the peasant Victor Race do when Mesmer’s pupil tried to mesmerize him?
a) He had convulsions, similarly to people of high society.
b) He acted like he was asleep.
c) He did not show any sign at all.
d) He became extremely aggressive.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
168. Which of the following terms BEST describes a states in which a person is in a sleep-like state and performs actions he/she does not intend to do?
a) R.E.M sleep
b) Spirit possession
c) Hypnosis
d) Coma
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Easy
169. What is the relationship between sleep and hypnosis?
a) They have nothing to do with each other as the hypnotized person is not in a sleep-like state.
b) They are very similar, although the hypnotized person is less conscious than during sleep.
c) They are very similar, although the hypnotized person is more conscious than during sleep.
d) They are exactly the same thing.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
Short answer
170. What is the common aspect between spirit possessions and hypnosis?
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
171. What is the percentage of people that can be defined as ‘highly hypnotizable’?
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
172. How many people can experience the easier hypnotic suggestions?
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
True/False
173. Only a small proportion of people can experience even the easier hypnotic suggestions.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
174. Hypnotic response can be easily studied in the lab.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
Multiple choice
175. Hypnotic actions feel involuntary because they are:
a) imaginary
b) simple
c) involuntary
d) part of the normal repertoire of the subject
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
176. Hypnotic responses can be partially accounted for by:
a) expectations
b) priming
c) conditioning
d) lower IQ
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
Fill-in-the-blank
177. Hypnosis is a type of __________ as its effects are partially explained by expectations.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Hard
178. __________ theory tries to explain hypnosis by suggesting that hypnotic actions are produced intentionally but feel unintentional because people are not aware of those intentions.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Medium
True/False
179. In therapeutic contexts, being persuaded that we are in touch with special powers may increase the effectiveness of the therapy.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Easy
180. According to response expectancy theory, the strong expectation of an involuntary action is sufficient to make the action happen, with no intentions needed.
Section Ref: Conscious Versus Unconscious Intentions: Volition and Hypnotic Response
Learning Objective: Understand the concept and implications of unconscious intentions.
Difficulty Level: Hard
Multiple choice
181. According to social psychologists, a(n) __________ is a positive or negative evaluation.
a) explanation
b) emotion
c) attitude
d) intention
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Easy
182. Which of the following statements regarding the study by Adams, Wright, and Lohr (1996) on unconscious attitudes is INACCURATE?
a) Only non-homophobic men were aroused by clips depicting sex with women.
b) Only homophobic men were aroused by clips depicting sex with women.
c) Both homophobic and non-homophobic men were aroused by clips depicting homosexual sex.
d) Homophobic men were more aroused by clips depicting homosexual sex than non-homophobic men.
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Medium
183. How was a measure of excitement taken in Adams and colleagues (1996) study on unconscious attitudes?
a) Via a self-rating scale on sexual arousal.
b) Via a recording of the penile circumference taken by the participant.
c) Via measures of skin conductance.
d) Via a penile plethysmograph
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Medium
Essay
184. What are the two main interpretations of findings that homophobic men are objectively more attracted by homosexual sex?
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Hard
True/False
185. It is not advised to measure unconscious attitudes using self-report questionnaires.
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Easy
186. IAT stands for Implicit Activation Test.
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Easy
Short answer
187. Name 3 constructs that can be assessed using the IAT test.
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Medium
188. What would be the result of a person that has a prejudice against black people on the IAT test?
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Hard
Fill-in-the-blank
189. Emotions involve three types of changes: __________, __________ and __________.
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Medium
190. People realizing later that they had been in love all along is an example of __________.
Section Ref: Conscious Versus Unconscious Attitudes and Emotions
Learning Objective: Understand the concept and implications of unconscious attitudes and emotions and some of the means of researching these attitudes and emotions.
Difficulty Level: Easy
Multiple choice
191. On the continuum indicating the functions of consciousness, what is on the extreme left end?
a) The unconscious is dumb
b) Unconscious knowledge is weak conscious knowledge
c) The unconscious does not exist
d) The all-powerful unconscious: consciousness is powerless
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Medium
192. On the continuum indicating the functions of consciousness, what is on the extreme right end?
a) The unconscious is dumb
b) Unconscious knowledge is weak conscious knowledge
c) The unconscious does not exist
d) The all-powerful unconscious: consciousness is powerless
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Medium
193. __________ is to ‘unconscious does not exist’ as __________ is to ‘consciousness has no function’.
a) Wegner; Dulany
b) Dulany; Wegner
c) Dulany; Seth
d) Seth; Wegner
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Hard
194. __________ put the functions of consciousness towards the right of the continuum.
a) Higher-order theories
b) Integration theories
c) Global workspace theories
d) Re-entry theories
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Medium
195. __________ put the functions of consciousness towards the left of the continuum.
a) Integration theories
b) Global workspace theories
c) Re-entry theories
d) All of the above
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Medium
196. What does evidence say regarding the functions of consciousness?
a) Evidence only supports integration theories
b) Evidence only supports the higher-order theory
c) Evidence only supports the re-entry theory
d) There is no enough evidence to draw firm conclusions
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Easy
Essay
197. What are the key issues in future research for integration theories and higher-order theories?
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Hard
Short answer
198. Which current development in neuroscience is modelling the way the brain works in terms of predictions or expectations from the centre forming the basis of perceptions?
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Hard
True/False
199. Research on consciousness is currently not very active.
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Easy
200. Future research may be able to illuminate the possible role of consciousness in animals and AI devices.
Section Ref: Functions of Consciousness and Future Directions
Learning Objective: Demonstrate an understanding of the current view of the functions of consciousness and possible future research and directions within the field.
Difficulty Level: Easy