Exam key + Chapter 10 Hearing in the Environment - Wolfe - Updated Test Bank | Sensation & Perception 6e Wolfe by Jeremy Wolfe. DOCX document preview.
Test Bank
by Evan M. Palmer
to accompany
Sensation & Perception, Sixth Edition
Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld
Chapter 10: Hearing in the Environment
Multiple Choice
1. The _______ is the difference in time between a sound arriving at one ear versus the other and helps us localize sound.
a. azimuth
b. interaural time difference
c. interaural level difference
d. cone of confusion
e. sound shadow
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 1. Remembering
2. The azimuth is the
a. distance between the sound and the ears.
b. location of the sound in space.
c. angle of a sound source on the horizontal plane relative to a point in the center of the head between the ears.
d. idea that the ears receive slightly different inputs when the sound source is located to one side or the other.
e. difference in time between a sound arriving at one ear versus the other.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 1. Remembering
3. Suppose you are in the woods and hear a high-pitched screech (above 1000 Hz). Which auditory localization cue will help you determine where the sound came from?
a. Interaural timbre difference
b. Interaural attack difference
c. Interaural decay difference
d. Interaural level difference
e. Interaural time difference
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 3. Applying
4. Refer to the figure.
The blue circles in this interaural time difference diagram refer to locations from which sound reaches the _______ first.
a. right ear
b. left ear
c. brain stem
d. pons
e. superior olive
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 2. Understanding
5. Which method(s) of sound localization between the two ears is/are used most often for tones of very low frequencies?
a. Interaural time difference
b. Interaural level difference
c. Interaural frequency difference
d. Interaural echo difference
e. Both interaural time and level differences
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 2. Understanding
6. Which method(s) of sound localization between the two ears is/are used most often for tones of very high frequencies?
a. Interaural time difference
b. Interaural level difference
c. Interaural frequency difference
d. Interaural echo difference
e. Both interaural time and level differences
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 2. Understanding
7. Refer to the graph.
This graph shows _______ for tones of different frequencies presented at different positions around the head.
a. interaural level differences
b. cones of confusion
c. pitch differences
d. loudness differences
e. interaural time differences
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 2. Understanding
8. Which direction on the azimuth would have the largest interaural time difference?
a. 0°
b. 30°
c. 60°
d. 90°
e. 120°
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 3. Applying
9. _______ refers to the region of positions in space where all the sounds produce the same time and level (intensity) differences.
a. Cochlear region
b. Sound source
c. Cone of confusion
d. Medial region
e. Azimuth
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 2. Understanding
10. Which of the following do(es) not contribute to sound localization?
a. Interaural time difference
b. Interaural level difference
c. Lateral superior olives
d. The cone of confusion
e. Turning the head
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 2. Understanding
11. Refer to the figure.
What concept does this figure illustrate?
a. Sound ambiguities cannot be resolved even if the observer turns their head.
b. After hearing a noise, people usually turn their heads reflexively.
c. Interaural time differences do not allow for sound localization.
d. Interaural level differences do not allow for sound localization.
e. Turning one’s head can help with sound localization.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.
Bloom’s Level: 3. Applying
12. The _______ is a function that describes how the pinna, ear canal, head, and torso change the intensity of sounds with different frequencies that arrive at each ear from different locations in space.
a. combination function
b. directional transfer function
c. inverse-square law
d. localization function
e. azimuth
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.
Bloom’s Level: 1. Remembering
13. Refer to the graphs.
These graphs illustrate the
a. cone of confusion.
b. localization functions.
c. combination functions.
d. inverse-square law.
e. directional transfer functions.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.
Bloom’s Level: 2. Understanding
14. If someone’s lateral superior olive structures are destroyed, they are most likely to experience difficulty using
a. interaural time differences to localize low-frequency sounds.
b. interaural time differences to localize high-frequency sounds.
c. interaural level differences to localize low-frequency sounds.
d. interaural level differences to localize high-frequency sounds.
e. timbre to localize low-frequency sounds.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.
Bloom’s Level: 3. Applying
15. If someone’s medial superior olive structures are destroyed, they are most likely to experience difficulty using
a. interaural time differences to localize low-frequency sounds.
b. interaural time differences to localize high-frequency sounds.
c. interaural level differences to localize low-frequency sounds.
d. interaural level differences to localize high-frequency sounds.
e. timbre to localize low-frequency sounds.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.
Bloom’s Level: 3. Applying
16. The _______ is the relay station in the brain stem where inputs from both ears contribute to the detection of interaural time differences.
a. medial superior olive
b. cochlea
c. pons
d. lateral superior olive
e. frontal lobe
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.
Bloom’s Level: 1. Remembering
17. The _______ is a relay station in the brain stem where inputs from both ears contribute to the detection of interaural level differences.
a. medial superior olive
b. cochlea
c. pons
d. lateral superior olive
e. hypothalamus
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.
Bloom’s Level: 1. Remembering
18. Neurons that are sensitive to intensity differences between the two ears can be found in the
a. medial superior olives.
b. lateral superior olives.
c. brain stem.
d. cochlear muscles.
e. ossicles.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.
Bloom’s Level: 1. Remembering
19. Damage to which structure would specifically impair computations of interaural time differences?
a. Cochlear nucleus
b. Lateral superior olive
c. Medial superior olive
d. Medial nucleus of the trapezoid body
e. Inferior colliculus
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.
Bloom’s Level: 3. Applying
20. Damage to which structure would specifically impair computations of interaural level differences?
a. Cochlear nucleus
b. Lateral superior olive
c. Medial superior olive
d. Medial nucleus of the trapezoid body
e. Inferior colliculus
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.3 Describe the brain circuits used to localize sounds.
Bloom’s Level: 3. Applying
21. According to the inverse-square law, as distance from a source _______, intensity _______ faster such that the _______ in intensity is the distance squared.
a. increases; increases; increase
b. decreases; decreases; decrease
c. decreases; decreases; increase
d. increases; decreases; decrease
e. increases; increases; decrease
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.4 Describe how listeners can judge the distance of sounds.
Bloom’s Level: 1. Remembering
22. Refer to the figure.
This figure demonstrates that the relative amounts of direct and reverberant energy coming from the listener’s neighbor and the singer will inform him of the
a. location of the prime sound source.
b. intensity level of the sound source.
c. time it takes for sound to arrive to his ears.
d. relative distances of the two sound sources.
e. absolute distance of the direct energy source.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.4 Describe how listeners can judge the distance of sounds.
Bloom’s Level: 2. Understanding
23. Suppose you get a new ear piercing that dramatically changes the shape of your pinna and causes you to have trouble localizing sounds. From which direction will you have the hardest time localizing sounds, and why?
a. Sounds from the side, due to changes in interaural time differences
b. Sounds from the side, due to changes in interaural level differences
c. Sounds from above, due to changes in interaural time differences
d. Sounds from above, due to changes in interaural level differences
e. Sounds from above, due to changes in the direction transfer function
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.4 Describe how listeners can judge the distance of sounds.
Bloom’s Level: 5. Evaluating
24. Which term describes the spectrum of a complex sound in which energy is at integer multiples of the fundamental frequency?
a. Inverse-square law
b. Harmonic spectrum
c. Missing fundamental
d. Resonance
e. Timbre
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.1 Describe the concept of a harmonic spectrum.
Bloom’s Level: 1. Remembering
25. _______ is the lowest-frequency component of a complex periodic sound.
a. Harmonic sound
b. Missing fundamental
c. Fundamental frequency
d. Timbre
e. Pitch
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.2 Explain the concept of a fundamental frequency.
Bloom’s Level: 1. Remembering
26. Refer to the figure.
Even if the lowest frequency of a harmonic sound is removed (as in the figure), listeners still hear the pitch of this
a. timbre.
b. missing fundamental.
c. vibration.
d. attack.
e. chord.
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.2 Explain the concept of a fundamental frequency.
Bloom’s Level: 2. Understanding
27. Refer to the figure.
This figure demonstrates that when only three harmonics of the same fundamental frequency are presented (B–D), listeners still hear the pitch of the fundamental frequency because the harmonics all
a. share a common energy fluctuation of 250 Hz.
b. have the same intensity.
c. occur at the same time.
d. peak at the same amplitude which changes the frequency into a 250-Hz signal.
e. share the same pitch.
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.2 Explain the concept of a fundamental frequency.
Bloom’s Level: 2. Understanding
28. _______ is the psychological sensation by which a listener can judge that two sounds with the same loudness and pitch are dissimilar.
a. Attack
b. Decay
c. Timbre
d. Consonance
e. Dissonance
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.3 Define timbre.
Bloom’s Level: 1. Remembering
29. _______ is the complex quality of sound that lets us distinguish a note played on the piano from the same note played on a trumpet.
a. Consonance
b. Dissonance
c. Attack
d. Decay
e. Timbre
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.3 Define timbre.
Bloom’s Level: 3. Applying
30. The part of a sound during which amplitude increases is known as
a. decay.
b. start note.
c. attack.
d. octave.
e. pitch.
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.4 Define the concepts of attack and decay.
Bloom’s Level: 1. Remembering
31. The part of a sound during which amplitude decreases is known as
a. instrumental decrease.
b. sound decline.
c. end note.
d. decay.
e. tone.
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.4 Define the concepts of attack and decay.
Bloom’s Level: 1. Remembering
32. When you pluck the string on a violin rather than use a bow to play the same note, which sound aspect is the most different?
a. Attack
b. Decay
c. Tone
d. Octave
e. Fundamental frequency
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.2.4 Define the concepts of attack and decay.
Bloom’s Level: 3. Applying
33. Source segregation involves the
a. distinction of various harmonic sounds in the broader environment.
b. tuning to one particular sound.
c. combination of various harmonic sounds into one.
d. missing fundamental.
e. distinction of auditory events in the broader environment.
Textbook Reference: 10.3 Auditory Scene Analysis
Learning Objective: 10.3.1 Explain the concept of auditory scene analysis.
Bloom’s Level: 2. Understanding
34. _______ is the perceptual organization of a complex acoustic signal into separate auditory events.
a. Auditory stream segregation
b. Source segregation
c. Harmonic sound perception
d. Grouping by onset
e. Acoustic grouping
Textbook Reference: 10.3 Auditory Scene Analysis
Learning Objective: 10.3.1 Explain the concept of auditory scene analysis.
Bloom’s Level: 1. Remembering
35. Which of the following describes the phenomenon of, for example, being able to identify the different instruments in a composition based on their distinctive sound characteristics?
a. Grouping by onset
b. Grouping by timbre
c. Grouping by continuity
d. Grouping by decay
e. Restoration effects
Textbook Reference: 10.3 Auditory Scene Analysis
Learning Objective: 10.3.1 Explain the concept of auditory scene analysis.
Bloom’s Level: 3. Applying
36. A very simple example of auditory stream segregation involves two tones with similar frequencies that are
a. played continuously together.
b. alternated.
c. started together at the same time.
d. different in amplitude.
e. missing fundamentals.
Textbook Reference: 10.3 Auditory Scene Analysis
Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.
Bloom’s Level: 2. Understanding
37. Which of the following does not contribute to auditory stream segregation?
a. The perceived locations of the sound sources
b. The onset of the different sound sources
c. The timbre of the different sound sources
d. The pitch of the different sound sources
e. The different sound sources added together
Textbook Reference: 10.3 Auditory Scene Analysis
Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.
Bloom’s Level: 1. Remembering
38. Which of the following describes the phenomenon of grouping sounds that begin at the same time?
a. Grouping by onset
b. Grouping by timbre
c. Grouping by continuity
d. Grouping by decay
e. Restoration effects
Textbook Reference: 10.3 Auditory Scene Analysis
Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.
Bloom’s Level: 1. Remembering
39. _______ effects have been demonstrated in the laboratory with a wide variety of target sounds and interrupting sounds. The simplest version of such an experiment is to delete portions of a pure tone and replace them with noise.
a. Alternating
b. Decay
c. Continuity
d. Restoration
e. Auditory segregation
Textbook Reference: 10.4 Continuity and Restoration Effects
Learning Objective: 10.4.1 Describe how the auditory system uses a form of good continuation to perceive sounds.
Bloom’s Level: 3. Applying
40. _______ is a process by which missing or degraded acoustic signals are perceptually replaced.
a. Good continuation
b. Appropriate grouping rule
c. Perceptual filling
d. Perceptual restoration
e. Auditory stream segregation
Textbook Reference: 10.4 Continuity and Restoration Effects
Learning Objective: 10.4.2 Describe how the auditory system can restore missing parts of complex sounds.
Bloom’s Level: 1. Remembering
41. _______ describes the very rapid motor response to a sudden sound.
a. Knee-jerk reaction
b. Acoustic surprise reaction
c. Acoustic startle reflex
d. Auditory surprise effect
e. Auditory defense reaction
Textbook Reference: 10.5 Auditory Attention
Learning Objective: 10.5.1 Describe the acoustic startle reflex.
Bloom’s Level: 1. Remembering
42. Suppose you watch a scary movie in a theater and a loud noise causes you to jump in your seat. You have just experienced
a. a knee-jerk reaction.
b. an acoustic surprise reaction.
c. the auditory surprise effect.
d. an auditory defense reaction.
e. an acoustic startle reflex.
Textbook Reference: 10.5 Auditory Attention
Learning Objective: 10.5.1 Describe the acoustic startle reflex.
Bloom’s Level: 3. Applying
43. How many auditory streams can we humans accurately monitor at once?
a. One
b. Two
c. Three
d. Four
e. Five
Textbook Reference: 10.5 Auditory Attention
Learning Objective: 10.5.2 Explain the concept of inattentional deafness.
Bloom’s Level: 2. Understanding
Short Answer
44. What is the directional transfer function?
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.2 Explain how the auditory system uses pinnae and head cues to localize sounds.
Bloom’s Level: 2. Understanding
45. What is timbre?
Textbook Reference: 10.2 Complex Sounds
Learning Objective: 10.2.3 Define timbre.
Bloom’s Level: 2. Understanding
46. What is a restoration effect in auditory perception?
Textbook Reference: 10.4 Continuity and Restoration Effects
Learning Objective: 10.4.2 Describe how the auditory system can restore missing parts of complex sounds.
Bloom’s Level: 2. Understanding
47. What is the acoustic startle reflex?
Textbook Reference: 10.5 Auditory Attention
Learning Objective: 10.5.1 Describe the acoustic startle reflex.
Bloom’s Level: 2. Understanding
Essay
48. Describe the two major cues that our brain uses to localize sound waves.
Textbook Reference: 10.1 Sound Localization
Learning Objective: 10.1.1 Explain how the auditory system uses both interaural time differences and interaural level differences to localize sounds.
Bloom’s Level: 3. Applying
49. What is auditory stream segregation and what cues does the brain use to achieve it?
Textbook Reference: 10.3 Auditory Scene Analysis
Learning Objective: 10.3.2 Describe the ways in which the auditory system performs auditory stream segregation.
Bloom’s Level: 4. Analyzing
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Updated Test Bank | Sensation & Perception 6e Wolfe
By Jeremy Wolfe