Exam Prep Introduction Ch1

Chapter 1: Introduction

Test Bank

Type: multiple choice question

Title: Chapter 01 Question 01

1. _______ is the ability to detect a stimulus and, perhaps, to turn that detection into a private experience.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 1. Remembering

a. Learning

b. Discrimination

c. Sensation

d. Perception

e. Cognition

Type: multiple choice question

Title: Chapter 01 Question 02

2. _______ is the act of giving meaning to a detected sensation.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 1. Remembering

a. Judgment

b. Discrimination

c. Learning

d. Perception

e. Cognition

Type: multiple choice question

Title: Chapter 01 Question 03

3. Chemicals wafting through the air that activate olfactory neurons in your nose is _______, whereas interpreting the response of the olfactory neurons as smelling like apple pie is _______.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 3. Applying

a. perception; sensation

b. sensation; perception

c. detection; judgment

d. judgment; detection

e. registration; designation

Type: multiple choice question

Title: Chapter 01 Question 04

4. _______ is a term from philosophy that refers to one’s private conscious experiences of sensation or perception.

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 1. Remembering

a. Qualia

b. Thoughts

c. Perceptions

d. Sensations

e. Thresholds

Type: multiple choice question

Title: Chapter 01 Question 05

5. If you wonder whether your private conscious experience of the color blue is the same as your friend’s private conscious experience of blue, you are thinking about

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 3. Applying

a. sensation.

b. perception.

c. detection.

d. thresholds.

e. qualia.

Type: multiple choice question

Title: Chapter 01 Question 06

6. Which approach to studying sensation and perception would be concerned with determining the dimmest light you could perceive or the loudest sound you could hear without pain?

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.2 Outline the different conceptual approaches to studying sensation and perception including thresholds, scaling, signal detection theory, sensory neuroscience, neuroimaging, and computational models.

Bloom’s Level: 1. Remembering

a. Thresholds

b. Scaling

c. Signal detection theory

d. Sensory neuroimaging

e. Computational models

Type: multiple choice question

Title: Chapter 01 Question 07

7. Which approach to studying sensation and perception would be concerned with understanding how people make extremely difficult perceptual

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.2 Outline the different conceptual approaches to studying sensation and perception including thresholds, scaling, signal detection theory, sensory neuroscience, neuroimaging, and computational models.

Bloom’s Level: 1. Remembering

a. Thresholds

b. Scaling

c. Signal detection theory

d. Sensory neuroimaging

e. Computational models

Type: multiple choice question

Title: Chapter 01 Question 08

8. Which approach to studying sensation and perception would be concerned with creating a computer program that simulates perceptual processes?

Feedback: Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.2 Outline the different conceptual approaches to studying sensation and perception including thresholds, scaling, signal detection theory, sensory neuroscience, neuroimaging, and computational models.

Bloom’s Level: 1. Remembering

a. Thresholds

b. Scaling

c. Signal detection theory

d. Sensory neuroimaging

e. Computational models

Type: multiple choice question

Title: Chapter 01 Question 09

9. Dualism is the idea that

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. the mind has an existence separate from the body.

b. two sensations can co-occur simultaneously.

c. one sensation often follows another.

d. the body can be divided into two parts.

e. All the above

Type: multiple choice question

Title: Chapter 01 Question 10

10. If one believes that human consciousness resides in a spirit, soul, or ghost that is separate than the physical body, that is the philosophical position called

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 3. Applying

a. materialism.

b. dualism.

c. panpsychism.

d. psychophysics.

e. qualia.

Type: multiple choice question

Title: Chapter 01 Question 11

11. Materialism is the notion that

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. all materials influence the mind.

b. happiness results from acquisition of material possessions.

c. materials are important to functioning.

d. materials help the mind.

e. physical matter is the only reality.

Type: multiple choice question

Title: Chapter 01 Question 12

12. The idea that all matter has consciousness is known as

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. psychophysics.

b. empiricism.

c. panpsychism.

d. mentalism.

e. nativism.

Type: multiple choice question

Title: Chapter 01 Question 13

13. _______ was the founder of psychophysics.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. Berkeley

b. Fechner

c. Weber

d. Plato

e. Wundt

Type: multiple choice question

Title: Chapter 01 Question 14

14. _______ is the science of defining quantitative relationships between physical and psychological events.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. Materialism

b. Dualism

c. Fourier analysis

d. Signal detection theory

e. Psychophysics

Type: multiple choice question

Title: Chapter 01 Question 15

15. _______ is the smallest distance at which two stimuli are just perceptible as separate.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding

a. One millimeter

b. One centimeter

c. The qualia span

d. The two-point touch threshold

e. The Fechner threshold

Type: multiple choice question

Title: Chapter 01 Question 16

16. The smallest detectable difference between two stimuli is called the

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. just noticeable difference.

b. sensitivity.

c. two-point touch threshold.

d. amplitude.

e. phase.

Type: multiple choice question

Title: Chapter 01 Question 17

17. If a participant were holding two different weights in their hands and could tell the difference between 80- and 82-gram weights, but not between 80- and 81-gram weights, then the JND would be _______ gram(s).

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 3. Applying

a. 1

b. 2

c. 80

d. 81

e. 82

Type: multiple choice question

Title: Chapter 01 Question 18

18. JND is the

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. smallest detectable difference between two stimuli.

b. difference in detection time for two different stimuli.

c. true difference in detection time.

d. time it takes to notice a stimulus.

e. judgment of no detection.

Type: multiple choice question

Title: Chapter 01 Question 19

19. _______ describes the relationship between a stimulus and its resulting sensation by proposing that the JND is a constant fraction of the stimulus intensity.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding

a. Fourier analysis

b. Signal detection theory

c. Weber’s law

d. Fechner’s law

e. Stevens’ power law

Type: multiple choice question

Title: Chapter 01 Question 20

20. Weber proposed that the smallest change in a stimulus that can be detected is a(n) _______ proportion of the stimulus level.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding

a. ever-changing

b. constant

c. opposite

d. small

e. one-fifth

Type: multiple choice question

Title: Chapter 01 Question 21

21. If a participant were holding two different weights in their hands and the JND for a 10-gram weight was 1 gram, what should the JND be for a 100-gram weight, according to Weber’s law?

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 3. Applying

a. 1 gram

b. 2 grams

c. 10 grams

d. 20 grams

e. 100 grams

Type: multiple choice question

Title: Chapter 01 Question 22

22. Stevens’ power law describes the relationship between a _______ and a(n) _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding

a. signal; noise

b. stimulus; sensation

c. sensation; perception

d. signal; receiver

e. receiver; operator

Type: multiple choice question

Title: Chapter 01 Question 23

23. _______ is the principle that describes the relationship between a stimulus and its resulting sensation that says the magnitude of subjective sensation is proportional to the stimulus magnitude, raised to an exponent.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. Fourier analysis

b. Signal detection theory

c. Weber’s law

d. Fechner’s law

e. Stevens’ power law

Type: multiple choice question

Title: Chapter 01 Question 24

24. _______ describes the relationship between a stimulus and its resulting sensation by proposing that the magnitude of the resulting sensation increases proportionally to the logarithm of the stimulus intensity.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding

a. Fourier analysis

b. Signal detection theory

c. Weber’s law

d. Fechner’s law

e. Stevens’ power law

Type: multiple choice question

Title: Chapter 01 Question 25

25. Refer to the graph.

This graph illustrates

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 2. Understanding

a. Weber’s law.

b. Berkeley’s function.

c. Descartes’ beliefs.

d. Fechner’s law.

e. Helmholtz’s curve.

Type: multiple choice question

Title: Chapter 01 Question 26

26. Absolute threshold is the minimum amount of stimulation necessary for a person to detect a stimulus _______% of the time.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.1 Explain Weber’s law, Fechner’s law, and Steven’s power law at a conceptual level.

Bloom’s Level: 1. Remembering

a. 30

b. 100

c. 50

d. 80

e. 99

Type: multiple choice question

Title: Chapter 01 Question 27

27. If we measure the minimum volume it would take for you to hear a tone, then we have determined your _______ for hearing.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding

a. absolute threshold

b. just noticeable difference

c. relative threshold

d. qualia

e. Weber fraction

Type: multiple choice question

Title: Chapter 01 Question 28

28. The method of _______ requires the random presentation of many stimuli, ranging from rarely to almost always perceivable, one at a time.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding

a. limits

b. constant stimuli

c. adjustment

d. sensation and perception

e. matching

Type: multiple choice question

Title: Chapter 01 Question 29

29. Imagine you are tasting bowls of soup for a chef who is working on a soup recipe, and she wants the soup to have a subtle hint of black pepper flavor. In her first batch of soup, you could not detect any pepper flavor. If she cooks several more batches of soup and keeps increasing the amount of black pepper in every batch until you finally notice the black pepper flavor, which psychophysical method is she employing?

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 3. Applying

a. Method of limits

b. Method of constant stimuli

c. Method of adjustment

d. Method of sensory tuning

e. Cross modality matching

Type: multiple choice question

Title: Chapter 01 Question 30

30. The method of _______ requires the experimenter to vary a perceptible stimulus until it is no longer perceived, or an imperceptible stimulus until it is finally perceived.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding

a. adjustment

b. constant stimuli

c. limits

d. matching

e. sensation and perception

Type: multiple choice question

Title: Chapter 01 Question 31

31. The method of _______ requires the observer to alter the strength of a stimulus until it matches some criterion.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding

a. adjustment

b. constant stimuli

c. limits

d. matching

e. sensation and perception

Type: multiple choice question

Title: Chapter 01 Question 32

32. When setting up a new monitor or video game, there is often a step in which you change the brightness of the screen until a logo is just barely visible. This is an example of

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 3. Applying

a. the method of limits.

b. the method of constant stimuli.

c. the method of adjustment.

d. the method of sensory tuning.

e. cross-modality matching.

Type: multiple choice question

Title: Chapter 01 Question 33

33. _______ is a psychophysical method in which the participant assigns values according to perceived magnitudes of the stimuli.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding

a. The method of limits

b. The method of constant stimuli

c. The method of adjustment

d. Magnitude estimation

e. Cross-modality matching

Type: multiple choice question

Title: Chapter 01 Question 34

34. If you are asked to taste a lemon and then adjust a light until it is as bright as the lemon is sour, you have been asked to engage in

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 3. Applying

a. magnitude estimation.

b. the method of constant stimuli.

c. the method of limits.

d. signal detection.

e. cross-modality matching.

Type: multiple choice question

Title: Chapter 01 Question 35

35. Signal detection theory consists of

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding

a. detectors.

b. receivers.

c. transducers.

d. signal and noise.

e. thresholds.

Type: multiple choice question

Title: Chapter 01 Question 36

36. Finding a tumor in an x-ray can be thought of as searching for a(n) _______ amidst _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 3. Applying

a. signal; noise

b. noise; signal

c. sensation; perceptions

d. perception; sensations

e. absolute threshold; just noticeable differences

Type: multiple choice question

Title: Chapter 01 Question 37

37. This concept refers to the observer’s willingness to say they detected a signal.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 1. Remembering

a. Just noticeable difference

b. Sensitivity

c. Criterion

d. Two-point threshold

e. Perception

Type: multiple choice question

Title: Chapter 01 Question 38

38. In signal detection theory, the _______ is an internal threshold that is set by the observer.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 1. Remembering

a. criterion

b. shift

c. sensitivity

d. method of limits

e. method of adjustment

Type: multiple choice question

Title: Chapter 01 Question 39

39. In signal detection theory, the _______ is a value that defines the ease with which an observer can tell the difference between the presence and absence of a stimulus, or the difference between stimulus 1 and stimulus 2.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 1. Remembering

a. criterion

b. shift

c. sensitivity

d. method of limits

e. method of adjustment

Type: multiple choice question

Title: Chapter 01 Question 40

40. If a stimulus is present and the observer reports it as present, this is called a

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding

a. hit.

b. miss.

c. false alarm.

d. correct rejection.

e. criterion.

Type: multiple choice question

Title: Chapter 01 Question 41

41. If a stimulus is present and the observer reports it as absent, this is called a

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding

a. hit.

b. miss.

c. false alarm.

d. correct rejection.

e. criterion.

Type: multiple choice question

Title: Chapter 01 Question 42

42. If a stimulus is absent but the observer reports it as present, this is called a

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding

a. hit.

b. miss.

c. false alarm.

d. correct rejection.

e. criterion.

Type: multiple choice question

Title: Chapter 01 Question 43

43. If a stimulus is absent and the observer reports it as absent, this is called a

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding

a. hit.

b. miss.

c. false alarm.

d. correct rejection.

e. criterion.

Type: multiple choice question

Title: Chapter 01 Question 44

44. The criminal justice system in United States is designed to be biased such that it would rather let a guilty person go free than convict an innocent person. In terms of signal detection theory, the courts would rather have a _______ than a _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 3. Applying

a. hit; miss

b. miss; correct rejection

c. correct rejection; miss

d. false alarm; miss

e. miss; false alarm

Type: multiple choice question

Title: Chapter 01 Question 45

45. Airport security is very tight. If a traveler even jokes about a bomb, they are detained and questioned to ensure that no real terrorist threat succeeds. In terms of signal detection theory, airport security would rather have a _______ than a _______.

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 3. Applying

a. hit; miss

b. miss; correct rejection

c. correct rejection; miss

d. false alarm; miss

e. miss; false alarm

Type: multiple choice question

Title: Chapter 01 Question 46

46. Refer to the graph.

The curves in the graph are known as

Feedback: Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 2. Understanding

a. stimuli ratios.

b. ROC curves.

c. JNDs.

d. signal curves.

e. power curves.

Type: multiple choice question

Title: Chapter 01 Question 47

47. The doctrine of specific nerve energies involves the stimulation of

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.1 Explain the doctrine of specific nerve energies.

Bloom’s Level: 2. Understanding

a. sensory fibers.

b. sensations.

c. nerve endings.

d. signals.

e. All the above

Type: multiple choice question

Title: Chapter 01 Question 48

48. If you are in a completely dark room and accidentally hit your head, you might see “stars.” Even though there was only mechanical stimulation to your eyes and no light, you still had an experience of light. This fact is predicted by

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.1 Explain the doctrine of specific nerve energies.

Bloom’s Level: 3. Applying

a. dark adaptation.

b. the equal stimulation principle.

c. the doctrine of specific nerve energies.

d. the Müller principle.

e. Stevens’ power law.

Type: multiple choice question

Title: Chapter 01 Question 49

49. The twelve pairs of nerves that originate in the brain stem and reach sense organs and muscles through openings in the skull are called the

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 2. Understanding

a. Müller mileau.

b. specific nerves.

c. nervy dozen.

d. cranial nerves.

e. cranial tracts.

Type: multiple choice question

Title: Chapter 01 Question 50

50. If you had a stroke that damaged your frontal lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying

a. Smell

b. Touch

c. Hearing

d. Vision

e. Balance

Type: multiple choice question

Title: Chapter 01 Question 51

51. If you had a stroke that damaged your temporal lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying

a. Smell

b. Touch

c. Hearing

d. Vision

e. Balance

Type: multiple choice question

Title: Chapter 01 Question 52

52. If you had a stroke that damaged your occipital lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying

a. Smell

b. Touch

c. Hearing

d. Vision

e. Balance

Type: multiple choice question

Title: Chapter 01 Question 53

53. If you had a stroke that damaged your parietal lobe, which sense would be most likely to be impaired?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.2 List the lobes of the brain and what senses are processed in each one.

Bloom’s Level: 3. Applying

a. Smell

b. Touch

c. Hearing

d. Vision

e. Balance

Type: multiple choice question

Title: Chapter 01 Question 54

54. _______ invented the ophthalmoscope, studied hearing, and first determined the speed of neural impulses.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 1. Remembering

a. Weber

b. Fechner

c. Locke

d. Ramón y Cajal

e. Helmholtz

Type: multiple choice question

Title: Chapter 01 Question 55

55. If you look at neurons through a microscope and draw detailed pictures of their structures, whose scientific career are you most likely emulating?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 3. Applying

a. Weber

b. Fechner

c. Locke

d. Ramón y Cajal

e. Helmholtz

Type: multiple choice question

Title: Chapter 01 Question 56

56. A synapse is the junction between _______ that permits information transfer.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 1. Remembering

a. stimuli

b. sensory fibers

c. neurons

d. signals

e. the spinal cord and brain

Type: multiple choice question

Title: Chapter 01 Question 57

57. The chemical substance used in neuronal communication at synapses is known as

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.3 Describe the basic anatomy of neurons and how they transmit information.

Bloom’s Level: 1. Remembering

a. axon.

b. receptor.

c. transducer.

d. lymph.

e. neurotransmitter.

Type: multiple choice question

Title: Chapter 01 Question 58

58. Which of the following is a method or set of methods that generates images of the structure and/or function of the brain in living, behaving humans?

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET.

Bloom’s Level: 2. Understanding

a. X-rays

b. Neuroimaging

c. Mindscaping

d. Cognitive mapping

e. Free association

Type: multiple choice question

Title: Chapter 01 Question 59

59. _______ imaging technology defines locations in the brain where neurons are especially active using safe radioactive isotopes to measure the metabolism of brain cells.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET.

Bloom’s Level: 1. Remembering

a. EEG

b. MEG

c. MRI

d. fMRI

e. PET

Type: multiple choice question

Title: Chapter 01 Question 60

60. _______ is a technique that, using multiple electrodes on the scalp, measures changes in electrical activity across populations of many neurons in the brain.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET.

Bloom’s Level: 1. Remembering

a. EEG

b. MEG

c. MRI

d. fMRI

e. PET

Type: multiple choice question

Title: Chapter 01 Question 61

61. _______ is an imaging technology that uses the responses of atoms to strong magnetic fields to form images of structures, like the brain.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET.

Bloom’s Level: 1. Remembering

a. EEG

b. MEG

c. MRI

d. fMRI

e. PET

Type: multiple choice question

Title: Chapter 01 Question 62

62. _______ is a technique that measures changes in magnetic activity across populations of many neurons in the brain.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET.

Bloom’s Level: 1. Remembering

a. EEG

b. MEG

c. MRI

d. fMRI

e. PET

Type: multiple choice question

Title: Chapter 01 Question 63

63. _______ makes it possible to measure localized patterns of activity in the brain by tracing changing levels of blood oxygenation.

Feedback: Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET.

Bloom’s Level: 2. Understanding

a. EEG

b. MEG

c. MRI

d. fMRI

e. PET

Type: multiple choice question

Title: Chapter 01 Question 64

64. Which computational modeling approach can help scientists better understand how sensory systems develop based on experience?

Feedback: Textbook Reference: 1.4 Modeling as a Method: Math and Computation

Learning Objective: 1.4.1 Explain how mathematical and computational models can be used to study perception.

Bloom’s Level: 2. Understanding

a. Efficient coding methods

b. Bayesian models

c. Artificial neural networks

d. Predictive coding

e. Mathematical models

Type: multiple choice question

Title: Chapter 01 Question 65

65. Which mathematical modeling technique is designed to discover the predictability and structure of inputs to the model?

Feedback: Textbook Reference: 1.4 Modeling as a Method: Math and Computation

Learning Objective: 1.4.2 Describe the computational models covered in the chapter: efficient coding models, Bayesian models, artificial neural networks, and deep neural nets.

Bloom’s Level: 1. Remembering

a. Efficient coding models

b. Bayesian models

c. Stevens’ power law

d. Weber’s law

e. Deep neural networks

Type: multiple choice question

Title: Chapter 01 Question 66

66. Which mathematical modeling technique excels at classifying stimuli such as images or sounds into categories?

Feedback: Textbook Reference: 1.4 Modeling as a Method: Math and Computation

Learning Objective: 1.4.2 Describe the computational models covered in the chapter: efficient coding models, Bayesian models, artificial neural networks, and deep neural nets.

Bloom’s Level: 2. Understanding

a. Efficient coding models

b. Bayesian models

c. Stevens’ power law

d. Weber’s law

e. Deep neural networks

Type: essay/short answer question

Title: Chapter 01 Question 67

67. What is the difference between sensation and perception?

Feedback: Sensation is concerned with how our senses transduce energy from the world (light, sound, mechanical pressure) into neural energy. Perception is the interpretation of sensations and the assignment of meaning to them. For example, this paragraph is an array of black and white spots of light on the backs of our retinas that excites our rods and cones (sensation), but we perceive it as text that has meaning (perception).

Textbook Reference: 1.1 Sensation & Perception: Welcome to Our World

Learning Objective: 1.1.1 Explain the difference between sensation and perception.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 01 Question 68

68. What is the difference between sensitivity and criterion in signal detection theory?

Feedback: Signal detection theory makes a distinction between an observer’s ability to perceive a stimulus (sensitivity) and their willingness to report it (criterion). Sensitivity is the ability to detect the presence of a signal among noise, regardless of any response bias of the observer. The criterion, on the other hand, formalizes the idea of bias and indicates how willing the observer is to say “yes” to an ambiguous stimulus. An observer’s criterion determines what kinds of errors they will make—whether there will be more false alarms or misses.

Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.3 Describe signal detection theory at a general level, including the concepts of sensitivity and criterion.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 01 Question 69

69. What is the doctrine of specific nerve energies?

Feedback: Johannes Müller proposed the doctrine of specific nerve energies, which states that qualia (the private conscious experiences of sensation or perception) are determined by which sensory fibers are stimulated, not how they are stimulated; we are aware only of the activity in our nerves, not of the world itself. So, for instance, an inner ear infection might cause swelling that presses on the auditory nerve and causes high pitched ringing sounds to be heard that are not actually present in the environment.

Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.1 Explain the doctrine of specific nerve energies.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 01 Question 70

70. What is the difference between MRI and fMRI?

Feedback: Magnetic resonance imaging (MRI) uses a powerful magnetic field to produce structural scans of the body. In particular, high resolution images of the structure of the brain can be produced without harm. Functional MRI, on the other hand, produces images of the movement of oxygenated blood throughout the brain. These images show which parts of the brain are active at any given time. MRI and fMRI can be combined to image the parts of the brain that are particularly active during a psychological task.

Textbook Reference: 1.3 Sensory Neuroscience and the Biology of Perception

Learning Objective: 1.3.4 Describe the different neuroimaging techniques covered in the chapter: EEG, ERP, MEG, MRI, fMRI, and PET.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 01 Question 71

71. Describe the following psychophysical methods: method of constant stimuli, method of limits, and method of adjustment.

Feedback: In the method of constant stimuli, values of stimuli are chosen such that they range from rarely perceptible to almost always perceptible. The values are randomized for each participant and then presented one at a time. In the method of limits, the experimenter changes the strength of the stimulus and the participant responds as to whether they can perceive the stimulus or not. The stimulus may be started from a high value that the participant can perceive, and then be decreased until the participant cannot perceive it anymore, or vice versa. In the method of adjustment, the participant adjusts the strength of the stimulus themselves. In all three methods, psychophysicists are often interested in characterizing observers’ thresholds, which would be the 50% detection point in the method of constant stimuli, the average stimulus value where the participant switches their response in the method of limits, and the average adjusted value of the stimulus in the method of adjustments.

Textbook Reference: 1.2 Thresholds and the Dawn of Psychophysics

Learning Objective: 1.2.2 Describe commonly used psychophysical methods, including the method of constant stimuli, method of limits, method of adjustment, magnitude estimation, and cross-modality matching.

Bloom’s Level: 2. Understanding