Test Bank + 6e Chapter 4 Perceiving and Recognizing Objects 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 4: Perceiving and Recognizing Objects
Multiple Choice
1. Which area(s) is/are not part of extrastriate cortex?
a. V1
b. V2
c. V3
d. V4
e. Both V2 and V4
Textbook Reference: 4.1 From Simple Lines and Edges to Properties of Objects
Learning Objective: 4.1.1 Describe some of the ways that extrastriate cortex differs from striate cortex.
Bloom’s Level: 2. Understanding
2. Scientists sometimes conduct _______ studies on animals, in which sections of their brain are surgically excised to see how it affects their behavior.
a. training
b. breeding
c. lesion
d. stroke
e. observational
Textbook Reference: 4.1 From Simple Lines and Edges to Properties of Objects
Learning Objective: 4.1.1 Describe some of the ways that extrastriate cortex differs from striate cortex.
Bloom’s Level: 2. Understanding
3. Refer to the figure.
In the figure, the border highlighted in the red oval is “owned” by
a. the red oval.
b. the gray background.
c. the black square.
d. both the black square and the gray background.
e. neither the black square nor the gray background.
Textbook Reference: 4.1 From Simple Lines and Edges to Properties of Objects
Learning Objective: 4.1.2 Explain the concept of border ownership.
Bloom’s Level: 3. Applying
4. Evidence indicates that structures in _______ cortex are especially important in end-stage object recognition processes.
a. striate
b. inferotemporal
c. occipital
d. parietal
e. frontal
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.
Bloom’s Level: 1. Remembering
5. The term “grandmother cell” refers to a neuron that
a. responds best to one specific object.
b. divides several times to form a number of new neurons.
c. is connected to a large number of other neurons.
d. is isolated from other neurons.
e. was genetically inherited from the matriarchal lineage.
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.
Bloom’s Level: 2. Understanding
6. A study of cells in IT cortex showed that they responded to very specific stimuli, such as
a. faces.
b. animals.
c. colors.
d. motion.
e. celebrities.
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.
Bloom’s Level: 2. Understanding
7. _______ is a failure to recognize objects visually in spite of the ability to see them.
a. Prosopagnosia
b. Agnosia
c. Anomia
d. Alexia
e. Dyslexia
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.2 Define visual agnosia.
Bloom’s Level: 1. Remembering
8. A _______ process is one that carries out a computation (e.g., object recognition) one neural step after another, without the need for feedback from a later stage to an earlier stage.
a. re-entrant
b. feedback
c. synchronous
d. feed-forward
e. asynchronous
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reverse-hierarchy theory at a conceptual level.
Bloom’s Level: 1. Remembering
9. Which theory suggests that you initially get a general, categorical impression of the world from higher brain areas and then later appreciate details after activation flows back down to lower brain areas?
a. Feed-forward process theory
b. Reverse-hierarchy theory
c. Asynchronous activation theory
d. Synchronous activation theory
e. Cortical feedback theory
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reverse-hierarchy theory at a conceptual level.
Bloom’s Level: 2. Understanding
10. What kind of process in the brain sends signals back downstream to earlier areas after initial processing?
a. Recursive
b. Feed-forward
c. Re-entrant
d. Dorsal
e. Ventral
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reverse-hierarchy theory at a conceptual level.
Bloom’s Level: 1. Remembering
11. Refer to the figure.
This figure depicts
a. isoluminant contours.
b. an accidental viewpoint.
c. shadow boundaries.
d. an ambiguous figure.
e. illusory contours.
Learning Objective: 4.3.1 Explain some ways in which object recognition is a challenge for the visual system.
Bloom’s Level: 1. Remembering
12. Which of the following is a loosely defined stage of visual processing that comes after basic features have been extracted from the image, and before object recognition and scene understanding?
a. Low-level vision
b. Early vision
c. High-level vision
d. Sensation
e. Mid-level vision
Learning Objective: 4.3.2 Define mid-level (or middle) vision.
Bloom’s Level: 2. Understanding
13. Which of the following is not one of the principles for summarizing mid-level vision?
a. Bring together that which should be brought together.
b. Split asunder that which should be split asunder.
c. Use what you know.
d. Avoid accidents.
e. Seek ambiguity and avoid consensus.
Learning Objective: 4.3.2 Define mid-level (or middle) vision.
Bloom’s Level: 4. Analyzing
14. If you attempt to understand perception by primarily breaking it down into its basic sensory components, which philosophical approach are you following?
a. Structuralist
b. Gestalt
c. Behaviorist
d. Cognitive
e. Biological
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 3. Applying
15. Gestalt psychologists emphasize that
a. a percept is nothing more than the sum of its sensory elements.
b. objects and faces are processed via different mechanisms.
c. the perceptual whole is greater than the sum of its parts.
d. the visual system must assume that objects are viewed from generic viewpoints.
e. object recognition is view-based.
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 2. Understanding
16. Which of the following research topics would be of most interest to a Gestalt psychologist?
a. Determining when stimuli will appear to spontaneously group together.
b. Studying how brain lesions affect object perception.
c. Researching accidental viewpoints in object recognition.
d. Using brain imaging methods to see which areas of the brain are involved in scene perception.
e. Recording how neurons react to various color stimuli.
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 3. Applying
17. Refer to the figure.
Which Gestalt grouping principle might lead you to organize the elements into rows?
a. Similarity
b. Proximity
c. Common region
d. Parallelism
e. Good continuation
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 3. Applying
18. Refer to the figure.
Which Gestalt grouping principle might lead you to organize the elements into columns?
a. Similarity
b. Proximity
c. Common region
d. Parallelism
e. Good continuation
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 3. Applying
19. Refer to the figure.
You probably organized figure I into one jagged line and one curved line. Which Gestalt grouping principle guided this decision?
a. Similarity
b. Symmetry
c. Connectedness
d. Good continuation
e. Proximity
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 3. Applying
20. Refer to the figure.
Figure II is like figure I in many ways, but you organize it differently. Which Gestalt grouping principle explains why the black part seems separate from the gray part?
a. Similarity
b. Symmetry
c. Connectedness
d. Good continuation
e. Proximity
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 3. Applying
21. Which Gestalt grouping principle suggests that elements that are close to each tend to be seen as grouped together?
a. Similarity
b. Good continuation
c. Proximity
d. Parallelism
e. Symmetry
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 2. Understanding
22. Which Gestalt grouping principle suggests that elements that look alike tend to be seen as grouped together?
a. Proximity
b. Good continuation
c. Parallelism
d. Symmetry
e. Similarity
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 2. Understanding
23. Which Gestalt grouping principle states that elements that change at the same time should be grouped together?
a. Synchrony
b. Common fate
c. Good continuation
d. Parallelism
e. Similarity
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 1. Remembering
24. Which Gestalt grouping principle states that elements moving in the same direction should be grouped together?
a. Synchrony
b. Common fate
c. Good continuation
d. Parallelism
e. Similarity
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 1. Remembering
25. The visual system tends to divide an object into parts by “cutting” it at _______ in its silhouette.
a. nonaccidental features
b. both convexities and concavities
c. convexities (bumps)
d. concavities (valleys)
e. the longest axis
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 2. Understanding
26. Refer to the figure.
Navon found that in figures like this one, the big letter (H) interfered with the naming of the small letters (S) more than the small letters interfered with the big. This finding indicates that
a. it is easier to name smaller objects than it is to name larger objects.
b. it is easier to name larger objects than it is to name smaller objects.
c. we process global aspects of an image before local aspects.
d. we process local aspects of an image before global aspects.
e. certain letters are more recognizable than others.
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 2. Understanding
27. Which Gestalt grouping cue explains why a flock of birds flying in formation are perceived to be grouped?
a. Synchrony
b. Parallelism
c. Good continuation
d. Common fate
e. Similarity
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 1. Remembering
28. Refer to the figure.
This figure is a classic demonstration of
a. illusory contours.
b. an accidental viewpoint.
c. shadow boundaries.
d. an ambiguous figure.
e. texture segmentation.
Learning Objective: 4.4.2 Give examples of accidental viewpoints in perception.
Bloom’s Level: 3. Applying
29. Which of the following is a viewing position that produces some regularity in the visual image that is not present in the world?
a. Accidental viewpoint
b. Pose
c. Rotation
d. Good continuation
e. Image template
Learning Objective: 4.4.2 Give examples of accidental viewpoints in perception.
Bloom’s Level: 1. Remembering
30. The word “figure” in the term “figure-ground assignment” refers to
a. a group of separate lines that must be combined into a single object contour.
b. the number of distinct objects in an image.
c. the main object that is to be recognized in an image.
d. the “correct” interpretation of an ambiguous figure.
e. the background upon which an object is located.
Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.
Bloom’s Level: 2. Understanding
31. Refer to the figure.
Which portion of the figure is interpreted as “ground” according to the Gestalt figure-ground assignment principles?
a. The red portions
b. The yellow portions
c. The red portion on the left and the yellow portion on the right
d. The yellow portion on the left and the red portion on the right
e. There is no “ground” portion in the figure.
Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.
Bloom’s Level: 3. Applying
32. Refer to the figure.
Which Gestalt figure-ground assignment principle is most responsible for perceiving the yellow portions in the image as “ground”?
a. Symmetry
b. Size
c. Parallelism
d. Surroundedness
e. Proximity
Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.
Bloom’s Level: 5. Evaluating
33. If an animal has a pattern on its body that provides camouflage and allows it to blend seamlessly into the background, it is trying to prevent _______ by predators that would reveal its location.
a. good continuation
b. scene perception
c. an accidental viewpoint
d. Gestalt grouping
e. texture segmentation
Learning Objective: 4.4.3 Define figure-ground assignment and the principles that are used to accomplish it.
Bloom’s Level: 3. Applying
34. The principle of relatability helps us to understand
a. when edges do or do not appear to connect behind occluders.
b. the power of nonaccidental features in image interpretation.
c. how conflicts between different Gestalt grouping principles are resolved.
d. which interpretation is given to an ambiguous figure.
e. which regions are segmented in textures.
Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.
Bloom’s Level: 2. Understanding
35. When one object covers up another object, that is known as
a. obfuscation.
b. interference.
c. occlusion.
d. visual shadow.
e. camouflage.
Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.
Bloom’s Level: 2. Understanding
36. Which principle explains when edges that pass behind an occluder will appear to connect to each other?
a. Similarity
b. Proximity
c. Relatability
d. Parallelism
e. Symmetry
Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.
Bloom’s Level: 2. Understanding
37. Refer to the figure.
The “T” junction the arrow is pointing to represents which of the following?
a. Interior corner
b. Exterior corner
c. Occlusion
d. Relatability
e. An accidental feature
Learning Objective: 4.4.4 Explain some of the methods the visual system uses to deal with occlusion.
Bloom’s Level: 3. Applying
38. Which formal mathematical approach to modeling perception takes into consideration both the current stimulus and our knowledge about the conditions of the world?
a. Gestalt grouping principles
b. Pandemonium model
c. Recognition-by-components
d. Bayesian approach
e. Template theory
Learning Objective: 4.4.5 Describe the Bayesian approach at a conceptual level.
Bloom’s Level: 2. Understanding
39. The fact that faces are more difficult than many other types of objects to recognize when viewed upside-down is taken by many researchers to indicate that
a. faces are recognized via structural descriptions.
b. it is more difficult to segment faces from their backgrounds than other types of objects.
c. face recognition cannot be doubly dissociated from object recognition.
d. face recognition can be doubly dissociated from object recognition.
e. the visual system uses special recognition processes for faces that are not used for other types of objects.
Learning Objective: 4.5.1 Describe the receptive field properties of neurons in the brain that process objects and faces.
Bloom’s Level: 5. Evaluating
40. If we use fMRI to measure your brain activity with your eyes open and then again with your eyes closed, and then identify the areas that differ between those two conditions, which brain imaging method are we using?
a. Decoding
b. Structuralism
c. Subtraction
d. Single-cell recording
e. Lesioning
Learning Objective: 4.5.2 Explain the subtraction and decoding methods of brain imaging at a conceptual level.
Bloom’s Level: 3. Applying
41. If we use fMRI to measure your brain activity while you look at objects and then later try to determine which object you’re looking at, based on your brain activity, which brain imaging method are we using?
a. Structuralism
b. Single-cell recording
c. Subtraction
d. Decoding
e. Lesioning
Learning Objective: 4.5.2 Explain the subtraction and decoding methods of brain imaging at a conceptual level.
Bloom’s Level: 3. Applying
42. Which of the following is not a cortical area that has been identified as processing very specific forms of visual stimuli?
a. Fusiform face area (FFA)
b. Extrastriate motion pericomplex (EMP)
c. Parahippocampal place area (PPA)
d. Extrastriate body area (EBA)
e. Middle temporal area (MT)
Learning Objective: 4.5.2 Explain the subtraction and decoding methods of brain imaging at a conceptual level.
Bloom’s Level: 1. Remembering
43. In Oliver Selfridge’s Pandemonium model, what are the demons analogous to?
a. Brains
b. Neurons
c. People
d. Society
e. Neurotransmitters
Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.
Bloom’s Level: 3. Applying
44. What are object representations made of, according to the recognition-by-components model of object recognition?
a. Surfaces
b. Edges
c. Image templates
d. Geon structural descriptions
e. Figure and ground
Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.
Bloom’s Level: 2. Understanding
45. A major problem with template theories of object recognition is that
a. we cannot possibly store enough templates in memory to match every object we might encounter.
b. template theories predict that object recognition should usually be viewpoint invariant, but in fact recognition has been shown to viewpoint dependent.
c. template theories predict that object recognition should usually be viewpoint dependent, but in fact recognition has been shown to viewpoint invariant.
d. templates are only useful when recognizing objects from accidental viewpoints.
e. templates are too abstract to be used in object recognition.
Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.
Bloom’s Level: 2. Understanding
46. Which of the following is an entry-level object category term?
a. Bird
b. Sparrow
c. Animal
d. Transportation
e. Honda Civic
Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.
Bloom’s Level: 3. Applying
47. Which of the following is a superordinate-level object category term?
a. Car
b. Vehicle
c. Station wagon
d. Tesla Model 3
e. Crow
Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.
Bloom’s Level: 3. Applying
48. Which of the following is a subordinate-level object category term?
a. Car
b. Automobile
c. Vehicle
d. Toyota Prius
e. Bird
Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.
Bloom’s Level: 3. Applying
49. What is the term for a type of machine learning in which a computer can be trained on a set of known objects and then later can recognize objects it has never seen before?
a. Pandemonium demon model (PDM)
b. Recognition by components (RBC)
c. Deep neural network (DNN)
d. Artificial object intelligence (AOI)
e. Dynamic web network (DWN)
Learning Objective: 4.5.4 Give original examples of object labels at the superordinate-, entry-, and subordinate-level of description.
Bloom’s Level: 2. Understanding
50. Prosopagnosia is a neuropsychological disorder in which the patient
a. cannot recognize objects at the basic level.
b. cannot recognize objects at the superordinate level.
c. can identify faces, but cannot recognize other types of objects.
d. cannot identify faces, but can recognize other types of objects.
e. can recognize objects but cannot name them.
Learning Objective: 4.5.5 Explain why faces are a special case of object recognition.
Bloom’s Level: 1. Remembering
Short Answer
51. What are the “what” and “where” pathways?
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.1 Compare and contrast information processing in the dorsal and ventral pathways.
Bloom’s Level: 2. Understanding
52. What is the notion of re-entrant processing in perception?
Textbook Reference: 4.2 What and Where Pathways
Learning Objective: 4.2.3 Explain the concepts of feed-forward processing and reverse-hierarchy theory at a conceptual level.
Bloom’s Level: 2. Understanding
53. What kinds of processes happen in mid-level vision?
Textbook Reference: 4.3 The Problems of Perceiving and Recognizing Objects
Learning Objective: 4.3.2 Define mid-level (or middle) vision.
Bloom’s Level: 2. Understanding
54. Describe the concept of perceptual committees.
Textbook Reference: 4.3 The Problems of Perceiving and Recognizing Objects
Learning Objective: 4.3.2 Define mid-level (or middle) vision.
Bloom’s Level: 2. Understanding
Essay
55. Explain the Gestalt grouping principles of good continuation, similarity, proximity, and surroundedness.
Textbook Reference: 4.4 Mid-Level Vision
Learning Objective: 4.4.1 Describe the overarching philosophy of Gestalt psychology and recognize the Gestalt grouping principles that cause elements in a display to be perceived as grouped together.
Bloom’s Level: 2. Understanding
56. Compare and contrast the structural description and view-based approaches to understanding object recognition.
Learning Objective: 4.5.3 Describe the strengths and weaknesses of various object recognition models, including the Pandemonium, template, structural description, and deep neural network models.
Bloom’s Level: 4. Analyzing
57. What is unique about face perception and how is it different than object perception?
Learning Objective: 4.5.5 Explain why faces are a special case of object recognition.
Bloom’s Level: 5. Evaluating
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Updated Test Bank | Sensation & Perception 6e Wolfe
By Jeremy Wolfe