Test Bank + Chapter 9 Hearing Physiology and Psychoacoustics Exam key 6e - 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 9: Hearing: Physiology and Psychoacoustics
Multiple Choice
1. Which of the following is not an advantage of hearing over vision?
a. Our hearing does not need to adjust to the dark while our vision does.
b. We can hear objects that are behind us.
c. We can hear through barriers that light cannot penetrate.
d. We can tell the distances of objects better with hearing than vision.
e. Our ears are still open when we sleep.
Textbook Reference: 9.1 The Function of Hearing
Learning Objective: 9.1.1 Describe the function of hearing.
Bloom’s Level: 2. Understanding
2. The amplitude of a sound is the
a. amount of sound energy falling on a unit area.
b. frequency of the sound.
c. magnitude of displacement of a sound pressure wave.
d. psychological aspect of sound related to frequency.
e. pitch.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 1. Remembering
3. Refer to the figure.
The bottom portion of the figure depicts the simplest kind of sound, known as a
a. sine wave.
b. simple sound.
c. period.
d. phase.
e. noise.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 2. Understanding
4. Frequency is usually measured in units called
a. mm.
b. Hz.
c. mL.
d. dB.
e. arcmin.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 1. Remembering
5. A computer CPU’s processing power is measured in Hz (usually giga-Hz, GHz) because it depends on the
a. amount of heat the chip generates.
b. complexity of each operation it performs.
c. amount of electricity it requires.
d. amplitude of the operations it performs.
e. number of operations it performs per second.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 3. Applying
6. _______ is the psychological aspect of sound related to perceived intensity or magnitude.
a. Loudness
b. Pitch
c. Frequency
d. Intensity
e. Tone
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 1. Remembering
7. The physical intensity of sound is measured in units called
a. mm.
b. Hz.
c. mL.
d. dB.
e. arcmin.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 1. Remembering
8. A machine can create 10 lollipops per second. How many Hz is that?
a. 1
b. 2
c. 10
d. 20
e. 100
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 1. Remembering
9. Which sound is the loudest?
a. 2 dB
b. 4 dB
c. 6 dB
d. 8 dB
e. 10 dB
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 3. Applying
10. _______ is the psychological aspect of sound related mainly to the fundamental frequency.
a. Loudness
b. Pitch
c. Frequency
d. Intensity
e. Tone
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.
Bloom’s Level: 1. Remembering
11. Which instrument can create a noise with the lowest fundamental frequency?
a. Violin
b. Piccolo
c. Tuba
d. Flute
e. Harp
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.
Bloom’s Level: 3. Applying
12. The lowest-frequency component of a complex period sound is its
a. first-order phasic frequency.
b. amplitude.
c. bass.
d. treble.
e. fundamental frequency.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.
Bloom’s Level: 1. Remembering
13. A complex sound consists of
a. many sinusoidal components of different frequencies.
b. several cycles.
c. phases.
d. periods originating from the same sinusoidal component.
e. cycles at more than 1000 Hz.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.
Bloom’s Level: 1. Remembering
14. Refer to the figure.
This figure depicts the _______ of four different sounds.
a. “high risk” thresholds
b. pain thresholds
c. harmonic spectra
d. normal atmospheric pressure
e. audible range
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.2 Explain how complex sounds can be described by their harmonic spectrum.
Bloom’s Level: 2. Understanding
15. Refer to the figure.
The shapes of each function depicted in this figure determines the _______ of each the four sounds.
a. timbre
b. notes
c. pitch
d. white noise
e. threshold
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.3 Define timbre.
Bloom’s Level: 2. Understanding
16. Refer to the figure.
Which two of the sounds listed in this figure would be the most different, in terms of their timbre?
a. Pure tone and tenor saxophone
b. Pure tone and trombone
c. Pure tone and piano
d. Trombone and piano
e. They would all sound the same.
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.3 Define timbre.
Bloom’s Level: 3. Applying
17. Sounds are first collected from the environment by the
a. cochlea.
b. tympanic membrane.
c. ossicles.
d. pinna.
e. ear canal.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 1. Remembering
18. The purpose of the ear canal is to conduct sound vibrations to the tympanic membrane and
a. prevent damage to the tympanic membrane.
b. dampen loud sounds so they do not damage the inner ear.
c. transduce sound waves into electric signals.
d. provide vestibular feedback to the nervous system.
e. code the amplitude and frequency of sounds.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 2. Understanding
19. The _______ is a thin sheet of skin at the end of the outer ear canal that vibrates in response to sound.
a. cochlea
b. tympanic membrane
c. ossicle
d. cochlear partition
e. vestibular canal
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 1. Remembering
20. What happens if the ear canal is blocked, as when wearing earplugs?
a. The pinna is no longer be able to collect sounds from the environment.
b. The ossicles within the ear canal are blocked from moving.
c. Sounds echo in the ear canal, making them seem louder.
d. The tympanic membrane vibrates less vigorously.
e. The tympanic membrane shrinks, causing temporary deafness.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 3. Applying
21. Which of the following is part of the middle ear?
a. Pinna
b. Ear Canal
c. Malleus
d. Tympanic Membrane
e. Ear Lobe
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 3. Applying
22. The _______ consists of three tiny bones called ossicles.
a. tympanic membrane
b. middle ear
c. inner ear
d. cochlea
e. outer ear
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 1. Remembering
23. One of the roles of the ossicles is to
a. amplify sounds.
b. muffle sounds.
c. prevent the cochlea from vibrating.
d. transmit sound waves back to the environment.
e. protect the ear canal.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 2. Understanding
24. What is the correct order of the vibrations from the eardrum as they pass through the ossicles?
a. Incus, malleus, stapes
b. Incus, stapes, malleus
c. Malleus, incus, stapes
d. Malleus, stapes, incus
e. Stapes, incus, malleus
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 2. Understanding
25. The ossicles transfer sound vibrations between the _______ and _______.
a. ear canal; tympanic membrane
b. ear canal; cochlea
c. cochlea; vestibular canal
d. vestibular canal; basilar membrane
e. tympanic membrane; oval window
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 2. Understanding
26. Vibrations transmitted through the tympanic membrane and middle-ear bones cause the _______ to push and pull the flexible window in and out of the vestibular canal at the base of the cochlea.
a. helicotrema
b. basilar membrane
c. round window
d. stapes
e. pinna
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 1. Remembering
27. The acoustic reflex protects the ear from intense sounds by
a. transmitting only low-frequency sounds to the brain.
b. contraction of the stapedius and tensor tympani muscles.
c. opening the oval window to transmit vibrations to the round window.
d. transmitting loud noises back to the ear canal.
e. stiffening the round tympanic membrane.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 2. Understanding
28. What would happen if you did not have the stapedius and tensor tympani muscles?
a. The vestibular canals would be permanently misaligned, resulting in hearing and equilibrium problems.
b. The cochlea would not be secured in place and might move around.
c. The ear canal would stay permanently open.
d. Loud sounds would cause the ossicles to move too much, potentially causing damage to the inner ear.
e. The ear canal would stay permanently closed.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 3. Applying
29. Which of the following is involved in the acoustic reflex that helps to protect the auditory system from extremely loud sounds?
a. Pinna
b. Stapedius
c. Cochlea
d. Oval window
e. Tectorial membrane
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 2. Understanding
30. The tympanic, vestibular, and middle canals are filled with which substance?
a. Muscle
b. Skin
c. Bone
d. Fluid
e. Air
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 2. Understanding
31. Most of the information about sound waves is conveyed to the brain by the
a. outer hair cells.
b. inner hair cells.
c. cochlear membrane.
d. tympanic membrane.
e. oval window.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 1. Remembering
32. The _______ is where fine changes in sound pressure in the environment are translated into neural signals.
a. outer ear
b. middle ear
c. inner ear
d. tympanic canal
e. oval window
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.
Bloom’s Level: 1. Remembering
33. The organ of Corti is a structure on the basilar membrane composed of _______ and dendrites of auditory nerve fibers.
a. hair cells
b. tiny bones
c. fluid-filled chambers
d. muscles
e. mucous
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.
Bloom’s Level: 1. Remembering
34. Refer to the figure.
This figure shows what happens when _______ causes a displacement along the cochlear partition.
a. neural firing
b. the auditory system
c. vibration
d. place code
e. head tilt
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.
Bloom’s Level: 2. Understanding
35. Which of the following is a spiral structure in the inner ear that has three parallel canals filled with watery fluids?
a. Pinna
b. Tensor tympani
c. Cochlea
d. Ossicle
e. Helicotrema
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.3 Describe how the cochlea encodes frequencies using a place code.
Bloom’s Level: 1. Remembering
36. Why is it important for the basilar membrane to move?
a. Movement of the basilar membrane causes hair cells to bend, releasing neurotransmitters.
b. Movement of the basilar membrane causes the ossicles to transmit energy to the oval window, releasing neurotransmitters.
c. Movement of the basilar membrane blocks loud sounds from entering the inner ear, preventing damage to the inner ear structures.
d. Movement of the basilar membrane causes neurons to spike in the ear canal.
e. It’s not; the basilar membrane doesn’t move.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.3 Describe how the cochlea encodes frequencies using a place code.
Bloom’s Level: 4. Analyzing
37. Refer to the figure.
This figure demonstrates how
a. the cochlea produces sounds of different frequencies.
b. sound waves can travel at different speeds.
c. complex sounds are made of simple sounds.
d. the auditory nerve transmits information to the brain.
e. the cochlea is tuned to different frequencies.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.3 Describe how the cochlea encodes frequencies using a place code.
Bloom’s Level: 2. Understanding
38. How is the harmonic spectrum of sound analogous to the color spectrum of light?
a. We have sound-opponent cells in the auditory nerve just like we have color-opponent cells in the optic nerve.
b. Both sound and light perception depend on sensing small molecules in the air, which vibrate at different frequencies.
c. Both sound and light depend on photoreceptors for sensation and perception.
d. Both sounds and lights consist of many different wavelengths that are encoded independently.
e. Both sound and light are processed by the anterior horn of the dorsolateral prefrontal cortex.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 4. Analyzing
39. A(n) _______ is a map plotting the responses of a neuron or fiber to sine waves with varying frequencies at the lowest intensity that will give rise to a response.
a. spectrum
b. isointensity function
c. threshold tuning curve
d. characteristic frequency
e. place code
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 2. Understanding
40. The phenomenon known as two-tone suppression occurs when
a. a second tone of a slightly different frequency is added to the first tone.
b. three tones are heard together.
c. the hair cells are not tuned properly to the particular frequencies heard.
d. several tones are heard at the same time.
e. any more than two tones cannot be heard.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 2. Understanding
41. Refer to the graph.
Which frequency and volume combination would be most likely to suppress the firing of the 8000-Hz auditory nerve fiber?
a. 500 Hz at 20 dB
b. 500 Hz at 40 dB
c. 1000 Hz at 40 dB
d. 1000 Hz at 70 dB
e. 8000 Hz at 60 dB
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 4. Analyzing
42. Rate saturation occurs when a nerve fiber is firing as rapidly as possible and
a. further stimulation cannot increase the firing rate.
b. signal transmission stops because the nerve is firing too rapidly.
c. a second nerve fiber stops firing.
d. a second nerve fiber slows its firing.
e. then slows down.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 2. Understanding
43. Refer to the graph.
Based on the graph, why would a song sound “muddy” if the volume is turned up really high?
a. Some of the auditory nerve fibers would be overwhelmed by the volume and stop responding to the song.
b. The auditory nerve fibers would respond to a wider range of wavelengths, making individual frequencies in the song less precisely encoded.
c. The increased volume would cause the auditory nerve fibers to become even more selective in terms of which frequencies they respond to.
d. The increased volume would cause the ossicles in the middle ear to “rattle,” interfering with sound perception.
e. Louder sounds have an overrepresentation of lower frequencies, which overstimulates the basilar membrane, causing it to induce too much shearing motion on the hair cells in the cochlea.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 4. Analyzing
44. Which of these choices refers to a graph that plots an auditory nerve fiber’s firing rate to a wide range of frequencies, all at the same volume?
a. Characteristic frequency
b. Threshold tuning curves
c. Isosensitivity curves
d. Rate-intensity function
e. Weber’s law
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 4. Analyzing
45. The _______ refers to a graph that plots the firing rate of an auditory nerve fiber in response to a sound of a constant frequency at increasing intensities.
a. threshold tuning curve
b. frequency tuning curve
c. relative amplitude function
d. spike histogram
e. rate-intensity function
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 1. Remembering
46. Refer to the graph.
This graph illustrates the phenomenon of
a. rate saturation.
b. phase locking.
c. spontaneous firing.
d. threshold tuning.
e. characteristic frequency.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 2. Understanding
47. Refer to the graph.
What change to the sound wave depicted in the top graph would cause the neuron in the bottom graph to fire less often?
a. Increasing the amplitude
b. Decreasing the amplitude
c. Increasing the frequency
d. Decreasing the frequency
e. Increasing both frequency and amplitude.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 4. Analyzing
48. Some auditory nerves fire in synchrony at a particular point in the period of a sound wave, which is called
a. phase locking.
b. place code.
c. rate saturation.
d. threshold tuning.
e. branching.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 4. Analyzing
49. _______ refers to the idea that multiple neurons can provide a temporal code for frequency if each neuron fires first at a distinct point in the period of a sound wave but does not fire on every period.
a. Phase locking
b. Two-tone suppression
c. The volley principle
d. Place code
e. Rate saturation
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 2. Understanding
50. Refer to the figure.
What principle is illustrated in this figure?
a. Two-tone suppression
b. Auditory transduction principle
c. Frequency saturation
d. The volley principle
e. The isointensity principle
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 2. Understanding
51. All auditory nerve fibers initially synapse in the
a. cochlear nucleus.
b. cerebellum.
c. belt area.
d. parabelt area.
e. primary auditory cortex.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.
Bloom’s Level: 1. Remembering
52. What is the correct order for the structures through which sound information is transferred from the cochlea to the auditory cortex?
a. Medial geniculate nucleus, superior olive, inferior colliculus
b. Medial geniculate nucleus, inferior colliculus, superior olive
c. Superior olive, medial geniculate nucleus, inferior colliculus
d. Superior olive, inferior colliculus, medial geniculate nucleus
e. Inferior colliculus, medial geniculate nucleus, superior olive
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.
Bloom’s Level: 4. Analyzing
53. The primary auditory cortex (A1) is organized in a _______ manner.
a. center-surround
b. topographic
c. tonotopic
d. rows-and-columns
e. retinotopic
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.
Bloom’s Level: 1. Remembering
54. The first area within the temporal lobes that is responsible for processing acoustic information is called the
a. lateral auditory cortex.
b. medial auditory cortex.
c. belt area.
d. parabelt area.
e. primary auditory cortex.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.
Bloom’s Level: 1. Remembering
55. The belt area has neurons that respond to
a. simple characteristics of sound.
b. more complex characteristics of sound.
c. particular frequencies.
d. low frequencies only.
e. language.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.
Bloom’s Level: 2. Understanding
56. _______ is the study of the psychological correlates of the physical dimensions of acoustics.
a. Psychoanalysis
b. Psychophysics
c. Psychoacoustics
d. Psychologies
e. Acoustometrics
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.1 Define psychoacoustics.
Bloom’s Level: 1. Remembering
57. If you are building a pair of high-tech headphones and want to have the best sound possible for listening to music, what kind of scientist should you hire to help you develop the product?
a. Ophthalmologist
b. Psychoacoustician
c. Audiologist
d. Radiologist
e. Optometrist
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.1 Define psychoacoustics.
Bloom’s Level: 3. Applying
58. Refer to the graph.
What is being plotted in this graph?
a. Auditory response curves
b. Equal frequency curves
c. Psychoacoustic threshold curves
d. Equal sound-level curves
e. Equal-loudness curves
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.2 Describe the concept of equal loudness curves.
Bloom’s Level: 2. Understanding
59. Refer to the graph.
When you play piano, why might you have to hit the keys harder with your left hand (lower notes) than your right hand (higher notes) to make them sound the same volume?
a. Low-frequency sounds are more condensed, making them sound louder.
b. High-frequency sounds are less condensed, making them sound softer.
c. Higher-frequency tones require higher dB levels to sound the same volume as lower-frequency tones.
d. Lower-frequency tones require higher dB levels to sound the same volume as higher-frequency tones.
e. The audibility threshold curve is lower for low-frequency sounds and higher for high-frequency sounds.
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.2 Describe the concept of equal loudness curves.
Bloom’s Level: 3. Applying
60. _______ is the process by which a sound at a constant level is perceived as being louder when it is of a greater duration.
a. Auditory synthesis
b. Temporal synthesis
c. Auditory analysis
d. Auditory intensification
e. Temporal integration
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.
Bloom’s Level: 1. Remembering
61. The phenomenon of _______ occurs when a second sound, frequently noise, is added to make the detection of another sound more difficult.
a. obstruction
b. overshadowing
c. auditory suppression
d. interference
e. masking
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.
Bloom’s Level: 2. Understanding
62. Experimenters often use _______ as masking in their studies involving sound.
a. white noise
b. critical bandwidth sounds
c. low-frequency sounds
d. high-frequency sounds
e. inverse phasic sounds
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.
Bloom’s Level: 1. Remembering
63. Why is white noise the best choice for masking random sounds in an environment?
a. White noise consists mostly of low frequencies, which are the best at masking random sounds since they also tend to be mostly low frequencies.
b. White noise consists mostly of medium frequencies, which are the best at masking random sounds since they also tend to be mostly medium frequencies.
c. White noise consists mostly of high frequencies, which are the best at masking random sounds since they also tend to be mostly high frequencies.
d. Since white noise includes energy at all frequencies, it is good at masking random sounds of any frequency.
e. The structured and cyclical nature of white noise provides a clear pattern that interferes with the perception of random sounds in the environment.
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.3 Explain how masking experiments are used to investigate frequency selectivity.
Bloom’s Level: 4. Analyzing
64. Hearing loss that is caused by problems with bones of the middle ear is called
a. masking.
b. ototoxia.
c. auditory suppression.
d. sensorineural hearing loss.
e. conductive hearing loss.
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 1. Remembering
65. Which of the following is not a cause of hearing loss?
a. Otitis media
b. Use of ototoxic drugs
c. Masking
d. Excessive exposure to noise
e. Otosclerosis
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 2. Understanding
66. Which type of hearing loss is due to inflammation of the middle ear, occurs commonly in children as a result of infection, and is most often temporary?
a. Otosclerosis
b. Ototoxic
c. Sensorineural
d. Ottitis media
e. Cochlear atrophy
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 1. Remembering
67. Why would inflammation of the middle ear result in hearing loss?
a. The ear canal would close, blocking sounds from entering the ear.
b. The ossicles would have a hard time moving, therefore preventing waves from being transmitted into the cochlea.
c. Swelling of the vestibular canal would prevent sounds from traveling through the cochlea.
d. Swelling of the tympanic canal would prevent sounds from traveling through the cochlea.
e. Swelling of the middle canal would prevent sounds being transduced into neural firing by the hair cells.
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 4. Analyzing
68. Which type of hearing loss is due to defects in the cochlea or auditory nerve?
a. Otosclerosis
b. Ototoxic
c. Sensorineural
d. Ottitis media
e. Cochlear atrophy
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 1. Remembering
69. Which type of hearing loss is due to abnormal growth of the middle-ear bones?
a. Otosclerosis
b. Ototoxic
c. Sensorineural
d. Ottitis media
e. Cochlear atrophy
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 1. Remembering
70. Which type of hearing loss is due to chemicals, such as antibiotics, or cancer drugs that kill hair cells in the inner ear?
a. Otosclerosis
b. Ototoxic
c. Sensorineural
d. Ottitis media
e. Cochlear atrophy
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 1. Remembering
71. Suppose you attend a rock concert one night and do not use hearing protection (e.g., ear plugs). Why might you have a hard time understanding somebody in a noisy restaurant the next day?
a. Auditory hair cell loss
b. Ottitis media
c. Otosclerosis
d. Auditory masking
e. Hidden hearing loss
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 3. Applying
72. _______ can give some people who are deaf the ability to hear.
a. Ototoxic therapy
b. Cochlear implants
c. Otosclerosis
d. Sensorineural implants
e. Cochlear transplant
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.2 Describe some of the approaches for treating hearing loss.
Bloom’s Level: 1. Remembering
Short Answer
73. How are sound waves described, and what psychological aspects do they correspond to?
Textbook Reference: 9.2 What Is Sound?
Learning Objective: 9.2.1 Describe how sound waves can vary in amplitude and frequency.
Bloom’s Level: 4. Analyzing
74. How is amplitude coded in the cochlea?
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.2 Explain the process by which sounds are transduced into neural signals in the organ of Corti.
Bloom’s Level: 4. Analyzing
75. How is frequency coded in the cochlea?
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.4 Describe how auditory nerve fibers encode sound frequencies and intensities.
Bloom’s Level: 4. Analyzing
76. What are equal-loudness curves?
Textbook Reference: 9.4 Basic Operating Characteristics of the Auditory System
Learning Objective: 9.4.2 Describe the concept of equal loudness curves.
Bloom’s Level: 3. Applying
Essay
77. Describe the process of audition, following a sound wave from the outer ear through the middle ear and into the inner ear. How are auditory neurons ultimately activated?
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.1 Describe the physiological structures of the outer, middle, and inner ear and their functions.
Bloom’s Level: 3. Applying
78. Describe the pathway of auditory nerve signals from the auditory nerve to primary auditory cortex.
Textbook Reference: 9.3 Basic Structure of the Mammalian Auditory System
Learning Objective: 9.3.5 Describe the auditory brain structures and their functions.
Bloom’s Level: 3. Applying
79. Describe both conductive and sensorineural hearing loss and why they occur. Can they be treated?
Textbook Reference: 9.5 Hearing Loss
Learning Objective: 9.5.1 Describe the different types of hearing loss that can result from damage to the outer, middle, or inner ear.
Bloom’s Level: 5. Evaluating
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