Name ________________________________ Due _______________
Unit 7: Cognition
Module 31 - Studying and Building Memories
Define the following key terms
1. Memory
2. Parallel Processing
3. Connectionism
4. Working Memory
5. Explicit memories
6. Effortful processing
7. Automatic processing
8. Implicit memories
9. Procedural memory
10. Conditioned associations
11. Sensory memory
12. Iconic memory
13. Echoic memory
14. Chunking
15. Mnemonics
16. Hierarchies
17. Spacing Effect
18. Testing Effect
19. Shallow processing
20. Deep processing
Answer the following questions
1. What are the two extremes of memory recall ability?
2. List the three parts of an information-processing model:
a.
b.
c.
3. Describe Atkinson and Shiffrin’s three stage model
1.
2.
3.
4. Using information from Figure 31.2, complete the model below of the three stage
processing model of memory.
5. What three things do we unconsciously automatically process?
a.
b.
c.
6. Using information from Figure 31.6 Short Term Memory Decay, recreate the
graph, labeling the X and Y axis. Briefly explain what this graph is showing.
7. Using information from Figure 31.9, complete the diagram by filling in the boxes.
Briefly explain why this is important.
Unit 7: Cognition
Module 32: Memory Storage and Retrieval
Define each of the following key terms
1. Flashbulb memories
2. Long—term potentiation
3. Priming
4. Context dependent memory
5. State-dependent memory
6. Mood congruent
7. Serial position effect
Answer the following questions
Complete the chart below, explaining the role in memory for each part of the brain.
Parts of the Role in Memory
Brain
Hippocampus
Cerebellum
Basal Ganglia
Amygdala
Label each part identified above.
1. What are the effects of electric current through the brain?
2. Using information from Figure 32.5, complete the following boxes.
3. What are three measures of retention?
1.
2.
3.
4. Complete the graph below using information from Figure 32.6, labeling the X and
Y axis. Briefly explain Ebbinghaus’ retention curve below the graph.
Unit 7: Cognition
Module 33: Forgetting, Memory Construction and Memory Improvement
Define Each of the following key terms
1. proactive Interference
2. retroactive interference
3. repression
4. misinformation effect
5. source amnesia
6. déjà vu
7. Imagination inflation
Answer the following questions and fill out any diagrams
1. Describe the differences between retrograde and anterograde amnesia.
Retrograde Amnesia Anterograde Amnesia
2. Using information from Figure 33.1, complete the boxes below. Briefly explain
encoding failure.
3. Using information from Figure 33.3, explain the process of storage
4. Explain Freud's theory of memory repression.
5. Explain why it is so difficult to discern true and false memories. What are some of
the consequences of false memories?
6. What makes children’s eyewitness testimonies so unreliable?
7. List each of the ways that the textbook author suggests you can improve your
memory. Give an example from your own life for each suggestion.
Unit 7: Cognition
Module 34: Thinking, Concepts and Creativity
Define each of the following key terms
1. Cognition
2. Concepts
3. Prototypes
4. Creativity
5. Convergent thinking
6. Divergent thinking
Answer the following questions
1. What is the difference between convergent thinking and divergent thinking. Give
an example of each.
2. For each of Sternberg’s five components of creativity, describe the component and
give an example.
Components of Creativity
Expertise
Imaginative thinking skills
Venturesome personality
Intrinsic motivation
Creative environment
Module 35: Solving Problems and Making Decisions
Define the following key terms and GIVE AN EXAMPLE OF EACH
1. Algorithms
2. Heuristics
3. Insight
4. Confirmation Bias
5. Mental Set
6. Intuition
7. Representativeness Heuristic
8. Availability Heuristic
9. Overconfidence
10. Belief Perseverance
11. Framing
Unit 7 Cognition
Module 36: Thinking and Language
1. What is the difference between phonemes and morphemes? Be sure to give
examples of each.
2. Why is grammar important in a language?
3. What is a baby’s receptive language?
4. What is a baby’s productive language?
Table 36.1 Summary of Language Development- fill in the table using the reading and
table 36.1
Month Stage What state sounds like?
5. What does Linguist Noam Chomsky argue about language and language
development?
6. Describe statistical learning.
7. What happened during the critical period?
Unit 11: Testing and Individual Differences
Module 60: Introduction to Intelligence
Define each of the following key terms
1. intelligence
2. intelligence test
3. general intelligence (g)
4. factor analysis
5. savant syndrome
6. grit
7. emotional intelligence
Answer the following questions
1. List the arguments for and against intelligence being one general mental ability.
(hint: be sure to read the sidebars)
2. Explain Gardner’s views on multiple intelligences. What are the criticisms of his
views.
3. What is the “10 year- rule”? How do we apply it to intelligence?
4. Define Sternberg’s triarchic theory of intelligences.
5. Describe someone who is emotionally intelligent. Do you know anyone who has
these traits?
6. What is the correlation between intelligence score and the speed of taking in
perceptual information? Is this a strong or weak correlation? (if you can’t figure it
out- go back to unit 2 and check out how to determine a strong and weak
correlation.)
7. Using information in Table 60.1 Comparing Theories of Intelligence to complete
the chart.
Theory Summary Strengths Other
Considerations
Spearman’s
general
intelligence
(g)
Thurstone’s
primary
mental
abilities
Gardner’s
multiple
intelligences
Sternberg’s
triarchic
theory
Unit 11: Testing and Individual Differences
Module 61: Assessing Intelligence
Define the following key terms
1. mental age
2. Stanford - Binet
3. intelligence quotient (IQ) (include the formula)
4. achievement test
5. aptitude test
6. Wechsler Adult Intelligence Scale (WAIS)
7. Standardization
8. normal curve
9. reliability
10. validity
11. content validity
12. predictive validity
Answer the following questions
1. Who was Galton and how is he connected to the idea of “nature vs. nurture”?
2. Discuss Binet’s theories on intelligence. How did he measure mental age? What
was his greatest fear? Did he ascribe intelligence to nature or nurture?
3. What were some of the changes that Terman made to Binet’s work? Did he believe
intelligence was more nature or nurture? List a couple of the results of his theories
noted on page 619.
4. What makes the Wechsler Adult Intelligence Scale (WAIS) different from the
Stanford-Binet intelligence test?
5. To be widely accepted, psychological tests must meet what three criteria:
6. Using Figure 61.2 The normal curve as a reference, fill in the two open boxes with
accurate information.
7. What is the Flynn effect?
8. How do we know if a test is reliable? Are the —the Stanford - Binet, the WAIS, and
the WISC reliable? What makes them reliable or unreliable?
9. If general aptitude tests are not as predictive as they are reliable, then why do
you think we rely on them so heavily?
Module 62: The Dynamics of Intelligence
Define the following key terms
1. cohort
2. crystallized intelligence
3. fluid intelligence
4. intellectual disability
5. Down syndrome
Answer the following questions
1. What is the purpose of cross - sectional studies?
2. What is the purpose of longitudinal studies?
3. How predictive of college success is the SAT?
4. What was significant of the Dreary Longitudinal study? List three things you found
interesting about the Dreary longitudinal study.
5. The Smiths have enrolled their 2-year-old son in a special program that promises
to assess his IQ and, if he places in the top 5 percent of test-takers, to create a
plan that will guarantee his admission to a top university at age 18. Why is this
endeavor of questionable value?
Unit 11: Testing and Individual Differences
Module 63: Studying Genetic and Environmental Influences on Intelligence
Define the following key terms
1. heritability
2. epigenetics (in context)
Answer the following questions
1. What is meant by “intelligence appears to be polygenetic”?
2. What role does genetics play in twin intelligence studies? What role does
environment play?
3. What role does early environment play on a child’s intellectual development?
4. What is the difference between fixed and growth mindset?
5. Using three different colored pencils, markers, or crayons draw the findings from
Figure 63.2.
Child-Parent Children Correlation in Verbal Ability Scores
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
3 years 16 years
Module 64: Group Differences and the Question of Bias
Answer the following questions
1. List three ways that genders differ in mental ability scores.
2. “We have seen that heredity contributes to individual differences in intelligence.
But group differences in a heritable trait may be entirely environmental.” Explain
what this quote means using references from the text.
3. The debate over race differences in intelligence divides into three camps, noted
Earl Hunt and Jerry Carlson (2007). What are the three camps?
4. Explain the two different meanings of bias.
5. Give three examples of stereotype threat. When and by whom was this research
done?
6. What, according to the textbook author, should be the three goals for tests of
mental abilities?
8. Copy Figure 36.1 and explain the graph
9. Define Aphasia
10. What do each do in regards to memory?
Broca’s Area Wernicke’s Area
11. Shade and label Broca and Wernicke’s area on the brain
12. Define linguistic determinism. Who is associated with this theory. The
textbook author disagrees with this theory believing it is too extreme. What theory
does he put forward?
13. What is the reason given in the text for why we think in images?
