Exam 2B & Answers

Exam 2B & Answers - 1 YOUR NAME: TO GET CREDIT FOR...

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YOUR NAME: TO GET CREDIT FOR EXAM, YOU NEED TO SIGN AND TURN IN THIS PORTION OF THE EXAM, ALONG WITH BLUE BOOK AND SCANTRON FORM. Introduction to Psychology as a Natural Science, spring 2009 Exam 2 March 26, 2009 This is version B of the exam. Please write “B” on the scantron answer sheet. IMPORTANT INSTRUCTIONS: (1) Write your name on this exam sheet and on your blue book. (2) Write the exam version (A or B) on the scantron answer sheet. (3) Fill in your name on the scantron answer sheet (no other info needed). Answer all multiple choice questions and the essay at the end. There are 40 scantron questions, each worth four points (80% of exam). The essay is worth 40 points (20% of exam). There are also one extra-credit multiple choice question (4 points) and one extra-credit “essay” (5 points) 1. In an experiment presented in class (Craik & Tulving, 1975), subjects were asked to judge a list of visually presented words on the basis of their type face (upper or lower case), acoustic characteristics and meaning. The results showed that: a) Judgments based on type face led to better performance, suggesting that visualization plays a critical role in memory b) Judgments based on word meaning led to better performance, suggesting that semantic encoding facilitates memory c) Judgments based on word sound led to better performance, suggesting that working memory played an important role in performance d) Judgments based on word sound led to better performance, demonstrating that rhymes are an excellent memory aide b 2. In an experiment presented in class and the text (Tulving & Psotka, 1971), subjects were presented with a list of words and asked to recall them after completing 0 to 5 additional word list learning tasks. At time of recall, half the subjects were given a retrieval cue: a) The retrieval cue improved performance moderately, showing that memory loss was due to interference and decay processes b) The retrieval cue improved performance substantially, showing that memory loss was due largely to interference c) The retrieval cue improved performance substantially, showing that memory loss was due largely to decay processes d) The retrieval cue improved performance moderately, showing that memory loss was not due to interference b 3. In the clinical reports describing the use of punishment as a form of treatment: a) It usually took many trials to eventually suppress the undesirable behaviors, but there was no evidence that they would reappear after the punishment contingency was relaxed. b) It usually took no more than a few trials to suppress the undesirable behaviors, but they typically reappeared after the punishment was relaxed. c) It usually took no more than a few trials to suppress the undesirable behaviors, and there was no evidence that they would reappear after the punishment contingency was relaxed. d. Coughing was suppressed but tics were not, and coughing did not reappear after the punishment
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This note was uploaded on 04/24/2009 for the course PSYCHOLOGY PS111 taught by Professor Heyman during the Spring '09 term at BC.

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Exam 2B & Answers - 1 YOUR NAME: TO GET CREDIT FOR...

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