Cognitive psychology worksheet with answers

The smallest unit of sound in a language that can change the meaning of a word is a:

1. AGrapheme
2. BPhoneme
3. CMorpheme
4. DSyllable

The "cognitive revolution" of the 1950s and 1960s shifted psychology's focus towards:

1. AOnly observable behaviour and reinforcement
2. BInternal mental processes such as memory and thinking
3. CIntrospection about raw sensations only
4. DUnconscious sexual and aggressive drives

The representativeness heuristic means judging the probability of something by:

1. AHow closely it resembles a typical example
2. BHow easily examples come to mind
3. CHow much time or money you have already invested in it
4. DThe first number you were given

People recall more words from a list of short words (e.g. "cat, sun") than from a list of long words. The usual explanation is that:

1. AShort words are held in iconic memory as well as acoustically
2. BLong words are processed more deeply and so crowd each other out
3. CShort words take less time to rehearse in the phonological loop
4. DLong words cause retroactive interference with earlier items

In Duncker's candle problem, participants must fix a candle to a wall using a box of tacks and matches. The solution is hard to find because people:

1. ASee the box only as a container, not as a shelf
2. BAssume the tacks are too short to hold the candle
3. CDo not realise the candle has to be lit first
4. DSpend too long trying to melt wax with the matches

Baddeley added the episodic buffer to the working memory model to explain how working memory:

1. AStores visual information for a fraction of a second
2. BRehearses speech sounds silently with an inner voice
3. CBinds information from different sources and from long-term memory
4. DDirects attention and switches between tasks

Evidence that short-term and long-term memory are separate stores comes from patients who:

1. ARemember everything equally well
2. BLose all memories after a mild headache
3. CHave impaired long-term learning but normal digit span, and others with the opposite pattern
4. DShow the same recall for all list positions

Morris, Bransford and Franks found that words processed for rhyme were better recognised in a rhyming test than words processed for meaning. This challenges levels of processing because:

1. AShallow processing is always better than deep processing
2. BMeaning cannot be processed during learning
3. CMemory depends on the match between encoding and test, not only on depth
4. DRhyming words are stored in iconic memory