TestBank psychology around us 2nd edition comer ch07

Chapter: Chapter 07: Learning Multiple Choice Which of the following can be classified as learning? a) Development of neural connections in the brain b) Using crutches while your broken leg heals c) Writing with your left hand while the right hand is injured d) Acquisition of reading skills Ans: d Feedback A: Occurs regardless of learning Feedback B: Temporary condition Feedback C: Temporary condition Feedback D: Correct! Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Easy True/False Behavioral scientists study learning by measuring changes in behavioral responses Ans: True Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Easy Fill-in-the-blank Data from learning studies allow us to gain insight into changes in performance over time This data can be depicted on a graph as a learning Ans: curve Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Medium Short Answer What does the data in a learning curve illustrate? Ans: The rate at which learning occurs; How performance changes over time Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Hard Essay Differentiate between associative and non-associative learning Ans: Associative learning is characterized by linking two or more environmental stimuli together whereas non-associative learning involves a change based on experiences that occurs without linking stimuli together Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Hard Multiple Choice The first time Scarlett purchased a coffee from the local coffee shop, she noticed the warning, “Caution! Beverage is hot!” Now, after three years of regularly stopping by that coffee shop for coffee, she no longer notices the warning message What has occurred? a) Sensitization b) Habituation c) Associative learning d) Non-associative learning Ans: b Feedback A: Increased attention to the warning Feedback B: Correct! Feedback C: Change based on linking two or more environmental stimuli together Feedback D: Change that occurs without linking stimuli together Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Medium True/False Habituation refers to an increased response to a stimulus after it has been encountered repeatedly over time Ans: False Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Medium Multiple Choice Kaitlyn has just finished watching a scary horror movie about a stalker This fear-arousing experience will likely _ a) increase her sensitivity to the faint background noises around the house that were associated with the movie b) increase her ability to relax and fall asleep c) have little impact on her sensitivity to her surroundings d) be forgotten soon Ans: a Feedback A: Correct! Feedback B: Fear will increase arousal, and thus decrease her ability to relax Feedback C: Fear will increase her sensitivity to her surroundings Feedback D: information that is linked to emotion is less likely to be forgotten Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Easy True/False Sensitization involves an increase in response to the presentation of a single cue Ans: True Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Easy True/False Sensory habituation occurs outside of our awareness Ans: True Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Hard Essay 10 Provide examples from your own life that illustrate an instance of habituation and sensitization Ans: Example in which habituation leads to a decreased response and sensitization leads to an increased response Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Medium Multiple Choice 11 What creature have scientists intensively studied to learn about non-associative learning? a) Dogs b) Cats c) Slugs d) Mice Ans: c Feedback A: Pavlov Feedback B: Thorndike Feedback C: Correct! Feedback D: Used by many scientists Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Medium True/False 12 Having a brain and spinal cord is not necessary for non-associative learning to occur Ans: True Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Hard Fill-in-the-blank 13 The vast majority of learning that occurs in complex organisms is learning Ans: associative Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Medium Short Answer 14 Name two major types of associative conditioning? Ans: Classical and operant conditioning Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Medium Essay 15 Describe the research methodology that scientists have used to study non-associative learning in sea slugs Ans: The gill and siphon are withdrawn when the creature is touched Habituation: repeatedly touching the animal results in decreased withdrawal of the gill and siphon; Sensitization: application of electric shock followed by mild tactile stimulus results in increased withdrawal of the gill and siphon Section Ref: What is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty: Hard Multiple Choice 16 Psychologists use the term _ to refer to a lasting change in behavior resulting from experience a) development b) maturation c) cognition d) learning Ans: d Feedback A: Incorrect Psychologists use the term learning, not development, to refer to a lasting change in behavior resulting from experience Feedback B: Incorrect Psychologists use the term learning, not maturation, to refer to a lasting change in behavior resulting from experience Feedback C: Incorrect Psychologists use the term learning, not cognition, to refer to a lasting change in behavior resulting from experience Feedback D: Correct! Section Ref: What Is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty Level: Easy 17 Why are learning and memory treated separately in most introductory textbooks in psychology? a) Psychologists have traditionally used animal subjects in studies of learning, but human participants in studies of memory b) Learning and memory involve different brain mechanisms c) Learning and memory are less related than they might seem d) Psychologists have used experimental methods to investigate memory, but correlational research to examine memory Ans: a Feedback A: Correct! Feedback B: Incorrect Learning and memory are treated separately because psychologists have traditionally used animal subjects in studies of learning, but human participants in studies of memory Learning and memory involve related brain mechanisms Feedback C: Incorrect Learning and memory are treated separately because psychologists have traditionally used animal subjects in studies of learning, but human participants in studies of memory Learning and memory are closely related Feedback D: Incorrect Learning and memory are treated separately because psychologists have traditionally used animal subjects in studies of learning, but human participants in studies of memory Experimental methods are used in the study of both learning and memory Section Ref: What Is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty Level: Hard 18 A search engine company is considering two designs for its new web portal Users’ success in navigating each design is plotted as a function of time What is the resulting graph called? The company concludes that Design B is easier to navigate than Design A Which feature of the graph would support this conclusion? a) The graph is called a practice function The company’s conclusion would be supported if the slope of the line relating success to time were steeper for Design A than for Design B b) The graph is called a practice function The company’s conclusion would be supported if the slope of the line relating success to time were steeper for Design B than for Design A c) The graph is called a learning curve The company’s conclusion would be supported if the slope of the line relating success to time were steeper for Design A than for Design B d) The graph is called a learning curve The company’s conclusion would be supported if the slope of the line relating success to time were steeper for Design B than for Design A Ans: d Feedback A: Incorrect The graph is called a learning curve The conclusion would be supported if the slope of the line relating success to time were steeper for Design B than for Design A Feedback B: Incorrect The graph is called a learning curve Feedback C: Incorrect The conclusion would be supported if the slope of the line relating success to time were steeper for Design B than for Design A Feedback D: Correct! Section Ref: What Is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty Level: Hard 19 How does associative learning differ from non-associative learning? a) Associative learning is studied experimentally Non-associative learning is studied using non-experimental methods b) Associative learning applies to humans Non-associative learning applies to other animals c) Associative learning is based on connecting two or more stimuli Non-associative learning is not based on such connections d) Non-associative learning involves memory Associative learning does not require memory Ans: c Feedback A: Incorrect Associative learning differs from non-associative learning in that associative learning is based on connecting two or more stimuli, whereas non-associative learning is not Experimental methods have been used to study both associative and non-associative learning Feedback B: Incorrect Associative learning differs from non-associative learning in that associative learning is based on connecting two or more stimuli, whereas non-associative learning is not Both humans and other animals learn through both associative and non-associative mechanisms Feedback C: Correct! Feedback D: Incorrect Associative learning differs from non-associative learning in that associative learning is based on connecting two or more stimuli, whereas non-associative learning is not Associative learning may involve memory, at least in humans Section Ref: What Is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty Level: Medium 20 Which of the following statements best expresses the relationship among the terms associative learning, non-associative learning, habituation, and sensitization? a) Habituation is a type of non-associative learning, whereas sensitization is a type of associative learning b) Habituation and sensitization are types of associative learning c) Associative learning, non-associative learning, habituation, and sensitization are four different types of learning d) Habituation and sensitization are types of non-associative learning Ans: d Feedback A: Incorrect Habituation and sensitization are types of non-associative learning Associative learning includes classical and operant conditioning Feedback B: Incorrect Habituation and sensitization are types of non-associative learning Associative learning includes classical and operant conditioning Feedback C: Incorrect Habituation and sensitization are types of non-associative learning Associative learning includes classical and operant conditioning Feedback D: Correct! Section Ref: What Is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty Level: Medium 21 You toss a newly-purchased felt mouse across the floor Your cat chases it excitedly, clutches it in her paws and rolls around with it Several tosses later, your cat yawns pointedly and settles herself for a nap The change in your cat’s behavior illustrates a) adaptation b) habituation c) conditioning d) sensitization Ans: b Feedback A: Incorrect The change in your cat’s behavior illustrates habituation, not adaptation Adaptation involves changes in the peripheral sensory systems, not in behavior Feedback B: Correct! Feedback C: Incorrect The change in your cat’s behavior illustrates habituation, not conditioning Conditioning is an associative learning mechanism Feedback D: Incorrect The change in your cat’s behavior illustrates habituation, not sensitization Section Ref: What Is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty Level: Medium 22 Does habituation differ from adaptation? If so, how? a) They not differ The terms refer to the same concept b) They are different Habituation involves neuronal changes in the central nervous system, whereas adaptation involves changes only in the peripheral sensory systems c) They are different Adaptation involves neuronal changes in the central nervous system, whereas habituation involves changes only in the peripheral sensory systems d) They don’t really differ The term habituation is used in the study of learning, whereas the term adaptation is used in the study of perception The terms, however, refer to the same concept Ans: b Feedback A: Incorrect Habituation and adaptation are different Habituation involves neuronal changes in the central nervous system, whereas adaptation involves changes only in the peripheral sensory systems Feedback B: Correct! Feedback C: Incorrect Habituation – not adaptation – involves neuronal changes in the central nervous system, whereas adaptation– not habituation – involves changes only in the peripheral sensory systems Feedback D: Incorrect Habituation and adaptation are different Habituation involves neuronal changes in the central nervous system, whereas adaptation involves changes only in the peripheral sensory systems Section Ref: What Is Learning? Learning Objective: Define learning, and distinguish between associative and non-associative learning Difficulty Level: Medium 23 Habituation and sensitization both refer to a change in response as a result of learning Which of the following statements best expresses the relationship between the types of changes in response denoted by the two terms? a) The two terms refer to the same type of change in response Essay 181 Describe what behavior in habituation studies allows psychologists to determine that newborns can distinguish between new and familiar stimuli Ans: Newborns typically stop moving when they are exposed to new stimuli When they stop displaying this behavior, they have become accustomed to the new stimuli and they recognize it Section Ref: Prenatal and Postnatal Learning: How We Develop Learning Objective: Summarize the types of learning that occur before we are born and during the newborn period Difficulty: Hard Multiple Choice 182 When does non-associative learning develop? a) prenatally b) in the first days of life c) in the first several months of life d) in the second year of life Ans: a Feedback A: Correct! Feedback B: Incorrect Non-associative learning develops prenatally Feedback C: Incorrect Non-associative learning develops prenatally Feedback D: Incorrect Non-associative learning develops prenatally Section Ref: Prenatal and Postnatal Learning Learning Objective: Summarize the types of learning that occur before we are born and during the newborn period Difficulty Level: Easy 183 Your text mentions a study in which music was paired with relaxation exercises performed by expectant mothers The study demonstrated classical conditioning may occur prenatally Which of the following alternatives correctly identifies the CS and CR in this study? a) CS – music; CR – decrease in fetal movement to music alone b) CS – maternal relaxation; CR – decrease in fetal movement in response to maternal relaxation c) CS – music; CR – maternal relaxation d) CS – maternal relaxation; CR decrease in fetal movement to music alone Ans: a Feedback A: Correct! Feedback B: Incorrect The CS is music Maternal relaxation is the UR The CR is the decrease in fetal movement to music alone Feedback C: Incorrect The CR is the decrease in fetal movement to music alone Maternal relaxation is the UR Feedback D: Incorrect The CS is music Maternal relaxation is the UR Section Ref: Prenatal and Postnatal Learning Learning Objective: Summarize the types of learning that occur before we are born and during the newborn period Difficulty Level: Hard 184 What such developmental milestones as crawling, walking, and so forth tell us about potential biological or cultural constraints on the development of learning? a) They suggest that biological constraints little to learning, because the timing of the milestones varies greatly from infant to infant b) They suggest that biological constraints guide learning, because the timing of the milestones is similar from infant to infant c) They suggest that cultural constraints guide learning, because the timing of the milestones is similar from infant to infant d) They suggest that cultural constraints guide learning, because the timing of the milestones varies from culture to culture Ans: b Feedback A: Incorrect Because the timing of the milestones is similar from infant to infant, developmental milestones such as crawling and walking suggest that biological constraints guide learning, Feedback B: Correct! Feedback C: Incorrect Because the timing of the milestones is similar from infant to infant, developmental milestones such as crawling and walking suggest that biological rather than cultural constraints guide learning Feedback D: Incorrect The timing of developmental milestones is similar from infant to infant This suggests that biological rather than cultural constraints guide learning Section Ref: Prenatal and Postnatal Learning Learning Objective: Summarize the types of learning that occur before we are born and during the newborn period Difficulty Level: Hard 185 How does the development of episodic and semantic learning compare to the development of non-associative learning and classical conditioning? a) Episodic and semantic learning develop before non-associative learning and classical conditioning b) Episodic and semantic learning develop at about the same time as non-associative learning and classical conditioning c) Episodic and semantic learning develop later than non-associative learning and classical conditioning, because they depend on later-maturing brain areas d) Episodic and semantic learning develop later than non-associative learning and classical conditioning, because they depend experience within a given sociocultural context Ans: c Feedback A: Incorrect Episodic and semantic learning develop later than non-associative learning and classical conditioning, because they depend on later-maturing brain areas Feedback B: Incorrect Episodic and semantic learning develop later than non-associative learning and classical conditioning, because they depend on later-maturing brain areas Feedback C: Correct! Feedback D: Incorrect Episodic and semantic learning develop later than non-associative learning and classical conditioning because they depend on later-maturing brain areas, not because they depend on particular cultural experiences Section Ref: Prenatal and Postnatal Learning Learning Objective: Summarize the types of learning that occur before we are born and during the newborn period Difficulty Level: Medium 186 Sean was told that “Boys are not good at writing” before he completed the writing sample for his English class He didn’t well on his writing sample What term is used to describe the negative impact this statement may have had on his performance a) Proximity threat b) Similarity threat c) Continuity threat d) Stereotype threat Ans: d Feedback A: This term was not discussed in the text Feedback B: This term was not discussed in the text Feedback C: This term was not discussed in the text Feedback D: Correct! Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty: Medium Essay Describe the findings of research on gender differences in math achievement Ans: Starting in high school, boys tend to outperform girls on standardized math achievement tests The magnitude of these gender differences is slight Variation within each gender is greater than the magnitude of between-gender variation Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning and discuss their potential sources Difficulty Level: Medium Multiple Choice Calista struggles with mathematics She is frustrated because she is failing her algebra class Lately she has been thinking that she is just not a “math person” and that no matter how hard she studies, math will never make sense to her According to Dweck’s research Calisita has a(n) _ theory about mathematical intelligence a) malleable b) entity c) behaviorist d) humanistic Ans: b Feedback A: This is an example of an entity theory not a malleable theory Feedback B: Correct! Feedback C: This is an example of an entity theory not a behaviorist theory Feedback D: This is an example of an entity theory not a humanistic theory Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning and discuss their potential sources Difficulty Level: Medium Research on math achievement and theories of intelligence show that boys tend to attribute their math failures to a lack of , whereas girls tend to attribute their math failures to a lack of a) effort / ability b) ability / effort c) good quality teaching / gender bias d) gender bias / good quality teaching Ans: a Feedback A: Correct! Feedback B: Boys tend to attribute failures in math to a lack of effort whereas girls tend to attribute failures in math to a lack of ability Feedback C: These variables are not mentioned in the textbook Feedback D: : These variables are not mentioned in the textbook Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning and discuss their potential sources Difficulty Level: Easy True/False 187 Research has confirmed that there are fewer mathematically gifted females than males Ans: False Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty: Easy Fill-in-the-blank 188 Examination of SAT test scores in math reveals that the average scores for boys is higher than that of girls However, the of math scores for boys is also greater than that of girls, which illustrates that boys had some of the highest and lowest scores Ans: range Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty: Medium Short Answer 189 Before American Idol, a Caucasian male was told, “Caucasians cannot sing or dance.” What type of threat does this statement illustrate? Ans: Stereotype threat Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty: Easy Essay 190 What biological factor may affect gender differences in learning? Ans: Differences in responses to physical stress may explain gender differences in test taking On average, girls become more emotionally perturbed than boys by the stress of taking tests Section Ref: Learning and Gender: How We Differ Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty: Medium Multiple Choice 191 With respect to gender, studies have shown that tasks requiring mental imagery are better performed by Tasks requiring verbal learning are better performed by a) females; males b) females; females c) males; males d) males; females Ans: d Feedback A: Incorrect Tasks requiring mental imagery are better performed by males Tasks requiring verbal learning are better performed by females Feedback B: Incorrect Tasks requiring mental imagery are better performed by males Feedback C: Incorrect Tasks requiring verbal learning are better performed by females Feedback D: Correct! Section Ref: Learning and Gender Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty Level: Easy 192 Which of the following statements is TRUE regarding gender differences in performance on mathematics tasks? a) The variability within each gender exceeds the difference between genders b) The difference between genders exceeds the variability within each gender c) The variability in performance among females exceeds the variability in performance among males d) The difference between genders has largely disappeared in the last 10-15 years Ans: a Feedback A: Correct! Feedback B: Incorrect On mathematics tasks, the variability in performance within each gender exceeds the difference between genders Feedback C: Incorrect On mathematics tasks, the variability in performance among males exceeds the variability in performance among females In addition, the variability within each gender exceeds the difference between genders Feedback D: Incorrect The text does not indicate that the difference between genders in math performance has largely disappeared On math tasks, the variability in performance within each gender exceeds the difference between genders Section Ref: Learning and Gender Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty Level: Medium 193 Which of the following phrases best expresses the size and reliability of gender differences on the performance of cognitive tasks? a) small, and not especially reliable b) small but reliable c) large, but sometimes inconsistent d) large and reliable Ans: b Feedback A: reliable Feedback B: Feedback C: reliable Feedback D: Incorrect Gender differences on the performance of cognitive tasks are small but Correct! Incorrect Gender differences on the performance of cognitive tasks are small but Incorrect Gender differences on the performance of cognitive tasks are small but reliable Section Ref: Learning and Gender Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty Level: Medium 194 Awareness of negative stereotypes about oneself can interfere with one’s task performance This phenomenon is termed a) schema threat b) schema priming c) stereotype threat d) stereotype activation Ans: c Feedback A: Incorrect The term “stereotype threat,” not “schema threat,” is used to refer to the phenomenon in which the awareness of negative stereotypes about oneself interferes with task performance Feedback B: Incorrect The term “stereotype threat,” not “schema priming,” is used to refer to the phenomenon in which the awareness of negative stereotypes about oneself interferes with task performance Feedback C: Correct! Feedback D: Incorrect The term “stereotype threat,” not “stereotype activation,” is used to refer to the phenomenon in which the awareness of negative stereotypes about oneself interferes with task performance Section Ref: Learning and Gender Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty Level: Easy 195 “White guys can’t dance?? I’ll show you - THIS White guy can dance,” Derek boasts, jabbing his thumb in his own chest as a current “club anthem” starts up Your knowledge of stereotype threat leads you to predict that Derek’s performance on the dance floor: a) may be improved, because he is motivated to disprove the stereotype b) may be impaired, because he reminded himself of the stereotype c) should be unaffected, because stereotype threat really only applies to gender differences in math performance d) should be unaffected, because stereotype threat really only applies to members of historically oppressed groups, such as women, people of color, the disabled, and sexual minorities Ans: b Feedback A: Incorrect The concept of stereotype threat suggests that Derek’s performance may be impaired because he reminded himself of the stereotype Feedback B: Correct! Feedback C: Incorrect The concept of stereotype threat suggests that Derek’s performance may be impaired because he reminded himself of the stereotype Stereotype threat does not apply only to gender differences in math performance Feedback D: Incorrect The concept of stereotype threat suggests that Derek’s performance may be impaired because he reminded himself of the stereotype Stereotype threat does not apply only to members of historically oppressed groups Section Ref: Learning and Gender Learning Objective: Summarize gender differences in learning, and discuss their potential sources Difficulty Level: Medium 197 Which of the following terms is used to describe an inability to readily acquire information about mathematics? a) Hyperactivity b) Attention deficit c) Dyslexia d) Dyscalculia Ans: d Feedback A: May constitute a behavioral disorder Feedback B: Attention disorders are not specific to math Feedback C: Dyslexia is not specific to math Feedback D: Correct! Section Ref: Learning Disabilities: When Things Go Wrong Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty: Easy True/False 198 Dyslexia may manifest itself in the reversal of letters or words Ans: True Section Ref: Learning Disabilities: When Things Go Wrong Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty: Easy Fill-in-the-blank Commented [w1]: difficulty would be a better term 199 A deficiency in learning to read is referred to as Ans: dyslexia Section Ref: Learning Disabilities: When Things Go Wrong Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty: Medium Short Answer 200 What drugs can be used to treat ADD and ADHD? Ans: Ritalin, Adderall, etc Section Ref: Learning Disabilities: When Things Go Wrong Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty: Hard Essay 201 Describe how the diagnoses of ADD and ADHD differ Ans: ADD is primarily an inability to concentrate, whereas ADHD refers to the inability to concentrate accompanied by problematically high activity levels Section Ref: Learning Disabilities: When Things Go Wrong Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty: Hard Multiple Choice 202 Which of the following statements best expresses the relationship between learning disabilities and mental retardation? a) Learning disabilities are one type of mental retardation b) Mental retardation is an example of one type of learning disability Commented [w2]: ADD is characterized by difficulty with focus, dis tractibility and forgetfulness ADHD is characterized by the same characteristics as ADD along with hyperactivity and impulsivity c) A learning disability is a more specific deficit than is mental retardation d) A learning disability is a more global impairment than is mental retardation Ans: c Feedback A: Incorrect Learning disabilities are not a type of mental retardation They reflect more specific deficits than mental retardation Feedback B: Incorrect Mental retardation is not an example of a learning disability Learning disabilities reflect more specific deficits than mental retardation Feedback C: Correct! Feedback D: Incorrect As compared to mental retardation, a learning disability is a more specific rather than a more global deficit Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Medium 203 Which of the following phrases best describes the type of correlation coefficient a researcher would most likely obtain between scores on a measure of a particular learning disability and scores on an IQ test? a) a negative correlation b) a zero correlation c) a strong positive correlation d) a perfect correlation Ans: b Feedback A: Incorrect A researcher would most likely obtain a zero or near-zero coefficient between scores on a measure of a particular learning disability and scores on an IQ test Feedback B: Correct! Feedback C: Incorrect A researcher would most likely obtain a zero or near-zero coefficient between scores on a measure of a particular learning disability and scores on an IQ test Feedback D: Incorrect A researcher would most likely obtain a zero or near-zero coefficient between scores on a measure of a particular learning disability and scores on an IQ test Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Hard 204 According to your text, which is the most common type of learning disability? a) agnosia b) attention deficit hyperactivity disorder (ADHD) c) dyscalculia d) dyslexia Ans: d Commented [w3]: This makes no sense Learning disabilities are diagnosed when a person shows lower performance on a particular measure of achievement than would be predicted due to IQ How could that be zero correlation???? Feedback A: Incorrect Dyslexia is the most common learning disability mentioned in your text Agnosia is an object recognition disorder resulting from brain trauma; it is not a learning disability Feedback B: Incorrect Dyslexia is the most common learning disability mentioned in your text ADHD is not usually considered a learning disability Feedback C: Incorrect Dyslexia is the most common learning disability mentioned in your text Dyscalculia is less common Feedback D: Correct! Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Medium 205 Approximately how many school age children have dyslexia? a) 1%-2% b) 2%-5% c) 5%-10% d) 10%-15% Ans: c Feedback A: Incorrect About 5%-10% of children have dyslexia Feedback B: Incorrect About 5%-10% of children have dyslexia Feedback C: Correct! Feedback D: Incorrect About 5%-10% of children have dyslexia Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Easy 206 Neuroimaging studies have revealed that as compared to children without the disability, children with dyslexia have reduced blood flow in the: a) basal ganglia b) left prefrontal cortex c) right parietotemporal cortex d) left parietotemporal cortex Ans: d Feedback A: Incorrect Children with dyslexia have reduced blood flow in the left parietotemporal cortex, not the basal ganglia Feedback B: Incorrect Children with dyslexia have reduced blood flow in the left parietotemporal, not prefrontal, cortex Feedback C: Incorrect Children with dyslexia have reduced blood flow in the left, not the right, parietotemporal cortex Feedback D: Correct! Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Medium 208 Which region or regions of the cortex seem to be involved in dyscalculia? a) right parietal and frontal cortex b) left parietal and frontal cortex c) left parietotemporal cortex d) right parietotemporal cortex Ans: b Feedback A: Incorrect The left, not the right, parietal and frontal cortices are involved in dyscalculia Feedback B: Correct! Feedback C: Incorrect Dyscalculia involves the left parietal and frontal cortices, rather than the parietotemporal cortex Feedback D: Incorrect Dyscalculia involves the left parietal and frontal cortices, rather than the right parietotemporal cortex Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Medium 209 To what extent are attention deficit disorders associated with dyslexia and dyscalculia, if indeed they are? a) Attention deficit disorders are not related to dyslexia and dyscalculia b) Attention deficit disorders are negatively associated with dyslexia and dyscalculia c) Attention deficit disorders are positively associated with dyslexia and dyscalculia d) Attention deficit disorders are perfectly correlated with dyslexia and dyscalculia Ans: c Feedback A: Incorrect Attention deficit disorders are positively associated with dyslexia and dyscalculia Feedback B: Incorrect Attention deficit disorders are positively associated with dyslexia and dyscalculia Feedback C: Correct! Feedback D: Incorrect Attention deficit disorders are positively, but not perfectly, correlated with dyslexia and dyscalculia Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Medium 210 According to your text, neuroimaging studies have shown that attentional deficit disorders are associated with a(n) in blood flow in the _ a) decrease; left frontal and parietal cortex b) increase; left frontal and parietal cortex c) decrease; basal ganglia and anterior cingulate d) increase; basal ganglia and anterior cingulate Ans: c Feedback A: Incorrect Attentional deficit disorders are associated with decreased blood flow in the basal ganglia and anterior cingulated, not the left frontal and parietal cortices Feedback B: Incorrect Attentional deficit disorders are associated with decreased blood flow in the basal ganglia and anterior cingulate Feedback C: Correct! Feedback D: Incorrect Attentional deficit disorders are associated with decreased, rather than increased, blood flow in the basal ganglia and anterior cingulate Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Medium 211 Attention deficit disorders are commonly and successfully treated with _ drugs a) sedative-hypnotic b) depressant c) opiate d) stimulant Ans: d Feedback A: Incorrect Attention deficit disorders are treated with stimulants, not sedative-hypnotics Feedback B: Incorrect Attention deficit disorders are treated with stimulants, not depressants Feedback C: Incorrect Attention deficit disorders are treated with stimulants, not opiates Feedback D: Correct! Section Ref: Learning Disabilities Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Easy Short Answer How are prescription drugs that are used to treat attention deficit disorder (e.g.,Ritalin) being misused? Ans: If attention deficit disorder is being over diagnosed, then children who not truly have the disorder are taking medication that is unneeded The side effects of this unneeded medication can be harmful Some college students are also taking Ritalin in order to enhance attention, memory, learning, and exam performance Section Ref: Learning Disabilities: When Things Go Wrong Learning Objective: Describe dyslexia, dyscalculia, and attention disorders Difficulty Level: Medium ... and the US? a) neutral stimulus – knock on the door; CS – cocaine; US cocaine b) neutral stimulus – knock on the door; CS – knock on the door; US – pounding heart c) neutral stimulus – knock... when the neutral stimulus begins: a) just before the US begins b) at exactly the same time that the US begins c) a while before the US begins d) immediately after the US begins Ans: a Feedback... when the neutral stimulus begins just before the US begins Feedback C: Incorrect Classical conditioning is most effective when the neutral stimulus begins just before the US begins Feedback D: