Chapter 3: The Cognitive Architecture
Multiple Choice
1. In an information-processing model, we can think of learning as moving information from:
a.
b.
c.
d.
short-term (working) memory to long-term memory.
long-term memory to the sensory register.
the sensory register to short-term memory.
long-term memory to short-term memory.
2. In the information-processing model of cognition, short-term memory is where the mind
holds:
a.
b.
c.
d.
a large repository of images, words, and experiences.
a small amount of information for processing.
a high-fidelity record of all that we have experienced.
a compact cluster of dopamine-regulated dendrites.
3. The visual sensory register has a duration of approximately:
a.
b.
c.
d.
one second.
one minute.
one hour.
one day.
4. Most cognitive psychologists believe memory is made up of what three components?
a.
b.
c.
d.
sensory register, working memory, long-term memory
retrieval, working memory, long-term memory
storage, encoding, sensory register
storage, meaningful learning, working memory
5. The capacity of STM is in the range of:
a.
b.
c.
d.
three millimeters.
seven chunks.
ten seconds.
twenty decibels.
6. The worldwide web and long-term memory have similar properties, such as:
a.
b.
c.
d.
multimodality, concept associations, and searchability by content.
ease of recall and high-fidelity preservation of information.
trend lines of crystallized and fluid intelligence.
certain replacement by new and superior technologies.
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IMTB for Learning and Cognition
7. Memory is sometimes described as multimodal. Probably the two dominant forms of
representation in the mind are:
a.
b.
c.
d.
words and images.
numbers and letters.
sounds and smells.
aches and pains.
8. Dual coding theory recognizes the special importance of:
a.
b.
c.
d.
language and images.
iconic and echoic memory.
neurons and synapses.
declarative and procedural knowledge.
9. Susan is introduced to Jerry. She immediately smiles and says, “Hello Jerry.” A few minutes
later she wants to introduce Jerry to her friend Mary, but cannot remember his name. Based on
this information, how far in Susan’s memory system did Jerry’s name get?
a.
b.
c.
d.
It reached the sensory register.
It reached working memory.
It reached long-term memory.
It never got into the memory system at all.
10. Which one of the following best illustrates the working aspect of working memory?
a.
b.
c.
d.
knowing how to use a pair of scissors
confusing two peoples’ names
alphabetizing five names as you hold them in memory
being able to adapt your behavior to a variety of different events
11. Say you can remember your high school graduation in some detail (though your memory
may be imperfect.) This memory is most likely to be in the form of:
a.
b.
c.
d.
working memory.
procedural knowledge.
declarative knowledge.
episodic memory.
12. Where does the locus of consciousness reside?
a.
b.
c.
d.
long-term memory
sensory register
corpus callosum
short-term/working memory
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Chapter 3: The Cognitive Architecture
13. In the human information processing system, the duration of memory—from shortest to
longest—is as follows:
a.
b.
c.
d.
LTM, WM, sensory register
WM, LTM, sensory register
sensory register, WM, LTM
LTM, sensory register, WM
14. The visual sensory register temporarily stores and replays:
a.
b.
c.
d.
1/2 second of high-fidelity visual memory.
12 seconds of high-fidelity visual memory.
1/2 minute of high-fidelity visual memory.
12 minutes of high-fidelity visual memory.
15. Ever since Grace took a class in Spanish vocabulary at university, she has been having
trouble remembering the French words that she learned in high school. This is an example of
which of the following?
a.
b.
c.
d.
proactive interference
retroactive interference
assimilation
accommodation
16. If your best exam performance is in the same room where you attended lectures, this can be
seen as an instance of:
a.
b.
c.
d.
mastery learning.
task orientation.
encoding specificity.
inductive reasoning.
17. According to the principle of encoding specificity, a student who learns while happy is most
likely to recall the learned information later if he is:
a.
b.
c.
d.
happy.
sad.
afraid.
jealous.
18. The human mind is not like a video camera because:
a.
b.
c.
d.
video cameras use magnetic tape and the mind records information digitally.
video cameras select and distort information according to its meaning.
human minds store information indefinitely, but videotape does not.
human memories are not accurate recordings of events.
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IMTB for Learning and Cognition
19. The shift from sensing random, meaningless information to seeing some order or pattern in
the visual field is an example of:
a.
b.
c.
d.
sensation.
experience.
expertise.
perception.
20. Which of the following best describes the retrieval of highly practiced procedural
knowledge?
a.
b.
c.
d.
slow and purposeful
average speed and calculated
fast and automatic
fast but methodical
21. One benefit of chunking is that the burden to working memory is reduced. This frees up
capacity in working memory for:
a.
b.
c.
d.
long-term storage.
transfer.
creative and strategic thought.
cued recall.
22. A coherent pattern of meaningful information, occupying a “single slot” in working memory
is known as a:
a.
b.
c.
d.
reinforcement schedule.
production system.
chunk.
schema.
23. Which of the following reading processes is most likely to be characterized by automaticity
in the skilled reader?
a.
b.
c.
d.
decoding
sentence comprehension
paragraph comprehension
analysis of meaning
24. Massed and distributed practices are examples of what?
a.
b.
c.
d.
aptitude-treatment interactions
how time management affects learning
mnemonics
naïve theories
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Chapter 3: The Cognitive Architecture
Constructed Response
CR1. What does the term “working memory” imply that “short-term memory” does not?
CR2. What is long-term memory? In your answer, address issues of capacity, duration, forms of
knowledge, and accuracy of memory for events.
CR3. What is meant by the term “encoding specificity”? Give examples from two different
contexts (or types of cognition).
CR4. The serial position curve has some implications for teaching and learning. Sketch the
general shape of the curve, labeling the axes. Describe how you could apply the ideas to
teaching.
CR5. Explain what chunking and automaticity have in common.
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Answer Keys
Chapter 3: Answer Key
1
A
14
A
2
B
15
B
3
A
16
C
4
A
17
A
5
B
18
D
6
A
19
D
7
A
20
C
8
A
21
C
9
B
22
C
10 C
23
A
11 D
24
B
12 D
13 C
CR1: 5 pts.: Working memory implies that the temporary memory structure not only holds
information, but also facilitates the transformation of information. Working memory is
where mental work is done.
CR2: 1 pt.: LTM is the structure that stores enduring memories
1 pt.: Capacity – unlimited
1 pt.: Duration – Long-term, possibly permanent
1 pt.: Forms – language, images, & others (declarative, procedural, episodic)
1 pt.: Accuracy – not high fidelity, but rather distorted and/or meaningful
CR3: 3 pts.: Encoding specificity refers to the storage of contextual information in any learning
event, such as:
1 pt.: Physical context (when environment of learning and recall match, performance
improves.)
1 pt.: Emotional context (when emotional state of learning and recall match, performance
improves.)
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IMTB for Learning and Cognition
CR4: 1 pt.: Shape of curve (U-shaped)
1 pt.: X-axis labeled “sequence” or “serial order”
1 pt.: Y-axis labeled “probability of recall” or “memory”
2 pts.: Application to teaching: Place or emphasize most important ideas at beginning or
end, or take frequent breaks.
CR5: 5 pts.: They both have the function of overcoming the capacity limitations of working
memory
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