Test bank for cognition 6th edition by reisberg

Test Bank for Cognition 6th Edition by Reisberg
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CONTENTS

Assessment Guidelines Based on the
Science of Learning

vii

Chapter 8 | Remembering Complex Events

Part 1 The Foundations of Cognitive Psychology
Chapter 1 | The Science of the Mind
Chapter 2 | The Neural Basis for Cognition

Chapter 7 | Interconnections between
Acquisition and Retrieval

1
16

Part 2 Learning about the World around Us

92
108

Part 4 Knowledge
Chapter 9 | Concepts and Generic Knowledge

124

Chapter 10 | Language

140

Chapter 11 | Visual Knowledge

156

Chapter 3 | Visual Perception

30

Chapter 4 | Recognizing Objects

44

Part 5 Thinking

Chapter 5 | Paying Attention

60

Chapter 12 | Judgment and Reasoning

172

Chapter 13 | Problem Solving and Intelligence

189

Chapter 14 | Conscious Thought, Unconscious
Thought

204

Part 3 Memory
Chapter 6 | The Acquisition of Memories and the
Working-Memory System

75

v

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Test Bank for Cognition 6th Edition by Reisberg
Full file at />
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Test Bank for Cognition 6th Edition by Reisberg
Full file at />
ASSESSMENT GUIDELINES BASED ON THE
SCIENCE OF LEARNING

When was the last time you were pleased with the consistency and quality of the assessment supplements that come
with introductory texts? If you are like most professors, you
probably find that these assessment packages do not always
meet your needs. To address this issue, Norton collaborated
with Valerie Shute (Florida State University) and Diego ZapataRivera (Electronic Testing Services) to develop a methodology for delivering high-quality, valid, and reliable assessment
through our test banks and extensive suite of support

materials.

Each question in this test bank measures and links explicitly to a specific competency and is written with clear, concise,
and grammatically correct language that suits the difficulty
level of the specific competency being assessed. To ensure the
validity of the questions, no extraneous, ambiguous, or confusing material is included, and no slang expressions are used.
In developing the questions, every effort has been made to
eliminate bias (e.g., racial, gender, cultural, ethnic, regional,
disability, age, and so on) to require specific knowledge of the
material studied, not general knowledge or experience. This
ensures accessibility and validity.

Our Approach
How It Works
In evaluating the test banks that accompany introductory
texts, we found four substantive problem areas associated
with the items: (a) misclassified item types; (b) a prevalence
of low-level questions that may misrepresent the goals of the
course; (c) unevenly distributed topics—where trivial topics
are tested via multiple items while important topics are not
tested at all; and (d) links to topics that are often at a very
general level, thus preventing diagnostic use of the item
information.
To eradicate these issues from our test banks, we conducted a focus group to create a new model for assessment. A
good assessment tool must (a) define what students need to
know and the level of knowledge and skills expected of them
to be competent in the concepts about which they are learning; (b) include test items that provide valid and reliable evidence by assessing the material to be learned at the appropriate
level; and (c) enable instructors to accurately judge what students know and what they don’t know and to what degree,
allowing instructors to focus on areas where students need the
most help.

The test bank authors developed questions designed to test
students’ knowledge of a particular learning objective from
the text. By asking students questions that vary in both type
and level of difficulty, instructors can gather different types
of evidence, which will allow them to more effectively assess
how well students understand topics.

SIX QUESTION TYPES
1. Remembering questions—test declarative knowledge,
including textbook definitions and relationships between
two or more pieces of information. Can students recall or
remember the information in the same form it was learned?
2. Understanding questions—pose problems in a context different from the one in which the material was learned,
requiring students to draw from their declarative and/or
procedural understanding of important concepts. Can
students explain ideas or concepts?
vii

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Test Bank for Cognition 6th Edition by Reisberg
Full viii
file| Assessment
at />Guidelines Based on the Science of Learning
3. Applying questions—ask students to draw from their
prior experiences and use critical-thinking skills to take
part in qualitative reasoning about the real world. Can
students use learned information in another task or
situation?

4. Analyzing questions— test students’ abilities to break
down information and see how different elements relate
to each other and to the whole. Can students distinguish
among the different parts?
5. Evaluating questions—ask students to assess information
as a whole and frame their own argument. Can students
justify a stand or decision?
6. Creating questions—pose questions or objectives that
prompt students to put elements they have learned together
into a coherent whole to generate new ideas. Can students
create a new product or point of view based on data?

THREE DIFFICULTY LEVELS
1. Easy questions—require a basic understanding of the concepts, definitions, and examples presented in the textbook.

2. Moderate questions— direct students to use critical thinking skills and to demonstrate an understanding of core
concepts independent of specific textbook examples.
3. Difficult questions—ask students to synthesize textbook
concepts with their own experiences, making analytical
inferences about historical topics and more.

READING THE TEST ITEM NOTATION
Each question in the test bank is tagged with six pieces of
information designed to help instructors create the most ideal
mix of questions for the quizzes or exams. These tags are:
ANS: This is the correct answer for each question.
DIF: This is the difficulty assigned to the problem.
REF: This is the number of the page in the textbook from
which a question is drawn.
OBJ: This is the learning objective that is tested by the

question.
MSC: This is the question type (see above) that the question
is designed to test.

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Test Bank for Cognition 6th Edition by Reisberg
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CHAPTER 1

The Science of the Mind

LEARNING OBJECTIVES
1. Describe the scope and goals of cognitive psychology.
2. Understand the case of H.M., and the many ways that memory influences our lives.
3. Describe the limits of introspection.
4. Compare and contrast behaviorism and cognitive psychology.
5. Describe Baddeley and Hitch’s working memory system.
6. Explain how working memory can be affected by various manipulations, including concurrent articulation.
7. Understand the ways that cognitive psychologists are able to acquire data and advance theories.
8. Consider real-life situations wherein working memory is required.

1

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