A History of Modern Psychology 5th Edition by C. James Goodwin – Test Bank

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A History of Modern Psychology 5th Edition by C. James Goodwin – Test Bank

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chapter 02

1. Multiple Choice

 

NOTE:   The following items also appear in the online study guide that is available to students:

1, 10, 15, 20, 29, 42, 44, 48

 

 

1. Chapter 2 opens with the Ebbinghaus quote about psychology having a short past but a long history. What did Ebbinghaus mean?
2. he meant that it was important for psychology to break completely with philosophy in order

to become scientific

1. he meant that the issues of interest to psychologists could be traced to ancient times
2. he meant that psychology really has a lengthy history, but most people don’t remember any

of it so they believe that psychology has just a short history

1. he meant that most psychologists don’t appreciate the importance of studying psychology’s

history

 

2. Which of the following true about a heliocentric view of the universe?
3. it was rejected by Galileo on the basis of his telescopic observations
4. it assumes that the earth is at the center of the universe
5. it was the official view of the Church in the 17th century
6. it eventually replaced the geocentric view

 

3. Copernicus published his heliocentric view of the universe in 1543. Another event occurred that year, which led one historian to consider 1543 to be the year when modern science was born. What was the other event?
4. Vesalius published his treatise on anatomy
5. Gutenberg invented the printing press
6. Harvey discovered that the heart acted like a pump
7. Galileo invented a telescope

 

4. Sir Francis Bacon, who became a hero to B. F. Skinner, is known for advocating
5. submission to the legitimate authority of the Church
6. an inductive approach to knowledge, in which general principles are derived from

numerous observations

1. the idea that humans are mere machines
2. a deductive approach to knowledge, in which general principles based on Aristotle’s

authority would be used to deduce specific laws about how the world worked

 

5. Which of the following pairs is inappropriately matched?
6. Galileo—heliocentric
7. Bacon—inductive
8. Copernicus—geocentric
9. Harvey—circulatory system

 

6. In addition to his faith in an inductive approach to science, Bacon also believed that
7. science should play a role in controlling nature
8. basic science was good, but applied science was bad
9. scientists should conform to the wisdom of Aristotle
10. a thorough understanding of the universe could only be known theologically

 

 

 

 

 

 

 

7. Which of the following was not a part of the historical context of Descartes’ time?
8. there was the beginning of a gradual erosion of the authority of the Church
9. intellectuals were becoming disillusioned with the so-called progress resulting from

science and technology

1. there was a spirit of “mechanism,” exemplified by Harvey’s mechanical theory of the

circulatory system

1. there was growing faith in the value of observational methods as a way to understand

the world

 

8. What did Galileo and Descartes have in common?
9. they both questioned traditional authorities when arriving at a decision about the truth

of something

1. they both relied exclusively on inductive methods
2. both made their primary contributions to astronomy rather than psychology
3. their nearly simultaneous discovery of the reflex counts as a multiple

 

9. Descartes believed in which of the following statements?
10. the mind and the body are separate, but they operate in parallel (i.e., they do not

directly influence each other)

1. such ideas as “extension” are learned through the experiences of early childhood
2. the way to truth is through the use of one’s innate reasoning powers
3. the mind at birth is best described as a blank slate

 

10. On the mind-body question, Descartes believed that
11. mind and body were two aspects of the same essence
12. mind and body were two distinct, noninteracting essences
13. mind and body were two distinct essences that interacted directly with each other
14. mind could be reduced to body (i.e., brain)—thus, he rejected dualism

 

11. Descartes’ first rule of method, as outlined in Discourse on Method, was to
12. recognize the important value of sensory information when seeking after truth
13. analyze problems into sub problems
14. collect as much inductive evidence as possible
15. recognize as truth only that which could not be rationally doubted

 

12. Descartes could be characterized as all of the following except
13. dualist
14. rationalist
15. nativist
16. materialist

 

13. Descartes is accurately described as all of the following except
14. a believer in mind-body interactionism
15. a rationalist
16. a believer in innate ideas
17. interested in the mind but not in the body

 

14. According to Descartes,
15. the mind can influence the body, but the body cannot directly influence the mind
16. the senses are faulty as mechanisms for acquiring knowledge
17. the nervous system acts essentially as an electrical system and its nerves “vibrate”
18. there are no innate ideas

 

 

 

 

15. According to Descartes,
16. mind and body interact at a place in the body that is not duplicated anywhere else,

namely, in the area of the heart

1. animals are pure machines; humans have bodies that are machines, but they also have

rational minds

1. the sensory and motor components of the reflex occur in two different sets of nerves
2. the ideas of self and God are learned through the experiences of early childhood

 

16. Descartes would consider knowledge of the concept of extension a(n) _____ idea, and the knowledge of how long a candle would burn a(n) ______ idea.
17. innate; derived
18. simple; complex
19. unassociated; associated
20. derived; innate

 

17. Descartes believed that
18. truth could be achieved only through the proper use of reason
19. mind and body are just two parallel ways of looking at the same fundamental essence
20. animals have minds; they just aren’t as advanced as ours
21. because he needed to satisfy basic physiological urges, he therefore believed he existed

(I drink, therefore I am)

 

18. The post-Renaissance model of the universe as a giant machine directly influenced
19. Harvey’s idea of how the heart worked
20. Descartes’ idea about how animals worked
21. Newton’s idea about how the planets worked
22. all of these

 

19. According to the British Empiricist John Locke,
20. all our ideas derive from sensation and reflection
21. the mind is like veined marble at birth
22. simple ideas are innate; complex ideas derive from our experiences
23. a person blind from birth who had sight restored later in life would have no trouble

identifying and distinguishing (visually) a cube from a sphere

 

20. John Locke was the first major British Empiricist. He is associated with all of the following ideas except
21. the only important principles of association are spatial and temporal contiguity
22. the only reality we can be sure of is our perception
23. there are two sources of ideas: sensation and reflection
24. the mind at birth is like a white paper

 

21. How would Locke explain why children are afraid of the dark?
22. they learn to be afraid, perhaps after being frightened by a maid
23. it is a “natural” fear that derives from our poor night vision
24. it is an innate idea that cannot be changed
25. they fail to use their reason to arrive at the truth about the dark

 

22. In his letters about educating the son of a friend, Locke recommended that
23. a sound mind requires a sound body—therefore keep the child safe, dry, and warm

and avoid having him get his feet wet

1. intelligence is innate, so only educate the child if he shows early signs of being bright
2. reinforcement should take a concrete form (e.g., candy)—mere commendation is not

enough

1. physical punishment should be avoided, especially in young children

 

23. With which of the following statements would John Locke agree?
24. just because children have a concept of God early in life, that does not constitute

evidence that “God” is an innate idea

1. the primary qualities of matter (e.g., color) do not belong to the objects themselves,

but depend on perception

1. spare the rod and spoil the child
2. ideas that are universal from one culture to another (e.g., God) can be considered

innate ideas, but that is the only situation that produces innate ideas

 

24. John Locke would be least accurately described by which of the following terms?
25. atomist
26. empiricist
27. associationist
28. rationalist

 

25. The concept of atomism is reflected in which of the following statements?
26. association is to psychology as gravity is to physics
27. complex ideas can be reduced to simple ideas
28. primary qualities of matter have independent existence
29. nothing is in the mind that was not first in the senses

 

26. Berkeley extended Locke’s philosophy into a system that has been called subjective idealism or immaterialism. According to Berkeley’s system,
27. there are no secondary qualities of matter; everything is a primary quality
28. the greatest human value is to strive for a “subjectively ideal” world
29. we cannot be sure that matter exists when we aren’t perceiving it, except through our faith

in the Permanent Perceiver

1. our perception of the world results from the innate characteristics of the visual system;

learning isn’t involved very much

 

27. Newton’s concept of gravity is analogous to the British Empiricist concept of
28. sensation
29. a simple idea
30. a blank slate
31. an association

 

28. In An Essay Towards a New Theory of Vision, Bishop George Berkeley argued that
29. the visual senses were unreliable as objective sources of knowledge; true knowledge

derives from reason

1. our visual system is designed to perceive depth and distance automatically (i.e., it is

mostly innate)

1. depth perception is purely and simply the result of our experiences with objects that

are at different distances from us

1. everything we perceive has a primary quality to it (i.e., it truly exists)

 

29. Berkeley’s philosophy has come to be called “subjective idealism” or immaterialism. He believed that
30. all knowledge is innate but dormant; we have to use our reason to get at the knowledge
31. the uncertainty of the physical world meant that God probably didn’t exist
32. our belief in the existence of the external world depends on our perception of it
33. we learn mostly through experience, but visual phenomena like depth perception are innate

 

 

 

 

 

 

30. The idea that all things could be described in physical terms and could be understood in light of the physical properties of matter and energy is called
31. rationalism
32. associationism
33. empiricism
34. materialism

 

31. According to Berkeley, our ability to perceive depth is partly the result of the manner in which the lens of the eye alters its shape to bring objects at different distances into focus. This lens-altering process is called
32. accommodation
33. a binocular depth cue
34. convergence
35. spatial contiguity

 

32. Berkeley would agree with all of the following statements except
33. we can have faith in the reality of objects through our faith in God, the Permanent

Perceiver

1. we can never come to believe that objects in the world have physical reality
2. we don’t see objects directly; we make judgments based on visual information and

experience

1. the binocular cue of convergence is one of the ways in which experience leads us to

experience distance

 

33. David Hume proposed that ideas combine according to three laws of association. They were
34. spatial contiguity, temporal contiguity, resemblance
35. resemblance, cause-and-effect relations, contiguity
36. temporal contiguity, cause-and-effect relations, spatial contiguity
37. contiguity, contiguity, and contiguity (i.e., he only believed in one basic law of

association)

 

34. Hume said that ideas were faint copies of impressions. Hartley said essentially the same thing when he distinguished between
35. miniature vibrations and vibrations
36. vibrations and sensation
37. spatial and temporal contiguity
38. primary and secondary qualities of matter

 

35. Ed sees a picture of the Grand Canyon and immediately recalls his visit there. This is an example of which of Hume’s principles of association?
36. spatial contiguity
37. temporal contiguity
38. resemblance
39. cause and effect

 

36. In Hartley’s parallelist system, sensation is to idea as ______ is to ______.
37. perception; thought
38. simple idea; complex idea
39. vibration; miniature vibration
40. temporal contiguity; spatial contiguity

 

37. Jane flinches when she sees lightning, anticipating the loud noise. This has come about as a result of
38. temporal contiguity
39. cause-and-effect
40. spatial contiguity
41. resemblance
42. On the dimension of atomism-holism, which of the British philosophers was most on the holism side?
43. James Mill (Dad)
44. John Stuart Mill (Son)
45. David Hartley
46. John Locke

 

39. The James Mill quote about brick, mortar, walls, and houses illustrates which of the following concepts?
40. materialism
41. holism
42. atomism
43. innate ideas

 

40. John Stuart Mill was a child prodigy. With which of the following statements about his early ability would he be least likely to agree?
41.       some have it, some don’t (i.e., I was born smart)
42. if you work hard enough, you can accomplish a lot
43. I would not have accomplished anything if I had not been pushed by my father
44. experience is everything

 

41. How did John Stuart Mill’s (JSM) philosophy differ from that of James Mill (JM), his father?
42. JSM replaced his father’s mechanical metaphor with a chemical one
43. JSM reduced all association to contiguity; JM had a long list of laws of association
44. JSM believed in innate genius (after all, wasn’t he one?), while JM believed in the

conventional empiricism that held that knowledge results from experience

1. none of these—JSM elaborated on Dad’s ideas and wrote more coherently, but he                                                didn’t change any of his father’s ideas

 

42. James Mill’s model of the mind (exemplified by the quote about complex and duplex ideas in houses) could be described as _____; his son’s model was more of _______.
43. traditional empiricism; a rationalist system
44. mental chemistry; a mental mechanics
45. mental mechanics; a mental chemistry
46. rationalism; an empiricist system

 

43. The logic of the modern correlational method is essentially the same as Mill’s method of
44. agreement
45. difference
46. concomitant variation
47. cause and effect

 

44. Suppose you hypothesize that having a flower garden reduces stress. Using Mill’s method of agreement, you would hope to find that
45. everyone with a garden has low stress levels
46. everyone without a garden has high stress levels
47. both everyone with a garden has low stress levels and everyone without a garden has high stress levels
48. none of these

 

45. Suppose you hypothesize that having a flower garden reduces stress. Using Mill’s method of difference, you would hope to find that
46. everyone with a garden has low stress levels
47. everyone without a garden has high stress levels
48. both everyone with a garden has low stress levels and everyone without a garden has high stress levels
49. none of these

 

46. Suppose you hypothesize that having a flower garden reduces stress. Combining Mill’s methods of agreement and difference, you would hope to find that
47. everyone with a garden has low stress levels
48. everyone without a garden has high stress levels
49. both everyone with a garden has low stress levels and everyone without a garden has high stress levels
50. none of these

 

47. The gestalt psychologists argued that the whole was greater than the sum of its parts. The British philosopher closest in spirit to this idea was
48. John Locke
49. David Hume
50. David Hartley
51. John Stuart Mill

 

48. The French philosopher Leibniz argued that
49. animals are true “empirics” (blank slate at birth)
50. the human mind is more like veined marble than a blank slate, with the veins representing

our innate predispositions

1. both animals are true “empirics” (blank slate at birth) and the human mind is more like veined marble than a blank slate, with the veins representing our innate predispositions
2. none of these

 

49. The French philosopher Leibniz responded to Locke’s white paper metaphor by saying that the mind was more like veined marble. Leibniz was arguing that
50. humans are true “empirics”
51. the mind has innate properties that help shape experience
52. all basic human properties are fixed (i.e., innate) at birth
53. everyone has flaws

 

50. All of the following concepts are associated with the French philosopher Leibniz except
51. mind and body act in parallel with each other
52. the mind is like veined marble
53. animals are pure empirics
54. we have a priori knowledge of space and time

 

51. For Leibniz, the highest level of awareness was known as
52. sensation
53. apperception
54. perception
55. petite perception

 

52. What did Leibniz mean by the concept of a petite perception?
53. it was the same as a monad
54. it was a perception below the level of awareness
55. it was the perception of any small object
56. it was the perception of any object that was available for perception for just a brief

period of time

 

53. Which of the following is inappropriately paired?
54. Hartley—contiguity
55. Leibniz—monad
56. Hume—veined marble
57. Berkeley—depth perception

 

 

 

 

54. Which of the following is appropriately paired?
55. Descartes—mind-body interactionism
56. Kant—levels of awareness from apperception through petite perception
57. Locke—mind is veined marble
58. Hume—all association is contiguity

 

55. What do Descartes, Leibniz, and Kant all have in common?
56. none were British philosophers
57. all were primarily rationalist philosophers
58. both alternatives a. none were British philosophers and all were primarily rationalist philosophers
59. none of these

 

Answers

 

1. B 29. C
2. D 30. D
3. A 31. A
4. B 32. B
5. C 33. B
6. A 34. A
7. B 35. C
8. A 36. C
9. C 37. A
10. C 38. B
11. D 39. C
12. D 40. A
13. D 41. A
14. B 42. C
15. B 43. C
16. A 44. A
17. A 45. B
18. D 46. C
19. A 47. D
20. B 48. C
21. A 49. B
22. D 50. D
23. A 51. B
24. D 52. B
25. B 53. C
26. C 54. A
27. D 55. C
28. C

 

 

1. Short Answer

 

 

1. Distinguish between a heliocentric and a geocentric view of the universe.
2. What does it mean to say that Descartes was a dualist and an interactionist?
3. Descartes was taught in the scholastic tradition. What does this mean?
4. According to Descartes, how do humans differ from animals?
5. Distinguish between sensation and reflection as sources of ideas, according to Locke.
6. Most of the British empiricists are said to be atomistic. What does this mean?
7. What was the distinction made by Locke between primary and secondary qualities of matter?
8. As it affects perception, distinguish between convergence and accommodation.
9. What was Hume’s distinction between impressions and ideas?
10. What was Hume’s position on causality?
11. On the mind-body question, what is a parallelist position?
12. Identify and give examples of the two main forms of contiguity, according to Hartley.
13. Distinguish between Dad Mill’s mental mechanics and Son Mill’s mental chemistry.
14. Use the example of a wave to illustrate Leibniz’s concept of apperception and petite perception.

 

 

 

 

III. Essay

 

 

1. Describe the historical context that helped to shape Descartes’ ideas about mind and body.
2. Descartes’ rules of method, outlined in his Discourse on Method, seem straightforward and obvious to us today, but were revolutionary in his day. Explain, and show how the first sentence of this question could be considered an example of presentism.
3. Describe Descartes’ concept of the reflex and how he thought bodily movement was influenced by the mind. Show how these ideas were influenced by the contemporary zeitgeist.
4. With his model of nervous system functioning, how did Descartes explain memory?
5. Describe Locke’s rationale for rejecting the concept of innate ideas.
6. Describe Locke’s views on the education of children and show how they were consistent with his empiricism and similar to 20th century behaviorism.
7. Describe Berkeley’s subjective idealism and explain why he saw this philosophy as an assault on materialism.
8. Show how Berkeley’s subjective idealism is consistent with his ideas about how vision (e.g., distance perception) works.
9. Describe how experience would be expected to produce depth and distance perception, according to Berkeley.
10. Hume proposed three main principles of association. Use examples to describe each.
11. Modern psychology’s general concept of causality has been strongly influenced by Hume. Explain.
12. Hartley believed there was one basic principle of association. Give an example to show that you know what he meant by it. Distinguish between temporal and spatial versions of this principle.
13. Use a research example to relate Mill’s methods of agreement and difference to a modern experiment in psychology.
14. Contrast Locke and Leibniz on the nature-nurture issue.
15. Describe the Leibniz theory about levels of awareness.
16. Briefly describe Kant’s epistemology.

 

 

 

 

 

     chapter 04

1. Multiple Choice

 

NOTE:   The following items also appear in the online study guide that is available to students:

8, 11, 16, 19, 26, 38, 48, 53

 

 

1. In the 19th century the German system of higher education developed a philosophy that came to be known as Wissenschaft. It featured
2. an emphasis on scholarly and scientific research
3. a strictly prescribed set of course requirements to earn the doctorate
4. fairly severe restrictions on academic freedom
5. more emphasis on undergraduate teaching than on research

 

2. Johan Herbart was an important predecessor to experimental psychophysics. He believed that
3. the mind should be studied using laboratory experiments, not pure mathematics
4. ideas with different strengths could be assigned different mathematical weights
5. ideas had measurable “strength,” and these strengths were constant (unchangeable)
6. psychology, in order to be scientific, had to be closely tied to physiology

 

3. If your total cognitive focus is on this multiple choice item, then Herbart would say the item is part of your
4. apperceptive mass
5. repressed awareness
6. above-threshold awareness
7. just noticeable difference

 

4. According to Weber’s Law, if a person notices a difference between 30 and 33 grams, that person will also notice a difference between
5. 60 and 63 grams
6. 90 and 93 grams
7. 10 and 13 grams
8. all of these

 

5. In a weight-judging study, Sally just barely notices a difference between two weights of 30 and 33 grams. Weber’s Law predicts that she will also notice the difference between
6. 60 and 63 grams
7. 90 and 93 grams
8. both 60 and 63 grams and 90 and 93 grams
9. none of these

 

6. If someone cannot detect a difference in weight between 30 grams and 32 grams, but can tell the difference between 30 grams and 33 grams, the discrimination between 30 and 33 grams is called
7. a two-point threshold
8. a limits threshold
9. a jnd
10. a limit

 

7. While studying visual afterimages, I inadvertently looked too long at the sun and seriously damaged my eyes, to the extent that I had to take a medical leave from work. Who am I?
8. Johan Herbart
9. Hermann Ebbinghaus
10. Oswald Külpe
11. Gustav Fechner

 

 

8. Hearing tests, which present sequences of tones that steadily decrease in loudness, are using a method closest to which of the following developed by Fechner?
9. adjustment
10. limits
11. constant stimuli
12. fractionation

 

9. The subject has the greatest degree of control over stimulus presentation in which of the following methods of psychophysics?
10. method of limits
11. method of constant stimuli
12. method of apperception
13. method of adjustment

 

10. Boring referred to Fechner as the “inadvertent founder of psychophysics.” What did he mean by that?
11. Fechner stumbled on psychophysics by accident (he happened to read Weber’s work)
12. Fechner deliberately downplayed Weber’s work in order to gain all the credit himself
13. Fechner was more interested in destroying materialism than in establishing a science
14. when Fechner first started studying thresholds, he didn’t realize the later applications of his

work (e.g., vision testing)

 

11. Wundt is considered the founder of experimental psychology because he
12. was the first to be doing experimental research on psychological phenomena
13. established the most popular laboratory in Europe
14. explicitly set out to identify and establish a “new” science
15. wrote the first book that dealt with research topics of interest to psychologists

 

12. Why is Wundt considered the founder of experimental psychology, and not Fechner?
13. Wundt did better research
14. Wundt’s research preceded Fechner’s
15. establishing an experimental psychology was Wundt’s explicit goal
16. none of these—Fechner is generally recognized as the founder of experimental

psychology

 

13. For six years, from 1858 to 1864, Wundt was the assistant in a major laboratory. Who was the director of this lab?
14. Helmholtz
15. Weber
16. Fechner
17. Herbart

 

14. According to Wundt, laboratory psychology was to be the study of
15. mediate conscious experience
16. immediate conscious experience
17. individual differences in conscious experience
18. higher mental processes

 

15. What did Wundt believe about laboratory work in psychology?
16. it must be confined to the study of mediate conscious experience through the use of

self observation

1. it must be confined to the study of mediate conscious experience through the use of

internal perception

1. it must be confined to the study of immediate conscious experience through the use of

self observation

1. it must be confined to the study of immediate conscious experience through the use of

internal perception

 

16. How did Wundt propose to study immediate conscious experience?
17. through the use of a form of introspection that he called internal perception
18. through the use of a form of introspection that he called self observation
19. through the use of inductive observational techniques and case study
20. by avoiding introspection completely and relying on physiological measures

 

17. How did Wundt propose to study such higher mental processes as thinking and language?
18. in the lab, using purely objective physiological measures
19. outside of the lab, using observational procedures and cross-cultural comparisons
20. in the lab, using the form of introspection called internal perception
21. none of these—he did not believe these processes could be studied in psychology

 

18. In Wundt’s laboratory, the majority of research concerned the topic of
19. attention
20. association
21. reaction time (mental chronometry)
22. sensation/perception

 

19. If discrimination reaction time takes .30 seconds and simple reaction time takes .21 seconds, then
20. the mental event of discrimination takes .09 seconds
21. the mental event of discrimination takes .51 seconds
22. the sensory component has taken .21 seconds and the motor component has taken .09

seconds

1. an imageless thought has occurred during the lost .09 seconds

 

20. Choice RT takes .48 seconds, discrimination RT takes .37 seconds, and simple RT takes .25 seconds. How long did it take for the mental event of “choice” to occur?
21. .12 seconds
22. .48 seconds
23. .11 seconds
24. .23 seconds

 

21. What was the essential flaw in the complication experiment?
22. the assumption that mental events could simply be added together
23. the apparatus lacked precision, so the times were unreliable
24. the subjectivity of introspection
25. some people are just faster than others—no general conclusions could be drawn

 

22. In the reaction time research completed in Wundt’s lab by James McKeen Cattell,
23. large numbers of subjects were needed to get stable mean RT scores
24. Cattell served as both experimenter and subject
25. data from the different subjects were reported as average reaction times
26. the task was stressful enough to temporarily damage Cattell’s health

 

23. Which of the following was true about Cattell’s experience in Wundt’s laboratory?
24. a major source of frustration involved keeping the apparatus running properly and precisely
25. he wrote to his parents that the research was mentally exhausting and he didn’t know how long

he could keep it up

1. he was very impressed by the quality of the research done in Wundt’s laboratory
2. he told his parents that the whole research area involved with reaction time was largely a

waste of time—nothing important would come of it

 

 

 

 

24. Much of what we know about Wundt was once thought to be correct, but is now known to be wrong. Which of the following was indeed correct about Wundt?
25. Titchener’s system is about the same as Wundt’s system
26. Wundt was the founder of a “school” of psychology known as structuralism
27. Wundt was not really interested in cultural psychology; it was just a fad with him
28. Wundt believed that the study of higher mental processes was important, but could not be

studied in the laboratory

 

25. Which of the following choices would have been scored as “true” on a history and systems exam 30 years ago, but would be scored as “false” today?
26. Wundt established his laboratory at Leipzig in the late 1870s
27. Wundt established the school of psychology called structuralism
28. most of the research in Wundt’s laboratory dealt with sensation/perception
29. Wundt used a highly controlled form of introspection in some of his experiments

 

26. Wundt’s influence has been reevaluated recently, in part because of his psychology has shifted interests in the late 20th century. In particular, Wundt’s research was similar to the work completed by modern-day ______ psychologists.
27. physiological
28. social
29. cognitive
30. behavioral

 

27. Wundt’s system is sometimes called voluntarism because Wundt
28. used volunteers as subjects in his research
29. placed special emphasis on the analysis of voluntary acts into their basic elements
30. emphasized the mind’s ability to willfully and actively organize the contents of consciousness
31. believed that only voluntary, higher mental processes could be studied experimentally

 

28. According to Wundt, mental contents that are unclear, indistinct, or in the periphery are said to be
29. apprehended
30. apperceived
31. mediate rather than immediate
32. associated

 

29. Wundt used the term ___________ to refer to a process that brought mental contents into the focus of attention.
30. apprehension
31. perception
32. voluntarism
33. apperception

 

30. What was the term used by Wundt to identify the mental process that makes mental contents meaningful and brings them into the center of attention?
31. sensation
32. apperception
33. apprehension
34. selective attention

 

31. One of Wundt’s best-known students was Emil Kraepelin, a person familiar to students taking abnormal psychology. Kraepelin found that
32. alcohol reduces our ability to focus attention
33. those who are insane have faster reaction times than those who are sane
34. schizophrenics suffer from impaired attention and inadequate apperception processes
35. those who are insane actually have a heightened ability to apperceive (that’s why creative

artists are sometimes nuts)

32. In his laboratory research, Wundt and his students identified two basic elements of mental life. They were
33. sensations and perceptions
34. simple and complex ideas
35. perceptions and apperceptions
36. sensations and feelings

 

33. Emil Kraepelin, one of Wundt’s best-known students, applied Wundt’s ideas about attention to
34. the thinking processes of schizophrenics
35. the imagination of children
36. the interpretation of the complication experiment
37. the study of animal behavior (comparative psychology)

 

34. When studying higher mental processes, Wundt believed that
35. laboratory control was absolutely essential
36. cross-cultural studies would be needed
37. introspection as internal perception would be the essential method
38. none of these—he didn’t think higher mental processes could be studied systematically

 

35. If Ebbinghaus was correct about the time course of forgetting, then
36. by this time tomorrow you will have zero memory of the information for this test
37. you will have difficulty recalling almost half of the material for this exam within an hour or two
38. you will remember almost all of the material for this exam over the next week or so, but then

your memory will deteriorate rapidly

1. because you found this material so unbelievably fascinating, you won’t forget any of it

 

36. In creating nonsense syllables, what was Ebbinghaus trying to do?
37. he wanted to study the initial formation of associations
38. he wanted to study the nature of already-formed associations
39. he wanted to create stimuli that would be meaningful to the memorizer
40. he wanted to create a test that would evaluate fatigue levels in German school children

at different times of the day

 

37. Pretend you’re Ebbinghaus. On Monday you take 20 minutes to learn a list of nonsense syllables. On Tuesday, you take 5 minutes to relearn the list. What is your saving score?
38. 15 minutes
39. 25%
40. 25%
41. 50%

 

38. Why did Ebbinghaus use CVCs in his research?
39. he was trying to examine the how associations were initially created
40. he wanted simple materials that he could learn more quickly than prose
41. he was only interested in short-term memory, not long-term memory
42. there was no way he could measure recall if he used meaningful materials

 

39. An important implication of the savings methods used by Ebbinghaus was that
40. forgetting occurred more quickly than previously thought
41. even if some information cannot be recalled, it does not mean the information has disappeared

completely

1. learning is more difficult if the materials to be studied are meaningless
2. short-term memory has a very limited capacity

 

 

 

 

40. Alice takes 20 minutes to learn a list of nonsense syllables. The next day she is asked to relearn the list and earns a savings score of 25%. How much time did she need to relearn the list?
41. 5 minutes
42. 10 minutes
43. 15 minutes
44. 25 minutes

 

41. All of the following characterized the Ebbinghaus memory research except
42. he tried to make the syllables meaningful as he memorized them, by using various mnemonic

devices

1. he was the only subject
2. he took steps to ensure that the syllables were read at a constant rate
3. he completed the research over two separate 1-year periods, with the second period serving

the purpose of replication

 

42. In his memory research, Ebbinghaus found that
43. for the first 24 hours, the rate of forgetting is very slow; then it speeds up
44. if there were seven or fewer syllables in a list, they could be learned in just a single repetition
45. surprisingly, varying the number of original repetitions when studying the lists had no significant

effect on recall

1. studying a list by massing the practice all at one time produced better recall than spreading out

the studying of the list

 

43. In his memory research, Ebbinghaus reported a number of important results. Which of the following was not one of them?
44. distributing practice over several sessions was better than cramming it all in at once
45. he noticed that memory performance was better in the morning than in the evening
46. if there were seven or fewer syllables in a list, they could be learned in just a single repetition
47. forgetting occurs at a very rapid rate at first, then slows down

 

44. Ebbinghaus studied all of the following except
45. the use of memory aids (mnemonics)
46. the time course of forgetting
47. massed versus distributed practice
48. serial learning

 

45. What is ecological memory?
46. it’s a term that sums up what Ebbinghaus did
47. it’s a term that sums up what G. E. Müller did
48. it refers to any laboratory memory research using good experimental control
49. it’s the study of memory for everyday events

 

46. A good example of presentist thinking can be found in Chapter 4. It involves
47. showing that Wundt’s work has not been properly understood in the past
48. the case of Cattell criticizing Wundt’s laboratory
49. Külpe’s rejection of the assumptions underlying the complication experiment
50. the modern criticism of the Ebbinghaus tradition for failing to shed light on everyday memory

 

47. How did the memory work of G. E. Müller differ from that of Ebbinghaus?
48. Müller believed that the learner was more actively involved in the memory process than

Ebbinghaus

1. Ebbinghaus added introspection to his research; Müller refused to introspect
2. Ebbinghaus used nonsense syllables, but Müller’s research studied ecological memory
3. Ebbinghaus had the benefit of technology (i.e., memory drum); Müller did not

 

 

48. All of the following are associated with G. E. Müller except
49. helped invent the memory drum
50. with Pilzecker, studied retroactive inhibition
51. made the initial discovery of imageless thought
52. most of his work involved replicating and (significantly) extending the work of others

 

49. Which of the following are properly paired?
50. Wundt—systematic experimental introspection
51. G. E. Müller—memory drum
52. Ebbinghaus—imageless thoughts
53. Külpe—serial learning

 

50. A fair assessment of G. E. Müller would be to describe him as
51. more of a physiologist than an experimental psychologist
52. more interested in theory development than in research
53. remarkably successful as a researcher despite his inability to develop research apparatus for

his lab

1. happiest when doing laboratory research

 

51. In Ach’s dissertation with Külpe, he gave subjects pairs of numbers after first telling them that they would be performing some operation on these numbers. He found that subjects responded with very fast (and equal) reaction times regardless of the type of operation, because the prior instructions had created
52. some uncertainty in the minds of subjects
53. a mental set to respond in a certain way
54. the conscious attitudes of hesitation and doubt
55. imageless thoughts

 

52. One of Külpe’s students, Watt, developed the technique of “fractionating” the four stages of a word association procedure into four steps. Which of the following was not one of those steps?
53. a preparatory period, when the subject prepares for stimulus presentation
54. the response itself
55. “striving” for the response, just prior to the response itself
56. a phase in which imageless thoughts appeared

 

53. In Külpe’s Würzburg lab, Marbe did a study in which subjects compared weights. His introspectors found that at the moment when the judgment was made, all of the following were experienced except
54. hesitation
55. images
56. doubts
57. searching

 

54. Which of the following was true about systematic experimental introspection?
55. it was more like Wundt’s internal perception than Wundt’s self-observation
56. Külpe tried it in his lab, but quickly rejected it
57. the procedure of fractionation was devised to solve the problem of the length of the

introspective accounts

1. it was designed for the study of immediate consciousness and useless for studying higher

mental processes like word association

 

 

Answers

 

1. A 28. A
2. B 29. D
3. A 30. B
4. C 31. C
5. D 32. D
6. C 33. A
7. D 34. B
8. B 35. B
9. D 36. A
10. C 37. C
11. C 38. A
12. C 39. A
13. A 40. C
14. B 41. A
15. D 42. B
16. A 43. B
17. B 44. A
18. D 45. D
19. A 46. D
20. C 47. A
21. A 48. C
22. B 49. B
23. A 50. D
24. D 51. B
25. B 52. D
26. C 53. B
27. C 54. C

 

1. Short Answer

 

 

1. In the 19th century the German system of higher education developed a philosophy that came to be known as Wissenschaft. What was the essence of this philosophy?
2. What did Herbart mean by the concept of apperceptive mass?
3. With the two-point threshold as a task, how would you demonstrate the method of limits?
4. Use the chapter’s temperature example to distinguish between immediate and mediate conscious experience.
5. What was the difference between internal perception and self observation, according to Wundt?
6. Make up some numbers to show that you understand how Donders’ subtraction method was used in the reaction time research in Wundt’s lab.
7. What was the difference between apperception and apprehension, according to Wundt?
8. What did Wundt mean by a creative synthesis?
9. Make up some numbers to show that you understand how Ebbinghaus used the method of savings in his memory research.
10. How did G. E. Müller’s approach to the study of memory differ from that of Ebbinghaus?
11. In a nonsense syllable study, describe how you would study retroactive inhibition.
12. In Külpe’s lab, what was meant by a conscious attitude?

 

 

III. Essay

 

 

1. In the context of a two-point threshold experiment, describe the three methods of psychophysics outlined by Fechner.
2. Describe Weber’s Law and illustrate it with Weber’s weight lifting experiment.
3. Fechner might have become the “founder” of experimental psychology, but that label goes to Wundt instead. Explain.
4. Describe Fechner’s purpose in developing psychophysics, and in so doing, explain why he is not considered the “founder” of modern experimental psychology.
5. Wundt distinguished between the study of immediate conscious experience and the study of higher mental processes. Describe how he proposed to study each.
6. Describe the logic of the complication experiment and create some data to illustrate how it worked to demonstrate times for (a) discrimination, and (b) choice.
7. Describe the traditional view of Wundt’s psychology and compare it to what we now know. How did the misinterpretation come about?
8. Consider the Ebbinghaus memory research. What was he trying to accomplish, why did he use CVCs, and what was the advantage of using his savings method to measure performance?
9. Describe the research in Külpe’s lab that demonstrated the existence of mental sets, while at the same time questioning the validity of the complication experiments.