Cognition: The Science of the Mind
SIXTH EDITION
Daniel Reisberg, Reed College
QUESTIONS AND ANSWERS
TEST BANK
Cognition: The Science of the Mind
Whitney Hanson
ARIZONA STATE UNIVERSITY
CONTENTS
Assessment Guidelines Based on the Scienc...
cognition the science of the mind sixth edition daniel reisberg
reed college questions and answers test bank cognition the science of the mind whitney hanson arizona state university
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TEST BANK
To accompany
Cognition: The Science of the
Mind
SIXTH EDITION
Daniel Reisberg, Reed College
QUESTIONS AND ANSWERS
, TEST BANK
Cognition: The Science
of the Mind
Whitney Hanson
ARIZONA STATE UNIVERSITY
,CONTENTS
Assessment Guidelines Based on the Science of Learning vii
Part 1 The Foundations of Cognitive Psychology
Chapter 1 | The Science of the Mind 1
Chapter 2 | The Neural Basis for Cognition 16
Part 2 Learning about the World around Us
Chapter 3 | Visual Perception 30
Chapter 4 | Recognizing Objects 44
Chapter 5 | Paying Attention 60
Part 3 Memory
Chapter 6 | The Acquisition of Memories and the Working-Memory System 75
Chapter 7 | Interconnections between Acquisition and Retrieval 92
Chapter 8 | Remembering Complex Events 108
Part 4 Knowledge
Chapter 9 | Concepts and Generic Knowledge 124
Chapter 10 | Language 140
Chapter 11 | Visual Knowledge 156
Part 5 Thinking
Chapter 12 | Judgment and Reasoning 172
Chapter 13 | Problem Solving and Intelligence 189
Chapter 14 | Conscious Thought, Unconscious Thought 204
, 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 Uni-
versity) and Diego Zapata-Rivera (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.
Our Approach
In evaluating the test banks that accompany introductory texts, we found four substantive problem areas associ-
ated 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 accu- rately 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.
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 as-
sessed. 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.
How It Works
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
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