Psychology · Unit 2 · Paper 2

Cognition unit test

A test on this unit alone, marked as a percentage and a letter grade — for the test your class is actually sitting, rather than for May. Answer everything, then submit once: seeing the answer to question 3 before attempting question 4 makes the final percentage meaningless.

Paper 1 Paper 2 Paper 3

Each paper is built from this unit’s 28 terms and is the same for everyone, so a teacher can assign “Unit 2, Paper 2” and every student sits the identical test. Multiple choice is marked objectively; the written sections you mark yourself against the model answer and rubric.

Suggested time 32 min 29 points0/17 attempted

Working memory model

Algorithm vs heuristic

Depth cues

Linguistic relativity

Selective attention

Bottom-up vs top-down processing

Gestalt principles

Retroactive vs proactive interference

Levels of processing

Convergent vs divergent thinking

Testing effect

Chunking

Short answer 1. Define or explain: Framing

3 pts

Short answer 2. Define or explain: Explicit vs implicit memory

3 pts

Short answer 3. Define or explain: Availability heuristic

3 pts

Short answer 4. Define or explain: Sensation vs perception

3 pts

Free response

5 pts

A researcher is interested in whether the way study time is distributed affects exam performance. She recruits 120 introductory psychology students and randomly assigns each to study a 40-item vocabulary list either in one 90-minute session or in three 30-minute sessions on consecutive days. All students take the same test one week later. The massed group averages 22 items correct; the spaced group averages 31.

Identify the independent variable and the dependent variable.

Explain the purpose of random assignment in this study.

Explain how the spacing effect accounts for the results.

Explain how retroactive interference could be used to argue against the researcher's conclusion.

Explain one way the researcher could improve the external validity of this study.