Cognitive-Developmental Information Processing Approach MCQs
Cognitive-Developmental Information Processing Approach MCQs
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1: The first step in the information processing system in which stimuli are stored for a brief moment in its original form to enable it to be processed is called
A. Sensory memory
B. Working memory
C. Long term memory
D. Short term memory
2: The ability to direct one’s awareness is called
A. Behaviour
B. Attention
C. Attitude
D. None of thess
3: The component of the information processing system that holds and processes information that is being manipulated, encoded, or retrieved is called
A. Sensory memory
B. Working memory
C. Long term memory
D. Short term memory
4: In information processing, the part of our mental system that directs the flow of information and regulates cognitive activities is central executive
A. True
B. False
5: The component of the information processing system that is an unlimited store that holds information indefinitely is called
A. Sensory memory
B. Working memory
C. Long term memory
D. Short term memory
6: The set of cognitive operations that support planning, decision-making, and goal setting abilities is executive function
A. True
B. False
7: An adaptive mental process in which objects are grouped into conceptual categories is called categorization
A. True
B. False
8: Selective attention is the ability to focus on relevant stimuli and ignore others.
A. True
B. False
9: Deliberate cognitive activities that make an individual more likely to remember information is memory ____
A. Values
B. Strategies
C. Card
D. Loss
10: Memory for everyday experiences is called
A. Autobiographical memory
B. Recall memory
C. Recognition memory
D. Episodic memory
11: The ability to identify a previously encountered stimulus is called
A. Autobiographical memory
B. Recall memory
C. Recognition memory
D. Episodic memory
12: Remembering a stimulus that is not present is called
A. Autobiographical memory
B. Recall memory
C. Recognition memory
D. Episodic memory
13: Scripts is description of what occurs in a certain situation and used as a guide to understand and organize daily experiences.
A. True
B. False
14: The recollection of a personal event that occurred at a specific time and place in one’s past is known as
A. Autobiographical memory
B. Recall memory
C. Recognition memory
D. Episodic memory
15: Infantile amnesia is phenomenon in which most children and adults are unable to recall events that happened before age ___
A. 2
B. 3
C. 4
D. 5
16: Children’s awareness of their own and other people’s mental processes and realization that other people do not share their thoughts is theory of mind
A. True
B. False
17: Metacognition is the ability to think about thinking; knowledge of how the mind works.
A. True
B. False
18: False belief task that requires children to understand that someone does not share their knowledge.
A. True
B. False
19: An aspect of metacognition that refers to the understanding of memory and how to use strategies to enhance memory is called
A. Memory
B. Metamemory
C. Long Term memory
D. Short Term memory
20: ____ is an elaborate and integrated knowledge base that underlies extraordinary proficiency in a given area.
A. Power
B. Expertize
C. Interference
D. Weakness
21: ____ is an elaborate and integrated knowledge base that underlies extraordinary proficiency in a given area.
A. Power
B. Expertize
C. Interference
D. Weakness
22: A phenomenon that occurs when information that has previously been remembered interferes with memory for new information is proactive interference
A. True
B. False
23: An approach by which people maintain high levels of functioning by narrowing their goals, selecting personally valued attributes to optimize, and compensating for losses is selecting optimization with compensation
A. True
B. False
24: An approach by which people maintain high levels of functioning by narrowing their goals, selecting personally valued attributes to optimize, and compensating for losses is selecting optimization with compensation
A. True
B. False
25: ___ is characterized by emotional maturity and the ability to show insight and apply it to problems.
A. Attention
B. Wisdom
C. Behaviour
D. All of these
26: In the information processing system viewpoint, the ______ regulates cognitive activities such as attention, action, and problem-solving.
A. Central executive
B. Working memory
C. Executive function
D. Long-term memory
27: Which of the following techniques is the best strategy for a researcher to study an older infant’s ability to categorize?
A. Showing infants pictures and recording how long they look at different pictures
B. Presenting infants with a collection of objects from two categories and record their patterns of touching
C. Using brain imaging studies to record changes in the brain when the infant is shown various pictures
D. Recording which toys the infants prefer to play with
28: How do sensory impairments affect working memory?
A. Sensory impairments confuse older adults and distract them from relevant information.
B. Sensory impairments mean that information is taken in more slowly, some information is never attended to, and never makes it to working memory.
C. Sensory impairments alter what people experience and therefore the wrong information is sent to working memory.
D. Sensory impairments deteriorate connections between neurons in the brain which effect the size of information that can be held in working memory.
29: How is theory of mind assessed in children?
A. Researchers study the reasoning patterns of children when performing problem-solving tasks using attention.
B. Researchers examine children’s abilities to understand that people can hold different beliefs about an object or event.
C. Researchers observe the interactions of children as they play with others in cognitive tasks.
D. Researchers interview children on how they learn to do various tasks.
30: What aspect of cognitive development becomes more difficult over the adult years?
A. Applying knowledge of facts, procedures, and information related to one’s vocation
B. The ability to resist interference from irrelevant information to stay focused on the task at hand
C. Crystallized intelligence
D. Expertise
31: Jacob has a vocabulary test in his earth science class. He remembers that he did well on a vocabulary test for his social studies class when he made flashcards, so he decides to use the same strategy to study for his earth science test. In this example, Jacob is using ______.
A. Categorization
B. Selective attention
C. Metamemory
D. Infantile amnesia
32: Four-year-old Marlow describes the mind as a “box filled with things,” whereas 10-year-old Henry describes the mind as “what you use to think about information and remember events.” Henry has developed which of the following?
A. Metacognition
B. Metacognition
C. Selective attention
D. Infantile amnesia
33: Six-year-old Jorge is asked to categorize building blocks by color, which he does successfully. He is then asked to categorize the same blocks by size, but now struggles to complete the task. Jorge is struggling with ______.
A. Working memory
B. Categorization
C. Selective attention
D. Memory strategies
34: ______ permits a more sophisticated approach to problem-solving as it is strategic and intuitive.
A. Scripts
B. Wisdom
C. Expert knowledge
D. Proactive interference
35: Which of the following terms describes not responding to a certain stimulus due to the inappropriateness of the situation?
A. Metacognition
B. Response inhibition
C. Response inhibition
D. Selective attention
36: Elliot returns from vacation and tells her preschool teacher that she met Mickey Mouse. What type of memory is Elliot demonstrating?
A. Episodic memory
B. Episodic memory
C. Recognition memory
D. Autobiographical memory
37: When presented with a difficult decision, who is more likely to mention the risks and benefits of each option?
A. A five-year-old girl
B. A 12-year-old boy
C. A 19-year-old woman
D. A 19-year-old woman
38: Under what circumstances are infants most likely to remember events?
A. In the first hour after awaking
B. When near their parents
C. In the first hour after eating
D. When in a familiar context
39: Child A is presented with a crayon box. The child opens the box to find pieces of candy inside. When child B is presented with the same box, child A assumes that child B already knows the true contents of the crayon box. Child A is exhibiting trouble with which of the following?
A. Selective attention
B. A memory strategy
C. Categorization
D. A false-belief task
40: Taylor is learning her home address. After her father tells her the address, Taylor repeats out loud several times. What memory strategy is Taylor employing?
A. Elaboration
B. Rehearsal
C. Chunking
D. Mnemonics
Cognitive-Developmental Information Processing Approach MCQs
