Attention, Perception, Learning and Memory Questions and Answers

Q: Match List - I with List - II and indicate your answer using the codes given below :List - I (Memory Phenomena)List - II (Brief Description)a. Semantic memory1. Memory for events that occur in a particular time, place or context.b. Priming2. Memory for skills and habits.c. Episodic memory3. Memory for general knowledge and facts about the world.d. Procedural memory4. Information that people already have in storage is activated to help them remember new information better and faster.Codes : a b c d

The correct code is a-3, b-4, c-1, d-2.Semantic memory is memory for general knowledge and facts about the world. Priming is the activation of information already in storage that helps new information to be remembered better and faster. Episodic memory is memory for events at a particular time, place or context, and procedural memory is memory for skills and habits.The other codes mix up these definitions, for example giving skills and habits to priming, so only the third code is right.

Q: A subject is presented four non-sense syllabus one by one each for two seconds. After presentation of the four items, the subject is asked to count backward aloud by threes from some number for fifteen seconds and after that he/she is asked to recall the non-sense syllabus. What memory storage is being measured in this experiment ?

The experiment measures short term memory storage.The subject sees four items, counts backward for fifteen seconds so that rehearsal is prevented, and then tries to recall them. This is the Brown-Peterson procedure, which tests how long material stays in short term memory without rehearsal.Sensory memory lasts for only a fraction of a second. Working memory and long term memory are not what a delay filled with counting is meant to measure, so the key marks short term memory.

Q: When the previously learned task affects the retention of task being currently acquired, the phenomenon is referred to as :

The phenomenon is the proactive effect.When something learned earlier influences how well a new task is learned and remembered, the influence runs forward in time, so it is proactive. The question says only that the earlier task affects retention and does not say that it harms it, so the general term, proactive effect, covers both interference and facilitation.Retroactive effects work in the opposite direction, from the new learning back to the old, and so they are wrong. The key takes the last option rather than proactive interference.

Q: An instrumental response is conditioned only when organism interprets the reinforcement as being controlled by its response. This view is supported by

The view is supported by Seligman.Seligman's work on learned helplessness showed that the animal learns only when it sees that the outcome is controlled by its own response. When the outcome is out of its control it does not learn the instrumental response.Tolman is known for cognitive maps and latent learning, Skinner for operant conditioning in terms of reinforcement alone, and Beck for cognitive therapy. His experiments with dogs that were given shocks they could not escape are the standard illustration.

Q: When a child gets two chocolates once every week for its performance in the class it is an instance of

The schedule is fixed ratio and fixed interval.The key reads the two chocolates as a fixed amount of reward, a fixed ratio, and the arrival once every week as a fixed interval. The reward comes at the end of a regular period and does not vary.Variable schedules give the reward unpredictably, in number or in timing, and nothing in the question is random, so the options with variable are wrong.

Q: Match List - I with List - II and indicate your answer using the codes given below :List - I (Learning term)List - II (Brief explanation)a. Positive reinforcement1. Removal of a pleasant or appetitive stimulus after a behavioural response.b. Classical conditioning2. Delivery of a pleasant or appetitive stimulus that follows a behavioural response.c. Punishment3. Presenting a neutral stimulus after a stimulus that usually elicits a specific response.d. Omission training4. Presentation of an unpleasant or aversive stimulus after a behavioural response.Codes : a b c d

The correct code is a-2, b-3, c-4, d-1.Positive reinforcement is the delivery of a pleasant stimulus after a response. Classical conditioning presents a neutral stimulus after a stimulus that usually elicits a response. Punishment is the presentation of an unpleasant stimulus after a response, and omission training is the removal of a pleasant stimulus after a response.The other codes confuse punishment with omission training or give the definition of reinforcement to another term.

Q: Read each of the following two statements-Assertion (A) and Reason (R) and indicate your answer using the codes given below :Assertion (A) : In Ponzo illusion and Muller-Lyer illusion, linear perspective is misapplied to the display.Reason (R) : According to Gregory perception is only a function of stimulus characteristics.Codes :

The Assertion is true and the Reason is false.In the Ponzo and Muller-Lyer illusions the lines carry depth cues of linear perspective which are misapplied to a flat display, and so the Assertion is accepted.Gregory's view is that perception is a constructive process in which the brain forms hypotheses from past experience and the stimulus, not a function of stimulus characteristics alone, so the Reason is false.

Q: Match each of the following organizational laws with its meaning.Select the correct answer using the code given below :List - I (Law)List - II (Meaning)a. Closure1. Elements close together are grouped together.b. Proximity2. Patterns are perceived in the most basic, direct manner possible.c. Similarity3. Groupings are made in terms of complete figures.d. Simplicity4. Elements similar in appearance are grouped together.Codes : a b c d

The correct code is a-3, b-1, c-4, d-2.Closure is the grouping in terms of complete figures, proximity is the grouping of elements close together, similarity is the grouping of elements alike in appearance, and simplicity is the perception of patterns in the most basic and direct way possible.The other codes give the meaning of proximity or similarity to another law, so only the last code is correct.

Q: Our tendency to perceive objects as unchanging despite changes in sensory input is an illustration of

This is perceptual constancy.Perceptual constancy is the tendency to see objects as having a steady size, shape and colour although the image on the retina changes with distance, angle and light.Figure-ground is the organisation of a scene into object and background, binocular cues are depth cues from two eyes, and linear perspective is a depth cue from converging lines. None of them is the tendency to keep an object unchanged. Examples are a door that is still seen as rectangular when it is opened at an angle and a car that does not seem to shrink as it drives away.

221.

Match List - I with List - II and indicate your answer using the codes given below :

List - I (Memory Phenomena)	List - II (Brief Description)
a. Semantic memory	1. Memory for events that occur in a particular time, place or context.
b. Priming	2. Memory for skills and habits.
c. Episodic memory	3. Memory for general knowledge and facts about the world.
d. Procedural memory	4. Information that people already have in storage is activated to help them remember new information better and faster.

Codes : a b c d

A.3 2 4 1
B.4 3 2 1
C.3 4 1 2
D.2 4 3 1

Exam Year(s)

UGC NET - 2013,

Answer: C

The correct code is a-3, b-4, c-1, d-2.

Semantic memory is memory for general knowledge and facts about the world. Priming is the activation of information already in storage that helps new information to be remembered better and faster. Episodic memory is memory for events at a particular time, place or context, and procedural memory is memory for skills and habits.

The other codes mix up these definitions, for example giving skills and habits to priming, so only the third code is right.

Discuss in Forum

222.

A subject is presented four non-sense syllabus one by one each for two seconds. After presentation of the four items, the subject is asked to count backward aloud by threes from some number for fifteen seconds and after that he/she is asked to recall the non-sense syllabus. What memory storage is being measured in this experiment ?

A.Sensory memory storage
B.Working memory storage
C.Short term memory storage
D.Long term memory storage

Exam Year(s)

UGC NET - 2013,

Answer: C

The experiment measures short term memory storage.

The subject sees four items, counts backward for fifteen seconds so that rehearsal is prevented, and then tries to recall them. This is the Brown-Peterson procedure, which tests how long material stays in short term memory without rehearsal.

Sensory memory lasts for only a fraction of a second. Working memory and long term memory are not what a delay filled with counting is meant to measure, so the key marks short term memory.

Discuss in Forum

223.

When the previously learned task affects the retention of task being currently acquired, the phenomenon is referred to as :

A.Retroactive interference
B.Proactive interference
C.Retroactive effect
D.Proactive effect

Exam Year(s)

UGC NET - 2013,

Answer: D

The phenomenon is the proactive effect.

When something learned earlier influences how well a new task is learned and remembered, the influence runs forward in time, so it is proactive. The question says only that the earlier task affects retention and does not say that it harms it, so the general term, proactive effect, covers both interference and facilitation.

Retroactive effects work in the opposite direction, from the new learning back to the old, and so they are wrong. The key takes the last option rather than proactive interference.

Discuss in Forum

224.

The basic difference between classical conditioning and instrumental learning is of

A.Presentation of stimulus
B.Emitting of response
C.Temporal contiguity
D.Mechanism

Exam Year(s)

UGC NET - 2013,

Answer: D

The basic difference between classical conditioning and instrumental learning is of mechanism.

In classical conditioning a stimulus is paired with another and the response is elicited automatically. In instrumental learning the organism emits a response that operates on the environment and is shaped by its consequences. The processes at work are different, which is the difference in mechanism.

The presentation of stimulus and the emitting of response are only features of this difference, and temporal contiguity is needed in both, so they are not the basic difference.

Discuss in Forum

225.

An instrumental response is conditioned only when organism interprets the reinforcement as being controlled by its response. This view is supported by

A.Tolman
B.Skinner
C.Seligman
D.Beck

Exam Year(s)

UGC NET - 2013,

Answer: C

The view is supported by Seligman.

Seligman's work on learned helplessness showed that the animal learns only when it sees that the outcome is controlled by its own response. When the outcome is out of its control it does not learn the instrumental response.

Tolman is known for cognitive maps and latent learning, Skinner for operant conditioning in terms of reinforcement alone, and Beck for cognitive therapy. His experiments with dogs that were given shocks they could not escape are the standard illustration.

Discuss in Forum

226.

When a child gets two chocolates once every week for its performance in the class it is an instance of

A.Fixed ratio, variable interval
B.Fixed ratio, fixed interval
C.Variable ratio, fixed interval
D.Variable ratio, variable interval

Exam Year(s)

UGC NET - 2013,

Answer: B

The schedule is fixed ratio and fixed interval.

The key reads the two chocolates as a fixed amount of reward, a fixed ratio, and the arrival once every week as a fixed interval. The reward comes at the end of a regular period and does not vary.

Variable schedules give the reward unpredictably, in number or in timing, and nothing in the question is random, so the options with variable are wrong.

Discuss in Forum

227.

Match List - I with List - II and indicate your answer using the codes given below :

List - I (Learning term)	List - II (Brief explanation)
a. Positive reinforcement	1. Removal of a pleasant or appetitive stimulus after a behavioural response.
b. Classical conditioning	2. Delivery of a pleasant or appetitive stimulus that follows a behavioural response.
c. Punishment	3. Presenting a neutral stimulus after a stimulus that usually elicits a specific response.
d. Omission training	4. Presentation of an unpleasant or aversive stimulus after a behavioural response.

Codes : a b c d

A.2 3 4 1
B.4 1 3 2
C.1 4 2 3
D.3 4 1 2

Exam Year(s)

UGC NET - 2013,

Answer: A

The correct code is a-2, b-3, c-4, d-1.

Positive reinforcement is the delivery of a pleasant stimulus after a response. Classical conditioning presents a neutral stimulus after a stimulus that usually elicits a response. Punishment is the presentation of an unpleasant stimulus after a response, and omission training is the removal of a pleasant stimulus after a response.

The other codes confuse punishment with omission training or give the definition of reinforcement to another term.

Discuss in Forum

228.

Read each of the following two statements-Assertion (A) and Reason (R) and indicate your answer using the codes given below :

Assertion (A) : In Ponzo illusion and Muller-Lyer illusion, linear perspective is misapplied to the display.
Reason (R) : According to Gregory perception is only a function of stimulus characteristics.
Codes :

A.(A) is true and (R) is false.
B.Both (A) and (R) are true, but (R) is not the correct explanation of (A).
C.(A) is false and (R) is true.
D.Both (A) and (R) are true and (R) is the correct explanation of (A).

Exam Year(s)

UGC NET - 2013,

Answer: A

The Assertion is true and the Reason is false.

In the Ponzo and Muller-Lyer illusions the lines carry depth cues of linear perspective which are misapplied to a flat display, and so the Assertion is accepted.

Gregory's view is that perception is a constructive process in which the brain forms hypotheses from past experience and the stimulus, not a function of stimulus characteristics alone, so the Reason is false.

Discuss in Forum

229.

Match each of the following organizational laws with its meaning.

Select the correct answer using the code given below :

List - I (Law)	List - II (Meaning)
a. Closure	1. Elements close together are grouped together.
b. Proximity	2. Patterns are perceived in the most basic, direct manner possible.
c. Similarity	3. Groupings are made in terms of complete figures.
d. Simplicity	4. Elements similar in appearance are grouped together.

Codes : a b c d

A.1 4 2 3
B.2 3 1 4
C.4 2 3 1
D.3 1 4 2

Exam Year(s)

UGC NET - 2013,

Answer: D

The correct code is a-3, b-1, c-4, d-2.

Closure is the grouping in terms of complete figures, proximity is the grouping of elements close together, similarity is the grouping of elements alike in appearance, and simplicity is the perception of patterns in the most basic and direct way possible.

The other codes give the meaning of proximity or similarity to another law, so only the last code is correct.

Discuss in Forum

230.

Our tendency to perceive objects as unchanging despite changes in sensory input is an illustration of

A.Figure-Ground relationship
B.Perceptual constancy
C.Binocular cues
D.Linear perspective

Exam Year(s)

UGC NET - 2013,

Answer: B

This is perceptual constancy.

Perceptual constancy is the tendency to see objects as having a steady size, shape and colour although the image on the retina changes with distance, angle and light.

Figure-ground is the organisation of a scene into object and background, binocular cues are depth cues from two eyes, and linear perspective is a depth cue from converging lines. None of them is the tendency to keep an object unchanged. Examples are a door that is still seen as rectangular when it is opened at an angle and a car that does not seem to shrink as it drives away.

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