What are the three components of Stanovich’s tripartite model of the mind? [1 point] Which part of the mind does Stanovich theorize is most closely related to IQ performance? [1 point] According to Stanovich’s model, how do we experience consciousness? [2 points] What part of the mind does Stanovich argue his ‘Comprehensive Assessment of Rational Thinking’ (CART) apply mostly to? [1 point]
Bert is walking to the shops with his friend Ernie and notices a billboard advertisement for burritos. They continue walking to the shops and buy some new Magic The Gathering cards to have epic card game battles later that evening. Before heading home from the shops, they stop by the food court and Ernie asks Bert what he wants to eat. Bert replies he has a craving for burritos. That is not usual for Bert, and Ernie asks him where that idea has come from. Bert replies he doesn’t really know, but he just has a craving for burritos, and Ernie can get whatever he wants since there is plenty of choice at the food court. When Bert goes to order his burrito he thinks the lady at the counter is attractive.
Is Bert’s desire for burritos an example of subliminal or supraliminal priming? [1 point] What is your reasoning for this? [1 point] When ordering the burrito, is Bert likely to mimic or not-mimic the body language of the serving person? [1 point] What is your reasoning for this? [2 points] How likely is it that Bert is consciously aware of his own body language in response to the counter person’s behaviour? [1 point]
Which of the two models of selective attention mentioned in the week 3 lecture are better able to account for the ‘cocktail party effect’? [1 point]. Explain your answer. [2 points] According to Lavie’s resource model of attention when is a student watching a lecture more likely to engage in mind wandering: When a slide includes visual imagery, or when a slide is text only? [1 point] Explain your answer. [2 points]
John asks Daenerys about her time roaming the countryside. For Daenerys, the act of remembering certain pieces of information might make it harder for her to recall other pieces of related information. What is the cognitive psychology term for this kind of phenomenon? [1 point] From a cognitive standpoint, explain what is occurring to create this phenomenon. [3 points] How might this phenomenon exacerbate depression (in depressed people)? [2 points]
Valeska is interested in designing a set of tasks that assess executive functions in children in a ‘child friendly’ manner. In one task designed to test a single executive function the child watches a penguin hop across a series of ice floats to get from one side of a river to the other side. After the penguin gets to the other side, the child is asked to recall the path that the penguin took. The child is asked to work backwards from the most recent ice float the penguin hopped on. What executive function is being mostly tested by this task? [1 point] What might be the point of recalling the floats in a backwards order? [1 point]
Isabella designs a task that includes multiple aspects of executive functioning where the child is required to control the behaviour of a frog (a computer character frog). The frog is sitting on a lilly pad and the child clicks on the screen to make the frog’s tongue lash out to catch flies (the flies buzz onto the screen in a haphazard manner). The child must initially feed the frog green flies and avoid feeding the frog red flies. After some time, the instructions change so the child has to instead feed the frog the red flies and avoid feeding the frog green flies. Which two core executive functions does this ‘frog task’ primarily aim to assess, and how is this achieved? [4 points]
One day Suzie notes that her cat (named Sir Reginald Fluffy Pants) spontaneously jumps over a box a few times in quick succession during a play session. Suzie decides to see if she can condition her cat to jump over the box in response to the sound of a double hand clap (“clap-clap”). Suzie is using her cat’s favourite type of treat to help her in this endeavour. In this scenario, in terms of operant conditioning, what type of reinforcement is Suzie using here? [1 mark] After Sir Reginald Fluffy Pants jumps over the box, Suzie praises Sir Reginald (by saying things like “oooh who is a good jumpy wumpy puss? etc) and then gives Sir Reginald his treat after a little delay. After a while, Suzie starts becoming a little frustrated with Sir Reginald’s slow progress at associating the clap-clap with the box jump. What might Suzie do to increase the rate of learning here? [1 point] Explain your reasoning [1 point]. After Sir Reginald consistently jumps over the box in response to the clap-clap, Suzie notices that Sir Reginald also begins spontaneously jumping over things in response to the clap-clap, such as shoes, or other cats. What conditioning term best describes Sir Reginald’s behaviour here? [1 point]
1. In your answer you can refer to Sir Reginald Fluffy Pants as either “Sir Reginald” or “Suzie’s cat” to save words.
2. This question was written by Shane Rogers, not Craig Speelman. Craig would like everyone to know that he is not cat-obsessed-to-the-point-of-concern like Shane.
3. You are not expected to refer to ‘shaping’ in your answer to this question.