The Textbook and the Accompanying 796 Questions Form an Integrated Instructional System

User Manual The textbook and the accompanying 796 questions form an integrated instructional system. The questions are not primarily an assessment methodology but an instructional methodology. It has long been known that distributed questioning is more effective than repeated study in creating long-term retention of a text (Glass & Sinha, 2013). To make use of this effect, the questions have been integrated with the text and these questions have been specifically shown in a within- student, within-question counter-balanced experimental design to generate a level of performance of 90% correct on the final exam when they are distributed as described below (Glass, 2009). The 796 questions are organized into 217 question sets of from one to seven questions. Most question sets include four or more questions. All the questions in a question set may be answered by an inference from a common fact statement. Hence, being able to infer the correct answer to one question in the set logically implies being able to correctly answer all of the questions in the set. Each question has a five or six digit number that indicates its question set. The first digit or pair of digits indicates the chapter the question queries. So, for five-digit question numbers, the first digit, 1 – 9, corresponds to the chapter, from 1 through 9, whose content the question queries. For six-digit question numbers, the first two digits, 10 – 15, correspond to the chapter, from 10 to 15, whose content the question queries. The next two digits 01 – 40, designate the question set of which the question is a member. Question sets are numbered consecutively for each chapter. Chapter 9 is associated with the smallest number of question sets, 5, and Chapter 10 is associated with the largest number of question sets, 40. The final two digits indicate the question’s number, 0 1 – 07, within the set. However, if the question is the only member of its set then the question number is 00. Passages in the textbook provide explicit answers for nearly all of the question sets and the feedback associated with these questions is drawn from these passages. In addition, for Chapters 1 – 13, there are one or two question sets that do not have explicit answers in the text. These are the highest numbered question sets in the chapter. They do not have a feedback statement providing a rationale for the answer associated with them. When I teach cognition using this text, the course is divided into three five-week units terminating in a unit exam that covers the material presented during the previous month. Each lecture is preceded by a reading assignment in the textbook on the topic covered in the lecture. Each question on the unit exam is drawn from a question set and three other questions from the set are integrated into instruction. Consider four questions from set q of chapter c. Suppose that question cq04 is an exam question. Two days before the lecture, question cq01 is made available online. Students are told to first do the reading assignment (which cq01 queries) and then answer the online questions in preparation for the lecture. During the lecture, cq02 is presented and students answer using a personal response system (clickers, laptops, or cell phones). A week after the lecture, cq03 is presented online. Responses are always followed by feedback. For online questions this feedback is drawn from the textbook. For the classroom questions the feedback is provided by the instructor. Unsurprisingly, the probability of a correct response increases with each successive question in the set and usually exceeds 80% on the unit exam and 90% on the final exam. Consequently, most students do well in the course despite the challenging material in the textbook. Most reviewers of its chapters commended their thoroughness but stated that they were too difficult for the reviewer’s students. However, it is likely that if they integrated the questions provided here with their instruction, their students’ performance would be equal to mine. Interspersing questions throughout a lecture is a challenging activity for the instructor. Each year I get better at using the question to advance the discussion of the topic rather than interrupt it. One surprise is how poorly students sometimes perform on a classroom question to which I presented the answer on the immediately preceding slide. This humbling experience has repeatedly revealed that my lectures were not as engaging or as informative as I thought they were. However, students apparently do learn from their mistakes because the level of classroom performance is not a predictor of exam performance. It is the level of participation that is a predictor of exam performance, regardless of whether the classroom questions are answered correctly or incorrectly. So distributed questioning unequivocally increases exam performance. Distributed questioning is still a new instructional methodology and there is still much to learn about it. Every year I perform a within-student, within-question experiment to test a different aspect of it. I would like to invite any instructor who is interested to participate in such an experiment. No one is more qualified to advance the efficacy of instruction through systematic experimental research than cognitive psychologists! So let us collaborate in applying advances in cognitive neuroscience to improve instruction! Glass, A. L. (2009). The effect of distributed questioning with varied examples on exam performance on inference questions. Educational Psychology 29, 831 – 848. Glass, A. L. & Sinha, N. (2013). Multiple-Choice Questioning Is an Efficient Instructional Methodology That May Be Widely Implemented in Academic Courses to Improve Exam Performance. Current Directions in Psychological Science 22, 471 – 477. doi: 10.1177/0963721413495870 Listed below are the consecutively number question sets in each chapter. The question set or sets on the second row are the ones whose questions do not provide feedback containing a passage from the chapter providing the answer. Chapter 1 10101 - 10506 10600 Chapter 2 20101 – 21005 21100 Chapter 3 30101 – 31704 31800 – 31900 Chapter 4 40101 – 40900 41001 - 41005 Chapter 5 50101 – 51304 51401 – 51405 Chapter 6 60101 – 61205 61301 – 61302 Chapter 7 70101 – 71602 71701 - 71702 Chapter 8 80101 – 81005 81101 – 81105 Chapter 9 90101 – 90404 90501 – 90504 Chapter 10 100101 – 103705 103800 – 104005 Chapter 11 110100 – 111505 111601 – 111700 Chapter 12 120101 – 121002 121100 Chapter 13 130101 – 132203 132301 - 132603 Chapter 14 140101 – 140904 Chapter 15 150101 – 150804

10101. Which causes long-term habituation or sensitization?

A. A change in the number of pre-synaptic terminals B. A change in the number of active pre-synaptic terminals C. A change in the number of post-synaptic receptors D. The number of and interval between stimulus presentations *E. All of the above

10102. Which causes long-term habituation or sensitization?

A. The amount of neurotransmitter released into the synapse by each terminal *B. A change in the number of active pre-synaptic terminals C. The number of new neurons added to the circuit D. A change in the permeability of the neuron membrane E. All of the above

10103. Long-term sensitization is the result of…

*A. An increase in the number of pre-synaptic terminals B. An increase in the amount of neurotransmitter released into the synapse by each terminal C. An increase in the number of new neurons added to the circuit D. An increase in the permeability of the neuron membrane E. All of the above

10104. Which causes long-term habituation?

A. An increase in the number of post-synaptic receptors B. A decrease in the mylenation of the axon *C. A decrease in the number of pre-synaptic terminals D. An increase in the number of active pre-synaptic terminals E. An increase in the number of pre-synaptic receptors

10201. A reflex…Is never a complex response A. Is learned during gestation *C. May disappear shortly after birth D. Is never an endocrine response E. Is always initiated by the cortex

10202. An unconditioned reflex… A. Is always present from birth to death B. Is learned during gestation C. Is learned shortly after birth D. Is always a simple response *E. May move a body part towards a stimulus

10203. An unconditioned reflex…

A. Is learned during gestation B. Is learned shortly after birth *C. May involve a chemical rather than a motor response D. Is always a simple response E. Is present from birth to death

A. Is always initiated by the amygdala B. Always moves a body part away from a stimulus. *C. May disappear shortly after birth D. Cannot be extended to a new a stimulus E. Is always a simple response

A. Is learned during gestation B. Is learned shortly after birth *C. May disappear shortly after birth D. Is always a simple response E. Is made in response to many different stimuli

10301. What is true about conditioning?

A. Any stimulus may be associated with any response B. Only new visual stimuli may be associated with unconditioned responses C. Only motor responses may be associated with new stimuli *D. Only specific stimuli, determined by the organization of the nervous system, may become associated with a specific response E. Only non-motor responses may be associated with new stimuli

10302. What is true about conditioning?

*A. The organization of the nervous system determines which stimuli may become associated with a specific response B. Conditioning always requires dozens of trials C. Only motor responses may be associated with auditory stimuli D. Only non-visual stimuli may be associated with unconditioned responses E. A new stimulus must be associated with the unconditioned response both with and without the unconditioned stimulus present

10303. When a novel stimulus occurs along with an unconditioned stimulus and at no other time, it will come to elicit the unconditioned response

A. After two pairings *B. If an inter-neuron connects the novel stimulus with the unconditioned reflex in the nervous system C. After at least sixteen pairs D. After four pairings E. If the novel stimulus is olfactory

10304. When can conditioning occur?

A. When a contingent relation exists between any stimulus and any response *B. When an interneuron connects the representation of a CS with a US – UR pathway C. When an interneuron connects the representation of a CS with a UR D. When any familiar auditory signal occurs often before any response is elicited E. When any familiar visual signal occurs often before any response is elicited

10401. What is true about delay versus trace conditioning?

A. The CS and US overlap in delay conditioning B. The CS and US do not overlap in trace conditioning C. The striatum is functional for delay conditioning D. The hippocampus is necessary for trace conditioning *E. All of the above

10402. Which is a difference between delay and trace conditioning?

A. In delay conditioning, there is a delay between the CS and the US B. Delay conditioning requires a functional hippocampus *C. In trace conditioning, there is a delay between the CS and the US D. Trace conditioning does not require a functional hippocampus E. If trace conditioning is impaired then delay conditioning must be impaired

10403. Which is true about delay versus trace conditioning?

*A. In delay conditioning, there is no delay between the CS and the US B. In trace conditioning, there is no delay between the CS and the US C. Delay conditioning occurs in the cortex D. Trace conditioning occurs in the midbrain, brain stem, and spinal corD. E. At some interval after training, delay conditioning becomes trace conditioning

10404. What is true about the differences between delay versus trace conditioning? A. Trace conditioning occurs for the memory of the training event several weeks after training B. In delay conditioning, there is a delay between the CS and UCS C. In trace conditioning, there is no delay between the CS and the UCS *D. Trace conditioning requires a functional hippocampus E. Delay conditioning only occurs in the neocortex

10405. What is true about the hippocampus?

*A. The hippocampus is required for trace conditioning, in which there is a delay between the CS and US B. The hippocampus is required for delay conditioning, which there is no delay between the CS and US C. The hippocampus is required for fear conditioning to a tone followed by a shock D. The hippocampus is required for food aversion as the result of poisoning E. All of the above 10406. What distinguishes delay versus trace conditioning?

A. In trace conditioning, there is no delay between the CS and the US *B. In delay conditioning, there is no delay between the CS and the US C. Delay conditioning requires a functional hippocampus D. Trace conditioning requires a functional striatum E. If trace conditioning is impaired then delay conditioning must be impaired

10501. A novel input generates a larger neural response than a repeated input because

A. It is processed by more habituated neurons *B. It is processed by more unhabituated neurons C. It possesses more "unfamiliarity." D. It does not have a representation in long-term memory E. None of the above

10502. According to the Groves and Thompson model, when a CS that has not been presented recently occurs just before a US…

A. Habituated neurons generate a strong signal B. Habituated neurons generate a weak signal C. Unhabituated neurons generate a weak signal *D. Unhabituated neurons generate a strong signal E. Both habituated and unhabituated neurons generate a strong signal

10503. When a CS that has not been presented recently occurs just before a US…

A. The neurons detecting the CS have become habituated through disuse B. The neurons detecting the CS generate a weak signal *C. The neurons detecting the CS generate a strong signal D. The neurons detecting the CS also detect the US E. The neurons detecting the CS dishabituate the neurons detecting the US

10504. Suppose that we sound a low-pitched tone six times before an eye blink conditioning trial. What will be an effective CS? @ …sensory neurons produce a much larger response to a first-time stimulus than to a repeated stimulus. Every time a mild stimulus is repeated over a short period of time, the response from the sensory neurons that detect it is reduced…

A. A low-pitched tone because unhabituated neurons will generate a strong signal B. A low-pitched tone because habituated neurons will generate a strong signal *C. A high-pitched tone because unhabituated neurons will generate a strong signal D. A high-pitched tone because habituated neurons will generate a strong signal E. A low-pitched tone because habituated neurons will generate a weak signal

10505. Suppose that medium-pitched and high-pitched tones alternate six times before an eye blink conditioning trial.. What will be an effective CS?

A. A high-pitched tone because unhabituated neurons will generate a strong signal B. A medium-to-high-pitched tone because habituated neurons will generate a strong signal *C. A low-pitched tone because unhabituated neurons will generate a strong signal D. A high-pitched tone because habituated neurons will generate a strong signal E. A medium-pitched tone because unhabituated neurons will generate a strong signal

10506. Suppose that an observer watches a blinking light that blinks different colors. Whenever the light blinks red an air puff is administered to the eye of the observer. What will be an effective CS?

A. Only a green light would elicit an eye blink B. No light would elicit an eye blink C. Any colored light would elicit an eye blink *D. Only a red light would elicit an eye blink E. A tone would elicit an eye blink

10600. A perfect contingent relationship between the CS and US means… A. The CS is always followed by the US B. The US is always preceded by the CS. C. The CS occurs no more than a second before the UCS. D. The CS overlaps the US *E. Alternatives 1 and 2

10700. Dogs salivate when they smell meat. When Pavlov repeatedly rang a bell and then exposed a dog to meat, the dog began to salivate at the sound of the bell. A. The bell was the novel alerting stimulus and the (unconditioned) stimulus. The meat was the conditioned stimulus. B. The bell was the conditioned stimulus. The meat was the novel alerting and the (unconditioned stimulus) C. Both the bell and the meat became a conditioned stimulus *D. The bell was first the novel alerting stimulus and then the conditioned stimulus. The meat was the (unconditioned) stimulus. E. The bell was the novel alerting stimulus. The meat was first the (unconditioned) and then the conditioned stimulus.

20101. Perceptual information is processed in the:

A. Parietal cortex *B. Temporal cortex C. Occular cortex D. Muscle cortex E. Frontal cortex

20102. Damage to the temporal cortex may impair…

A. Emotional responses B. Voluntary motor movements C. Reflexes *D. Perceptual processing E. Wakefulness

20103. One function of the temporal cortex is…

A. Planning voluntary motor movements B. Maintaining Alertness C. Initiating emotional responses *D. Perceptual processing E. Initiating reflexes

20104. The processing of perceptual information used in recognition is associated with activation in frontal cortex

A. Parietal cortex *B. Temporal cortex C. Ocular cortex D. Muscle cortex E. Orbitofrontal cortex

20201. The planning of actions is performed by the _____ lobe.

*A. Frontal B. Parietal C. Temporal D. Occular E. Muscle

20202. Damage to the motor area of the frontal may impair… A. Perceptual processing *B. Voluntary motor movements C. Reflexes D. Emotional responses E. Wakefulness

20203. One function of the frontal cortex is… *A. Planning voluntary motor movements B. Maintaining alertness C. Initiating emotional responses D. Initiating reflexes E. Perceptual processing

20204. The processing of planning of actions is associated with activation in…

*A. Frontal cortex B. Parietal cortex C. Temporal cortex D. Ocular cortex E. Muscle cortex

20301. What stimulates the amygdala? A. Spoiled milk B. A roller coaster C. A picture of a dead body *D. All of the above E. None of the above

20302. Damage to the amygdala would result in an inability to…

A. Remember emotional events *B. Feel fear C. Control strong emotions D. Become conditioned E. Control addictive cravings

20303. There is a strong response by the amygdala to…

A. Neither a very pretty face nor a very ugly face B. An ordinary but unfamiliar face C. A very pretty face but not a very ugly face D. A very ugly face but not a very pretty face *E. A scary face

20304. An inability to feel fear might result from damage to the…

A. Reticular formation B. Left hemisphere C. Prefrontal cortex D. Nucleus accumbens *E. Amygdala

20401. Which may be a voluntary action? A. Pupil dilation B. Blushing C. Gagging *D. Blinking E. Sneezing

20402. Which may be a voluntary action? A. Pupil dilation B. Blushing C. Sneezing *D. Swallowing E. Gagging

20403. Which may be a voluntary action? A. Goosebumps B. Vomiting C. Sweating *D. Spitting E. Flinching 20404. Which may be a voluntary action? *A. Sucking B. Blushing C. Sneezing D. Sweating E. Yawning

20405. Which may be a voluntary action? A. Pupil dilation B. Blushing C. Gagging *D. Squinting E. Sneezing

20406. Which is an involuntary action? A. Swallowing B. Whistling C. Shrieking D. Singing *E. Gagging

20501. A possible neuronal mechanism contributing to learning is…

A. A change in the chemical signature of the synaptic signal B. The closing of the synaptic gap C. A change in the permeability of the cell wall *D. A change in the strength of the synaptic signal E. All of the above

20502. One neuronal change that may be associated with learning is… A. A change in the chemical signature of the synaptic signal *B. A change in the number of synapses between associated neurons C. The closing of the synaptic gap D. The extension of dendrites to connect previously unassociated neurons E. All of the above

20503. Learning is associated with… A. A change in the speed of a neuronal response as the result of the myelination of its axon B. A change in the probability of a neuronal response to a synaptic signal C. An increase in the number of neurons D. An increase in the number of synapses between associated neurons *E. All of the above

20504. A neuronal change underlying learning is… A. An increase in the number of glial cells B. A decrease in the length of axon C. The closing of the synaptic gap *D. A change in the strength of the synaptic signal E. A change in the chemical signature of the synaptic signal

20505. A possible neuronal mechanism contributing to learning is… A. A change in the chemical signature of the synaptic signal B. The closing of the synaptic gap *C. A change in the number of synaptic connections between cells D. A change in the permeability of the cell wall E. A change in the thickness of the cell membrane

2061. One effect of learning a spatial or temporal task is… A. Increase the number of new neurons generated in the temporal cortex B. Increase the number of new neurons generated in the frontal cortex C. Increase the number of new neurons generated in the hippocampus D. Decrease, hence make more specific, the synaptic connections among neurons in the thalamus *E. Increase the number of new neurons that survive 20602. What is true about neurogenesis? A. New neurons are born in the brain stem every day B. Obesity reduces the number of new neurons C. Dopamine causes more new neurons to survive D. Exercise causes more new neurons to survive. *E. Most new neurons live no more than 14 days

20603. What is true about neurogenesis? A. New neurons are born in various parts of the brain every day B. Killing new neurons reduces the ability to learn new things C. Most new neurons die within a few days of birth D. Learning something causes some new neurons to survive *E. All of the above

20604. Long-term performance on a spatial or temporal learning task is correlated with

A. The number of new neurons in the thalamus at the time of the training that survive until test B. The number of neurons born in the hippocampus during training C. The number of neurons born in the frontal cortex during training D. The number of neurons born in the frontal cortex during training *E. The number of new neurons in the hippocampus at the time of the training that survive until test

20605. The way to increase the survival of new neurons in your brain is to

A. Eat fatty foods for mylenation *B. Learn something new every day C. Eat protein for strength D. Exercise every day E. Take stimulants like caffeine

20701. What is true about habit learning?

A. It requires a functional striatum B. There is a strong contingent relationship between the action and reward C. A sequence of actions is encoded D. After extensive training, it controls long-term responses *E. All of the above

*A. It requires a functional striatum B. A strong positive reinforcement must follow an action C. A mental map of a location is encoded D. It dominates the declarative stage of learning E. None of the above

A. A strong positive reinforcement must follow the action B. A mental map of a location is encoded C. It occurs in the midbrain, brain stem, and spinal cord D. It dominates the declarative stage of learning *E. There is a strong contingent relation between the action and reward

A. It requires a functional hippocampus. B. A mental map of the location of the target is encoded. C. It does not require a visible target. *D. After extensive training, it controls long-term responses.