A. perceptual set
B. selective viewing
C. Stroop interference
D. frame illusion
Related Mcqs:
- Watson and Rayner (1`920) conditioned “Little Albert’ to fear white rats by banging a hammer on a steel bar as the child played with a white rat. Later, it was discovered that Albert feared not only white rats but white stuffed toys and Santa’s beard as well. Albert’s fear of these other objects can be attributed to:
A. the law effect
B. stimulus generalization
C. stimulus discrimination
D. an overactive imagination - All of the following refer to ways that police officers try to enhance memory retrieval in eye witnesses except for_______.
A. Leadings
B. Change perspective
C. Report everything
D. Context reinstatement - Adopted children’s similarity to their biological parents is generally attributed to_____________; adopted children’s similarity to their adoptive parents is generally attributed to____________________.
A. heredity; the environment
B. the environment; heredity
C. the environment; the environment
D. heredity; heredity - In the context of____________, the researcher teacher-learner situation to the teacher or teacher-learner situation so that the participant may improve understanding:
A. Educational logic
B. Educational philosophy
C. Educational goal
D. Educational research - If a person feels tense or anxious without any reason he must concern with ___________ psychologist?
A. industrial/organizational
B. clinical
C. personality
D. biological - Stroebe and Diehl (1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - Stroebe and Diehl(1994) conducted a clever piece of research into why brainstorming does not appear to enhance individual creativity. They hypothesized that, during a brainstorming session, because may speak at a time, other group members have to keep silent, and may be distracted by the content of the group discussion or forget their own ideas. Storebe and Diehi termed this phenomenon ‘production blocking’, because the waiting time before speaking and the distracting influence of others ‘ idea could potentially block individuals from coming up with their ideas. The result of their subsequent study were clear-cut: participants generated approximately twice as many ideas when they were allowed to express their ideas as they occurred than when they had to wait their turn. But which two of the following can we infer from these results?
1.That ‘production blocking’ does not occur in interactive brainstorming groups.
2.That ‘production blocking’ is an important factor explaining the inferiority of interactive brainstorming groups.
3.That it may be more effective to ask group members to develop their ideas in one group, and than express them to another group.
4.That it may be more effective to ask group members to develop their ideas separately, and then express them in a subsequent joint meeting.A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 2 & 4 - The fact that that we can walk and chew gun at the same time illustrates that:
A. our attention depends on different motor system
B. we use selective attention
C. we use divided attention
D. we use sequential attention - The text’s illustration of the police officer’s faulty “eyewitness” identification is an example of:
A. The fact that perceptions are often reconstructions of events
B. The low degree of accuracy of human psi phenomena
C. Perceptual closure operating in a real life situation
D. An “innocence of vision” in stressful situations - In Milgram’s research on obedience, what was the teacher’s perception of what would happen when the learner made a mistake?
A. The learner would receive a shock
B. The teacher would be receive a shock
C. The experiment would have to be terminated
D. The teacher would be asked to change places with the learner
