PSCH 352, Summer 2005
Prof.
Trina Kershaw
Quiz 4
Name:__________________
Part 1: Multiple Choice. For each question please
select the
alternative that is the
BEST answer to the question.
Please check over your answers
carefully.
The multiple choice section
is worth 10 points (1 point/question).
If you’d like to add anything as to why you chose your answer, please
write your comments next to the answer
you chose.
Correct answers are
in bold.
1.
_____________ is a
characteristic of human languages that allows us to talk about times
other
than the present.
A. displacement
B. naming
C. arbitrariness
D. productivity
2. One characteristic of all human languages is
the feature
of arbitrariness, which means:
A. language
permits us to talk about times other than the present.
B. that
the connection between a word and what the word means is not inherent
or built-in.
C. that
human language is learned by interaction with the culture and one’s
parents.
D. that
language is novel and consists of utterances that have never been said
or
comprehended before.
3. Which of the following is NOT a finding from reading
research?
A. We fixate for a
long time on unfamiliar words the first time they are presented.
B. We make
references and inferences while reading.
C. We
fixate on every word.
D. We integrate
what we read into a situation model.
4. Which of the following theories of conceptual
combination
suggests that an interpretation of a noun-noun
pair
must always convey information beyond what the two nouns can convey by
themselves?
A. dual
process model
B. schema
modification model
C. CARINmodel
D. constraint theory
5. A patient with
___________
would have a particularly hard time with the following problem: “The
tiger killed the lion.
Which
animal died?” or any other question
that requires syntax to answer.
A. Wernicke’s
aphasia
B. Broca’s
aphasia
C. conduction aphasia
D. anomia
6. Which of the following is
NOT a criterion for mild
cognitive impairment (MCI)?
A. objective memory impairment
B. impaired other cognitive function
C. normal activities of daily living
D. dementia criteria not met
7. Tun et al. (1998) studied gist-based processes
in normal
cognitive aging by using Roediger & McDermott’s
false
memory paradigm. Which of the following
is true of Tun et al.’s results on the
recognition
test?
A. Older adults performed worse than younger adults
when the
distractors were not related to the targets.
B. Older adults performed just as well as younger
adults when the
distractors were semantically related to the targets.
C. There was no difference between younger and older
adults no
matter what the relationship between the targets
and the distractors
was.
D. Older adults performed worse than younger
adults when
the distractors were semantically related to the targets.
8. Morris et al. (2001) recognized that a CDR
score of .5
could be derived in different ways. They
split
patients with a CDR score
of .5 into three groups and followed them for
5
years. Which of
the
following MCI groups was most likely to convert to Alzheimer’s disease?
A. A CDR of .5 that was due to memory
impairment plus
impairment in at least 3 other dimensions.
B. A CDR of .5 that was due to memory impairment plus
impairment
in 2 or fewer of the other dimensions.
C. A CDR of .5 that was only due to memory impairment.
D. A CDR of 0.
9. Which of the following cognitive functions is
NOT
impaired in AD?
A. executive functioning
B. recognition memory
C. attention
D. language
10. Which one of the following is NOT a
possible
interpretation of Ryan et al.’s (2002) study on caffeine and
time-of-day
effects in older adults?
A. Stimulants can lead to improvement in performance
on memory tasks.
B. Older adults perform better on cognitive tasks in
the morning than they do in the evening.
C. Decreased performance in the evening by older
adults is the
result of decreased physiological arousal.
D. Decreased performance in the evening by
older adults is
the result of a failure to use rehearsal strategies.
Part 2: Short Answer Questions. The point values
for each question are listed next to the question. Please keep
your answers brief.
This section is worth 10 points.
1. Give
two reasons why a situation model
is like a
schema and
explain these reasons.
Acceptable answers include any two of the following:
-both preserve the gist meaning
-general world knowledge informs both schemata
and
situation models
-both lead to semantic integration
-can be helpful to comprehension
-can also be unhelpful to comprehension
2. According to Roberts & Kreuz (1994), why do
people
use figurative language? How is this
related to Hockett’s
language universals? (2 pts.)
People use figurative language to accomplish
discourse
goals (listing specific goals ok to if connect it to
second part of
question). This is related to Hockett’s
language universals in that language is productive
or generative, and
therefore
we can use novel language to communicate. Other reasonable connections
ok too.
3. Contrast Broca and Wernicke’s aphasias. What are the
two
double dissociations
illustrated by these patients? Explain.
(2pts.)
The two double dissociations are between
production and
comprehension of speech, and between syntax and
semantics. Patients
with Broca’s aphasia have trouble
producing speech, but can comprehend speech, while the
opposite is true
for
patients with Wernicke’s aphasia: they can produce speech but can’t
comprehend
it. In
addition, Broca’s patients have
difficulty with syntax, but preserved semantics, while Wernicke’s
patients
have
semantic difficulties while showing preserved syntax.
4. What is the HAROLD model? How
do older adults compensate for declines in cognitive functioning,
according to
Cabeza (2002)? (1 pt.)
HAROLD is hemispheric asymmetry reduction in
older adults
(you did not have to spell
out the acronym). Older adults compensate
for declines by showing bilateral
activation on
tasks that younger
adults show unilateral activation (or hemispheric
specialization).
5. List two predictors of conversion from MCI to
AD.(1 pt.)
Lots of possibilities here: age,
APoE4,
reduction in
hippocampal volume, lower glucose metabolism in R
temporoparietal
cortex,
disruption of semantic network as seen in Estevez-Gonzalez et al.
(2004) famous
faces naming task.
6. Why is education a protective factor against AD?
(1 pt.)
Education is protective in 2 ways: 1) Greater
education
protects the brain through enhanced connections, etc. but 2) People who
have more education tend to be healthier;
they
exercise more, eat better, have better healthcare, etc.
7. What is the relative impact of AD on semantic
and
phonemic fluency? What is the explanation
for
the difference? (1 pt.)
People with AD show greater impairments in
semantic
fluency over phonemic fluency. A
disruption to the semantic
network leads to impairments on semantic
fluency
measures.