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industrial organizational psychology understanding the workplace

Questions and Answers of Industrial Organizational Psychology Understanding The Workplace

=+9.21 shows the average number of months he took to write a book as a function of practice. The linear best-fitting curve shows that it corresponds closely to a power function. At what phase of
=+1. Johnson-Laird and Goldvarg (1997) presented Princeton undergraduates with reasoning problems like this one:
=+Only one of the following premises is true about a particular hand of cards:
=+down a chimney up?” How would you have seeded the environment to subconsciously prime a solution to the riddle? To see what Kaplan did, read Anderson (2007, pp. 93–94).
=+3. Figures 6.12 and 6.13 show how participants’ memories improve when they practice facts many times.
=+Can you describe situations in your
=+schooling where this sort of practice improved your memory for facts?
=+4. Think of the most traumatic events you have experienced. How have you rehearsed and elaborated upon memories about these events?
=+ What influence might such rehearsal and elaboration have on these memories?
=+Could rehearsal and elaboration cause you to remember things that did not happen?
=+How does memory for information fade with the passage of time?
=+How do other memories interfere with the retrieval of a desired memory?
=+How do people reason about situations described with quantifiers, such as all, some, and none?
=+They report that the students were correct on only 1% of such problems.
=+Is it possible that there is an ace in the hand?
=+There is a jack in the hand or there is a 10, or both.
=+There is a queen in the hand or there is an ace or both.
=+There is a king in the hand or there is an ace or both.
=+2. The discussion of Kaplan (1989) mentions a colleague of mine who was stuck solving the riddle, “What goes up a chimney down but can’t come
=+1. An interesting case study of skill acquisition was reported by Ohlsson (1992), who looked at the development of Isaac Asimov’s writing skill. Asimov was one of the most prolific authors of our
=+What are the implications of our knowledge about expertise for teaching new skills?
=+How do humans learn methods, called operators, for searching a problem space?
=+What does it mean to characterize human problem solving as a search of a problem space?
=+we are not). How could one determine whether implicit memory and explicit memory correspond to different memory systems?
=+Reder, Park, and Keiffaber (2009) argue that the same memory system and the same brain structures are sometimes involved in both types of memories (ones of which we are consciously aware and others
=+5. Squire’s classification in Figure 7.17 would seem to imply that explicit and implicit memories involve different memory systems (declarative and nondeclarative) and, presumably, different
=+discussed earlier in this chapter, how would one have to study to make this an effective procedure? Would this be a reasonable way to study for an exam?
=+4. It is sometimes recommended that students study for an exam in the same room that they will be tested in. According to Eich (1985),
=+3. Do the false memories created in the Deese-Roediger-McDermott paradigm reflect the same sort of underlying processes as false memories of childhood events?
=+he learned the name of a student, he forgot the name of a fish. Does this seem a plausible example of interference in memory?
=+who studies fish), who was the first president of Stanford University. He tried to remember the names of all the students but found that whenever
=+2. The story is told about David Starr Jordan, an ichthyologist (someone
=+memory for events that occurred in their late teens and early 20s than for earlier or later events. What might be the explanation of this effect?
=+1. One of the exceptions to the decay of memories with time is the“reminiscence bump” (Berntsen & Rubin, 2002) — people show better
=+What role do temporal (and particularly hippocampal) regions of the brain play in memory?
=+How do humans select among different operators for searching a problem space?
=+How can past experience affect the availability of different operators and the success of problem-solving efforts?
=+How does a person’s internal and external context influence the retrieval of a memory?
=+How much can skill in one domain transfer to a new domain?
=+What are the contributions of practice versus talent to the development of skill?
=+How does the organization of a skill change as one becomes expert?
=+What are the phases in the development of expertise?
=+undergraduates can solve this problem. Try it, and if you get frustrated, you can find an answer by Googling “nine-dots problem.” After you have tried to solve the problem, use some of the key
=+pen from the page. Summarizing a variety of studies, Kershaw and Ohlsson (2001) report that given only a few minutes, only 5% of
=+4. Figure 8.21 illustrates the nine-dots problem (Maier, 1931). The problem is to connect all nine dots by drawing four straight lines, never lifting your
=+How can other memories support the retrieval of a desired memory?
=+How do you select among them? When do your efforts to obtain good grades constitute hill climbing (difference reduction) and when do they constitute means–ends analysis?
=+3. A common goal for students is getting a good grade in a course. There are many different things that you can do to try to improve your grade.
=+package. When do you try to learn such things by discovery, by following an example, and by following instructions? How often are your learning experiences a mixture of these modes of learning?
=+2. In the modern world, humans frequently want to learn how to use devices such as a microwave oven or software such as a spreadsheet
=+(like a math SAT). In such situations one cannot spend too much time on any one problem. When you take such a test, how do you decide when to give up on a problem and move on to the next problem?
=+1. We discussed the issue of giving up on trying to solve a problem. A special case that students face concerns time-pressured tests that contain more problems than one might be able to solve in
=+How can our past experiences influence our behavior without our being able to recall these experiences?
=+wants to remember on his body. Describe instances where storing information on the body works like sensory memory, where it is like working memory, and where it is like long-term memory.
=+How does the brain extract information from the visual signal?
=+participating in a conversation on a cell phone while driving makes it harder to process other sounds, such as a car horn honking? Explain your answer.
=+2. Which should produce greater parietal activation: searching Figure 3.16a for a T or searching Figure 3.16b for a T? Why?
=+3. Describe circumstances where it would be advantageous to focus one’s attention on an object rather than a region of space, and describe circumstances where the opposite would be true.
=+4. We have discussed how automatic behaviors can interfere with other behaviors and how some aspects of driving can become automatic.
=+Consider the situation in which a passenger in a car is a skilled driver whose driving automaticity is evoked while being a passenger. Can you
=+think of examples where a passenger’s driving automaticity would seem to affect the passenger’s behavior in a car?
=+Might this help explain why
=+having a conversation with a passenger in a car is not as distracting as
=+having a conversation over a cell phone?
=+How many nouns are in the American Pledge of Allegiance?
=+How do we process the information in a mental image?
=+How is imaginal processing related to perceptual processing?
=+What brain areas are involved in mental imagery?
=+How do we develop mental images of our environment and use these to navigate through the environment?
=+1. The chapter discussed how processing one spoken message makes it difficult to process a second spoken message. Do you think that
=+How do we coordinate parallel activities like driving a car and holding a conversation?
=+How is visual information organized into objects?
=+How are the sounds of speech (phonemes) recognized?
=+How are visual and speech patterns recognized?
=+How does context affect pattern recognition?
=+1. Figure 2.32a illustrates an optical illusion called Mach bands, after the Austrian physicist and philosopher Ernst Mach, who discovered the illusion. Each band is a uniform shade of gray, and
=+a lighter band. Can you explain why, using on-off cells, edge detectors, and bar detectors in your explanation (see Figures 2.6 and 2.7)?
=+2. Use the gestalt principles of organization to explain why we tend to perceive two triangles in Figure 2.32b.
=+3. Figure 2.28 shows that participants presented with the stimulus “cdit”exhibit an increased tendency to say that they have seen “edit,” which makes a word. Some people describe this as a
=+4. In Luis Buñuel’s 1977 movie That Obscure Object of Desire, the principal female role is played by two different actresses, Carole Bouquet and Angela Morina (left and right in Figure 2.32c),
=+scene. Most viewers who are not warned ahead of time are not aware that the switch is happening. Is this an example of the movie context impairing or facilitating perceptual recognition? Explain
=+What are bottlenecks in human information processing?
=+In a busy world filled with sounds, how do we select what to listen to?
=+How do we find meaningful information within a complex visual scene?
=+What role does attention play in putting visual patterns together as recognizable objects?
=+Imagine a capital letter N. Connect a diagonal line from the top right corner to the bottom left corner. Now rotate the figure 90°to the right. What do you see?
=+Imagine a capital letter D. Rotate the figure 90° to the left. Now place a capital letter J at the bottom. What do you see?
=+Which is farther east: San Diego or Reno?
=+1. Jill Price, the person with superior autobiographical memory described at the beginning of the chapter, can remember what happened on almost
=+any day of her life (see her interview with Diane Sawyer:https://www.youtube.com/watch?v=aAbQvmf0YOQ). For instance, if you
=+ask her, she can tell you the date of the last show of any former TV series she watched. In contrast, she reported great difficulty in remembering the dates of events discussed in her history
=+2. Take some sentences at random from this book and try to develop propositional representations for them.
=+How many windows are in your house?
=+3. Consider the debate between amodal theories and multimodal theories and the debate between exemplar and prototype theories. In what ways are these debates similar and in what ways are they
=+4. We noted that there are brain regions that become active in normal individuals when they think about particular concepts. However, patients
=+with damage to these areas are often not impaired in thinking about these concepts. Why might that be?
=+How do we maintain our short-term memory of what just happened?
=+ This allows us to manipulate that information in working memory and is what still worked for Leonard.
=+How does information we are currently maintaining in working memory prime knowledge in our long-term memory?
=+How do we create long-term memories of our experiences? This

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