Chromosomes consist of large, double-stranded molecules of:

ANSWER BELOW

 

Multiple Choice

 Choose the correct option for each question.

1. Chromosomes consist of large, double-stranded molecules of:

deoxyribonucleic acid.

ribonucleic acid.

autosomal genes.

recombination genes.

2. Which of the following is NOT one of the many ways that genes can affect behavior?

Genes may affect neurotransmitter levels or receptors.

Genes can act indirectly by making it more likely you will be raised in a particular environment.

Genes themselves cause behavior without any influence of the environment.

Genes produce proteins that may make it more likely for a person to become addicted.

3. Nerves from the central nervous system convey information to the muscles and glands by way of the:

autonomic nervous system.

somatic nervous system.

sympathetic nervous system.

parasympathetic nervous system.

4. When researchers try to estimate the heritability of a human behavior, what are the main kinds of individuals they consider?

Twins and adopted children

People from non-western cultures

Newborns and infants

Uneducated people living in educated societies

5. The sweat glands, adrenal glands, and muscles that constrict blood vessels have input from only the ____ nervous system.

sympathetic

parasympathetic

central

dorsal root

6. The temporal lobe of the cerebral cortex is the primary target for which kind of sensory information?

somatosensory, including touch

the simplest aspects of vision

gustatory

auditory

7. Suppose a virus damaged only the dorsal roots of the spinal cord, but not the ventral roots. What would happen to the sensory and motor abilities of the affected area?

Loss of sensation, but preserved motor control

Loss of both sensation and motor control

Loss of motor control, but preserved sensation

Unaffected sensation and motor control

8. Units of heredity that maintain their structural identity from one generation to another are:

enzymes.

mutations.

nucleic acids.

genes.

9. Color vision deficiency is more common in males than in females because it is controlled by a:

sex-limited gene.

Y-linked gene.

dominant X-linked gene.

recessive X-linked gene.

10. The central nervous system is composed of:

the brain and spinal cord.

all the nerves outside the brain and spinal cord.

the sympathetic and parasympathetic nervous systems.

the somatic and autonomic nervous systems.

11. Almost all humans have 23 pairs of which of the following?

RNA

Chromosomes

Genes

Corduroys

12. In one family, all three children are homozygous for a recessive gene. What can be concluded about the parents?

Each parent is also homozygous for the recessive gene.

Each parent is heterozygous.

One parent is homozygous for the dominant gene; the other is homozygous for the recessive gene.

Each parent is either homozygous for the recessive gene or heterozygous.

13. If the spinal cord is cut at a given segment, the brain loses sensation at:

that segment only.

that segment and all segments above it.

that segment and all segments below it.

all other segments.

14. Changes in single genes are called:

alterations.

mutations.

mendelians.

enzymes.

15. Cortical blindness may result from the destruction of:

any part of the cortex.

the occipital cortex.

the parietal cortex.

the central sulcus.

16. Damage to the ____ often causes people to lose their social inhibitions and to ignore the rules of polite conduct.

corpus callosum

cerebellum

prefrontal cortex

striate cortex

17. If a trait has high heritability:

hereditary differences account for none of the observed variations in that characteristic within that population.

the environment cannot influence that trait.

it is still possible for the environment to influence that trait.

the trait is not influenced by heredity.

18. If a person has difficulty determining which of two rhythms is faster, it is likely that she suffered damage to the:

cerebellum.

forebrain.

tectum.

medulla.

19. Recessive genes manifest their effects only when the individual is ____ for them.

sex limited

homo sapien

homozygous

heterozygous

20. An impairment of eating, drinking, temperature regulation, or sexual behavior suggests possible damage to which brain structure?

Midbrain

Hippocampus

Hypothalamus

Cerebellum

 

True or False

Choose whether each statement is True or False.

1. Researchers have found specific genes linked to certain specific behaviors.

True

False

2. The parasympathetic nervous system activates the “fight or flight” response.

True

False

3. A strand of DNA serves as a template (model) for the synthesis of RNA molecules.

True

False

4. A tract in the spinal cord would most likely be found in the white matter.

True

False

5. The limbic system is important for motivation and emotional behaviors.

True

False

Short Answer

Answer the following questions in 50 to 100 words each.

What are the four lobes of the brain? What is each lobe responsible for?

What makes a behavior hereditary? What factors influence the heritability of behaviors?

Identify at least one encyclopedia, or similar work, providing a big picture overview of key issues your topic needs to address.

Philosophical Essay: You will write a two-part 5-6 page essay using our Library Guide for PHIL101 and our Online Library to answer one of the following questions:
     Please be sure to carefully read the syllabus assignment instructions prior to submission, as well as review the example in the syllabus of the Philosophical Essay Part 1.
1.  According to Socrates, must one heed popular opinion about moral matters?  Does Socrates accept the fairness of the laws under which he was tried and convicted?  Would Socrates have been wrong to escape?

2.  If God exists, is murder immoral?  Can those who do not believe in God be highly moral people?  Can people who practice different religions agree about how to resolve a moral disagreement?

 

3.  Consider the following philosophical puzzle: “If a tree falls in the forest and there’s no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?

 

4.  Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.

 

5.  Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?

 

6.  Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.

Part 1: At the end of week 4 you will turn in (1) a clearly articulated thesis statement, and (2) a selected list of appropriate sources using our Library Guide for PHIL101 and our Online Library, as indicated below:
1.      Identify at least one encyclopedia, or similar work, providing a big picture overview of key issues your topic needs to address.

2.      Identify at least one secondary source, an interpretive work, addressing your topic which was written by someone other than the philosophers identified in your topic.  This secondary source should be located through the journal article database available in the APUS Online Library, where contemporary philosophical articles pertaining to your topic, can be located.   For instance, use EBSCO’s Academic Search Elite.  This is a searchable database of scholarly articles from many academic disciplines, including philosophy.  It should be used to locate contemporary scholarly articles pertaining to epistemology, perception, Locke, etc.  It also contains the full text of many of the articles.

3.      Identify at least one primary source, from a major philosopher identified in your topic choice. Be sure that the primary source selected pertains to the issues raised by your topic.

Provide a complete reference in MLA style for each work selected, and explain briefly (annotate) how the content of each source will assist you with your Philosophical Essay Assignment..  Attach as a correctly formatted MS Word document and submit. See the syllabus for additional instructions and an example of what is due week 4.

The effects of perception, attention, and encoding on performance

Create a 5-slide Microsoft® PowerPoint® presentation discussing perception, attention, encoding, and performance. Addressthe following in your presentation:

 

 

 

 

 

  • The effects of perception, attention, and encoding on performance

 

 

Include at least two scholarly peer-reviewed articles, in addition to the course text.

 

Include speaker notes with your presentation. These should thoroughly explain the bullet points from each slide.

 

 

Course text book- Anderson J. R. (2010). Cognitive psychology and its implications (7th ed.). New York, NY: Worth Publishers

Lab Report Paper : Levels-Of-Processing Experiment

Using the CogLab CD accompanying your course textbook, complete the levels-of-processing experiment and create a report on the experiment.

In your report, write a brief introduction of the experiment explaining the levels-of-processing framework. Next, in the Methods section, describe the process that you followed to complete the experiment. Make sure to include enough information so that others can also perform the same experiment successfully.

Finally, describe the experimental results in all the three conditions. In addition, identify the condition where you performed the best and the worst. Provide a rationale explaining why the results differed in all the three conditions. Summarize your report, including answers to the following questions:

  • Were the results in accordance with your expectations? Provide a rationale to support your answer.
  • Did anything about the experiment surprise you? If yes, what?
  • What factors would influence the results of the levels-of-processing experiment?

    Levels of Processing

    What methods did we employ in this experiment?

    There were two parts to this experiment. In Phase I, you were given a word and a judgment task. There were three types of judgments. The first type of judgment (letters) was to decide if the word had a particular pattern of consonants and vowels. The second type of judgment (rhyme) was to decide if two words rhymed. The third type of judgment (synonym) was to decide if one word was a synonym of another. In Phase II, you saw a series of words, half of which had been shown in Phase I. For each word, you were asked to indicate if it had been shown in Phase I. The independent variable in this experiment was the level of processing induced by the judgment task: shallow (the letters task), medium (the rhyme task), and deep (the semantic task). The dependent variable was the proportion of times the word was correctly recognized as being in Phase I.

    What do we predict participants will do? Why?

    People should correctly recognize more words with the deep processing task and fewer words with the shallow processing task. The reason is that on a standard word recognition task, most people use semantic information as a cue to retrieval, and the type of processing most appropriate for a semantically-driven task is also semantic processing at test.

    How robust is this effect? Are there limits to this effect?

    The effect is quite robust and is not limited to recognition tests. However, the effect can be altered if the test is changed. For example, if the test asked you whether there was a word on the list that rhymed with a particular test item, you would do better for those items you made a rhyme judgment on in Phase I than the items that you processed deeply.

    Results for chicquila cox on May 14, 2015 6:32:29 PM EDT

    Data summary for experiment Levels of Processing.

    Accuracy on the recognition test as a function of the study condition in Phase I. The expected result is that recognition accuracy will show a levels of processing effect, with best performance for the deep task (synonyms) and worst performance for the shallow task (letters). Lure recognition is correct classification of an item not presented in Phase I.

    Data summary

    Condition/Task Proportion Correct
    Letter Recognition 0.55
    Rhyme Recognition 0.6
    Synonym Recognition 0.9
    Lure Recognition 0.76666665

    Trial-by-trial data

    The Condition column describes the judgment task during Phase I. Here ‘lure’ means the item was not shown during Phase I. The study response and study accuracy columns indicate the response and accuracy of the response during Phase I. The recognition response and recognition accuracy columns correspond to the responses during the Phase II word recognition.

    Trial Condition Study Response Study Accuracy Recognition Response Recognition Accuracy
    1 lure 0.0 N 1.0
    2 lure 0.0 N 1.0
    3 synonym N 1.0 Y 1.0
    4 lure 0.0 N 1.0
    5 lure 0.0 N 1.0
    6 letter N 1.0 Y 1.0
    7 lure 0.0 N 1.0
    8 lure 0.0 N 1.0
    9 lure 0.0 N 1.0
    10 letter Y 1.0 Y 1.0
    11 letter Y 1.0 Y 1.0
    12 lure 0.0 N 1.0
    13 lure 0.0 N 1.0
    14 rhyme Y 1.0 Y 1.0
    15 lure 0.0 Y 0.0
    16 rhyme N 1.0 N 0.0
    17 rhyme Y 1.0 Y 1.0
    18 rhyme Y 1.0 Y 1.0
    19 letter Y 1.0 N 0.0
    20 synonym Y 1.0 N 0.0
    21 synonym N 1.0 Y 1.0
    22 lure 0.0 Y 0.0
    23 lure 0.0 N 1.0
    24 lure 0.0 Y 0.0
    25 lure 0.0 N 1.0
    26 lure 0.0 Y 0.0
    27 lure 0.0 N 1.0
    28 letter Y 1.0 N 0.0
    29 rhyme Y 1.0 Y 1.0
    30 synonym Y 1.0 Y 1.0
    31 lure 0.0 N 1.0
    32 synonym Y 1.0 Y 1.0
    33 lure 0.0 N 1.0
    34 rhyme Y 1.0 Y 1.0
    35 lure 0.0 N 1.0
    36 lure 0.0 Y 0.0
    37 letter N 1.0 Y 1.0
    38 letter Y 1.0 N 0.0
    39 rhyme N 1.0 N 0.0
    40 rhyme N 1.0 Y 1.0
    41 lure 0.0 N 1.0
    42 letter Y 1.0 Y 1.0
    43 lure 0.0 Y 0.0
    44 lure 0.0 N 1.0
    45 lure 0.0 Y 0.0
    46 synonym N 1.0 Y 1.0
    47 rhyme Y 1.0 Y 1.0
    48 rhyme Y 1.0 N 0.0
    49 lure 0.0 Y 0.0
    50 synonym Y 1.0 Y 1.0
    51 synonym N 0.0 Y 1.0
    52 lure 0.0 N 1.0
    53 synonym Y 1.0 Y 1.0
    54 rhyme Y 1.0 Y 1.0
    55 lure 0.0 N 1.0
    56 lure 0.0 N 1.0
    57 lure 0.0 N 1.0
    58 lure 0.0 Y 0.0
    59 synonym Y 1.0 Y 1.0
    60 lure 0.0 N 1.0
    61 letter Y 1.0 Y 1.0
    62 synonym Y 1.0 Y 1.0
    63 lure 0.0 N 1.0
    64 synonym Y 1.0 Y 1.0
    65 rhyme N 1.0 N 0.0
    66 lure 0.0 N 1.0
    67 lure 0.0 N 1.0
    68 synonym Y 1.0 N 0.0
    69 letter N 1.0 Y 1.0
    70 letter N 1.0 N 0.0
    71 letter Y 1.0 Y 1.0
    72 lure 0.0 N 1.0
    73 lure 0.0 N 1.0
    74 synonym Y 1.0 Y 1.0
    75 rhyme N 1.0 N 0.0
    76 lure 0.0 N 1.0
    77 lure 0.0 N 1.0
    78 lure 0.0 Y 0.0
    79 lure 0.0 N 1.0
    80 lure 0.0 N 1.0
    81 lure 0.0 N 1.0
    82 synonym Y 0.0 Y 1.0
    83 lure 0.0 Y 0.0
    84 rhyme Y 1.0 N 0.0
    85 lure 0.0 N 1.0
    86 rhyme Y 1.0 Y 1.0
    87 lure 0.0 N 1.0
    88 rhyme Y 1.0 N 0.0
    89 lure 0.0 N 1.0
    90 lure 0.0 N 1.0
    91 lure 0.0 N 1.0
    92 rhyme N 1.0 Y 1.0
    93 synonym N 1.0 Y 1.0
    94 synonym N 1.0 Y 1.0
    95 synonym Y 1.0 Y 1.0
    96 lure 0.0 N 1.0
    97 lure 0.0 N 1.0
    98 letter N 1.0 N 0.0
    99 lure 0.0 Y 0.0
    100 lure 0.0 N 1.0
    101 lure 0.0 N 1.0
    102 letter Y 1.0 N 0.0
    103 rhyme Y 0.0 Y 1.0
    104 lure 0.0 Y 0.0
    105 lure 0.0 N 1.0
    106 lure 0.0 Y 0.0
    107 lure 0.0 N 1.0
    108 lure 0.0 N 1.0
    109 letter N 1.0 Y 1.0
    110 letter Y 1.0 Y 1.0
    111 rhyme Y 1.0 N 0.0
    112 letter N 1.0 N 0.0
    113 letter Y 1.0 Y 1.0
    114 synonym Y 1.0 Y 1.0
    115 letter Y 1.0 N 0.0
    116 letter N 1.0 N 0.0
    117 lure 0.0 N 1.0
    118 rhyme N 1.0 Y 1.0
    119 lure 0.0 N 1.0
    120 synonym N 1.0 Y 1.0