According to the discussion of the history of research on mental imagery,

According to the discussion of the history of research on mental imagery,
 
  a. the early behaviorists rejected research about mental imagery, but they began to conduct imagery research during the early 1950s.
  b. the topic of mental imagery has consistently been more popular in the United States than in Europe.
  c. the popularity of mental imagery increased as cognitive psychology became more influential.
  d. surprisingly, theorists and researchers did not mention mental imagery until about 1930.

Question 2

Which of the following students provides the most accurate advice about metacomprehension?
 
  a. Arianna: Students typically have better metacognition if they read a passage, wait briefly, and then summarize the passage.
  b. Krisanthi: Surprisingly, students who use shallow processing have more accurate metacomprehension than students who use deep processing.
  c. David: Good readers and poor readers are equally likely to know that they should try to make connections among the concepts they are reading about.
  d. Derek: Good readers and poor readers are equally likely to be aware of helpful reading strategies.

Question 3

How does mental imagery compare with perception?
 
  a. Perception relies exclusively on bottom-up processing.
  b. Perception relies exclusively on top-down processing.
  c. Mental imagery relies exclusively on bottom-up processing.
  d. Mental imagery relies exclusively on top-down processing.

Question 4

As you read this question, you may be asking yourself whether you understand it. If so, you are engaging in
 
  a. meta-analysis.
  b. metamemory.
  c. metacomprehension.
  d. source monitoring.

Question 5

What can we conclude about college students' accuracy on measures of metacomprehension?
 
  a. Students' metacomprehension is generally as accurate as their metamemory for learning pairs of English words.
  b. Metacomprehension is about as accurate for reading comprehension as for other items on the verbal portion of the SAT.
  c. Students are only slightly more confident about the items they answered correctly than the items they answered incorrectly.
  d. There is no relationship between students' confidence about whether they answered an item correctly and their actual accuracy.