Chapter 11
Developments After the Founding
1. According to the text, a system can be defined as
a. an organized way of envisioning the world
b. a common method employed across a discipline
c. an overarching theoretical construct to be studied
d. a blueprint for a research program
Answer: a. an organized way of envisioning the world
Rationale:
A system, as defined in the text, refers to an organized framework or way of conceptualizing
and understanding the world. It provides a structured approach to organizing knowledge and
making sense of complex phenomena.
2. Which of the following transported the scientific dimensions of Wundt's psychology to the
United States?
a. Franz Brentano
b. Oswald Külpe
c. Edward Bradford Titchener
d. Georg Elias Müller
Answer: c. Edward Bradford Titchener
Rationale:
Edward Bradford Titchener was instrumental in bringing the scientific dimensions of Wundt's
psychology, particularly structuralism, to the United States. He studied under Wundt in
Germany and later established a prominent laboratory at Cornell University, where he
promoted Wundtian psychology.
3. Frustrated with the American Psychological Association, Titchener established ______, a
group of psychologists emphasizing laboratory psychology.
a. the Phenomenalists
b. the Experimentalists
c. the Voluntarists
d. the Cognitivists
Answer: b. the Experimentalists
Rationale:
Titchener established the Experimentalists, a group of psychologists who emphasized
laboratory psychology and were dissatisfied with the direction of the American Psychological
Association (APA) at the time.
4. The technical term employed by Titchener for his system of psychology was
a. voluntarism.
b. functionalism.
c. radical empiricism.
d. structuralism.
Answer: d. structuralism.
Rationale:
Titchener's system of psychology was known as structuralism. He focused on analyzing the
basic elements of conscious experience and their organization, aiming to uncover the
underlying structure of the mind.
5. _________ continually drew parallels between the physical sciences (physics and
chemistry) and psychology
a. Edward Bradford Titchener
b. Franz Brentano
c. Oswald Külpe
d. Margaret Floy Washburn
Answer: a. Edward Bradford Titchener
Rationale:
Edward Bradford Titchener frequently drew parallels between psychology and the physical
sciences, particularly physics and chemistry. He emphasized the importance of applying
scientific principles and methods to the study of psychology.
6. The founder of American structuralism agreed with Wundt that psychology should study
immediate experience. He was
a. William James.
b. Edward Bradford Titchener.
c. Franz Brentano.
d. Oswald Külpe.
Answer: b. Edward Bradford Titchener.
Rationale:
Edward Bradford Titchener, the founder of American structuralism, shared Wundt's belief
that psychology should focus on the study of immediate conscious experience. However, he
approached this study from a structuralist perspective, aiming to analyze the elemental
components of consciousness.
7. The method Titchener used in most of his studies was called
a. introspection.
b. Objective observation.
c. naturalistic observation.
d. phenomenology.
Answer: a. introspection.
Rationale:
Titchener primarily used introspection as the method in his studies. Introspection involved
trained observers reporting their own conscious experiences in response to stimuli under
controlled conditions, aiming to uncover the structure of the mind.
8. Which of the following would be more likely to be investigated in Titchener's laboratory?
a. a mapping of taste sensations on the surface of the tongue
b. an extinction curve in a white rat
c. memory of 3 year olds versus memory of five year olds
d. activity level as a function of hours of deprivation
Answer: a. a mapping of taste sensations on the surface of the tongue
Rationale:
Titchener's laboratory would be more likely to investigate phenomena related to conscious
experience and perception, such as mapping taste sensations on the surface of the tongue.
This aligns with his emphasis on introspection and the analysis of sensory experiences.
9. When discussing comparative psychology, Titchener believed
a. only humans have minds.
b. the range of mind appears to be as broad as the range of animal life.
c. only humans and higher primates have mind.
d. mind is only apparent in organisms with volitional movement.
Answer: b. the range of mind appears to be as broad as the range of animal life.
Rationale:
Titchener believed that the range of mental processes extended across the animal kingdom,
suggesting that various species possessed some form of mind. He emphasized the importance
of studying mental phenomena across different species in comparative psychology.
10. Titchener believed that the first task of any science was to
a. study only observable behavior.
b. investigate the basic elements of the subject matter.
c. consider the phenomenon of interest from an adaptive standpoint.
d. all of the above.
Answer: b. investigate the basic elements of the subject matter.
Rationale:
Titchener believed that the first task of any science, including psychology, was to investigate
the basic elements or components of the subject matter. In the case of psychology, this
involved analyzing the elemental components of conscious experience through methods like
introspection.
11. According to Titchener, a true element
a. is only a convenient definition of our level of analysis.
b. must remain unchanged, however persistent our analysis or refined our method of study.
c. is anything that is our topic of study.
d. is a flexible unit of analysis.
Answer: b. must remain unchanged, however persistent our analysis or refined our method of
study.
Rationale:
Titchener believed that true elements, such as those identified in his structuralist psychology,
must remain unchanged regardless of the level of analysis or refinement in the method of
study. This reflects his emphasis on the objective identification of fundamental components
of conscious experience.
12. Titchener identified three different elementary processes. They were
a. sensations, affections, and images.
b. sensations, affections, and behaviors.
c. behaviors, reflexes, and sensations.
d. behaviors, reflexes, and mental operations.
Answer: a. sensations, affections, and images.
Rationale:
According to Titchener, the elementary processes of consciousness were sensations,
affections, and images. These were considered the basic components from which more
complex conscious experiences were constructed.
13. Titchener found that all sensations have a minimum of four attributes. The attributes were
a. quality, intensity, clearness, and duration.
b. source, impetus, aim, and object.
c. steady state, arousal, working stage, recovery.
d. force, duration, dimension, and origin.
Answer: a. quality, intensity, clearness, and duration.
Rationale:
Titchener identified four attributes that are present in all sensations: quality (the nature of the
sensation), intensity (the strength of the sensation), clearness (the clarity or distinctness of the
sensation), and duration (the length of time the sensation persists).
14. The capacity to continue to study even when we are tired, or even in the face of
distractions, is an example of Titchener's notion of
a. primary attention.
b. perseverance.
c. secondary attention.
d. will power.
Answer: c. secondary attention.
Rationale:
Titchener distinguished between primary attention, which involves focusing on a single
stimulus, and secondary attention, which allows for continued cognitive processing despite
fatigue or distractions. The capacity to study despite tiredness or distractions aligns with
Titchener's concept of secondary attention.
15. Titchener believed that all associations can be reduced to the single law of
a. similarity.
b. contrast.
c. intensity.
d. contiguity.
Answer: d. contiguity.
Rationale:
Titchener proposed that all associations between mental elements could be explained by the
principle of contiguity, which suggests that elements that are experienced together become
associated. This principle emphasizes the importance of temporal or spatial closeness in
forming associations.
16. ________ was Titchener’s first graduate student and a pioneer in comparative psychology
a. Mary Whiton Calkins
b. Margaret Floy Washburn
c. Margaret Sanger
d. Leta Stetter Hollingworth
Answer: b. Margaret Floy Washburn
Rationale:
Margaret Floy Washburn, Titchener's first graduate student, made significant contributions to
comparative psychology and became a pioneer in the field. She conducted influential
research on animal behavior and advocated for the study of animal consciousness.
17. _____ believed that animals possess consciousness, and that such consciousness is an
appropriate topic of investigation for psychology.
a. Margaret Floy Washburn
b. Edward Titchener
c. Franz Brentano
d. Carl Stumpf
Answer: a. Margaret Floy Washburn
Rationale:
Margaret Floy Washburn argued that animals possess consciousness and advocated for the
study of animal behavior and cognition within psychology. She believed that understanding
animal consciousness was essential for a comprehensive understanding of psychology.
18. The system of psychology associated with the work of Franz Brentano is known as
a. existentialism.
b. structuralism.
c. act psychology.
d. holistic psychology.
Answer: c. act psychology.
Rationale:
Franz Brentano's system of psychology is known as act psychology. This approach
emphasizes the study of mental acts or activities, focusing on the intentional and purposeful
nature of psychological phenomena.
19. _____ insisted on a psychology the accepts experience as forward looking, active,
manipulative, and intentional.
a. Franz Brentano
b. Edward Bradford Titchener
c. Hermann Ebbinghaus
d. Wilhelm Wundt
Answer: a. Franz Brentano
Rationale:
Franz Brentano emphasized the active and intentional nature of mental experiences in his
psychology. He argued that psychology should focus on understanding mental acts as
forward-looking, purposeful, and intentional processes.
20. _____ had a strong emphasis on the active, participatory, creative, and constructive
aspects of experience and would prefer active approaches to psychology. He would prefer a
course on “Sensing and Perceiving” over a course on “Sensation and Perception.”
a. Franz Brentano
b. Edward Bradford Titchener
c. Georg Elias Müller
d. Wilhelm Wundt
Answer: a. Franz Brentano
Rationale:
Franz Brentano emphasized the active and participatory aspects of mental experience,
advocating for approaches to psychology that acknowledge the constructive and creative
nature of cognition. He preferred active methods of studying psychological phenomena,
aligning with his emphasis on intentionality and purposefulness in experience.
21. On the question of methodology, Franz Brentano favored
a. naturalistic observation.
b. introspection.
c. controlled studies of behavior.
d. a developmental and pluralistic epistemology.
Answer: d. a developmental and pluralistic epistemology.
Rationale:
Franz Brentano advocated for a developmental and pluralistic epistemology in psychology,
emphasizing the importance of considering multiple perspectives and approaches to studying
mental phenomena over time. He believed in the evolution of knowledge and the need for a
flexible and inclusive methodology that adapts to the complexities of psychological inquiry.
22. According to Brentano, the unique feature of the mental act is its
a. passivity.
b. intentionality.
c. judgmental quality.
d. divisibility.
Answer: b. intentionality.
Rationale:
Franz Brentano identified intentionality as the unique feature of mental acts. He argued that
mental acts are inherently directed towards objects or contents, distinguishing them from
mere physical events. This concept of intentionality became central to Brentano's philosophy
of psychology.
23. _____ had a driving interest in the psychology of music, emphasizing this topic as a tool
in the holistic study of mental phenomena.
a. Edward Bradford Titchener
b. Carl Stumpf
c. Oswald Külpe
d. Georg Elias Müller
Answer: b. Carl Stumpf
Rationale:
Carl Stumpf had a profound interest in the psychology of music and emphasized its
importance as a subject of study within the broader framework of understanding mental
phenomena. He conducted extensive research on various aspects of music perception and
cognition, contributing significantly to the interdisciplinary study of psychology and music.
24. Consistent with his dominant interests, _____ studied the development of several musical
child prodigies.
a. Edward Bradford Titchener
b. Carl Stumpf
c. Oswald Külpe
d. Georg Elias Müller
Answer: b. Carl Stumpf
Rationale:
Carl Stumpf's interest in the psychology of music led him to study the development of
musical child prodigies, aligning with his broader research agenda focused on understanding
musical perception, talent, and expression.
25. _____ was one of the first to conduct experiments on the issues of task perseveration.
a. Franz Brentano
b. Edward Bradford Titchener
c. Georg Elias Müller
d. Wilhelm Wundt
Answer: c. Georg Elias Müller
Rationale:
Georg Elias Müller conducted pioneering experiments on the phenomenon of task
perseveration, exploring how individuals persist in performing tasks even after the original
motivation or goal has been removed. His work contributed to our understanding of cognitive
processes involved in task persistence and self-regulation.
26. _____ was one of the first to place emphasis on psychological variables in memorial and
association processes.
a. Franz Brentano
b. Edward Bradford Titchener
c. Georg Elias Müller
d. Wilhelm Wundt
Answer: c. Georg Elias Müller
Rationale:
Georg Elias Müller emphasized the role of psychological variables in memory and
association processes, highlighting factors such as attention, meaning, and organization in
influencing cognitive functions. His research laid the groundwork for the study of complex
cognitive processes beyond simple sensations.
27. Külpe and his co-workers at the Würzburg school were most likely to have studied
a. conditioned responses.
b. extinction of responses.
c. imageless thought.
d. elements of consciousness.
Answer: c. imageless thought.
Rationale:
Oswald Külpe and his colleagues at the Würzburg school focused their research on the
phenomenon of imageless thought, which refers to thinking without mental images or sensory
representations. They explored the cognitive processes involved in thought that occurs
independently of sensory experiences, challenging prevailing views of psychology at the
time.
28. Research on imageless thought was controversial because it challenged
a. the theory of the unconscious.
b. the elementary building block approach to psychology.
c. the possibility of retroactive inhibition.
d. all forms of holistic thinking.
Answer: b. the elementary building block approach to psychology.
Rationale:
Research on imageless thought challenged the elementary building block approach to
psychology, which emphasized the analysis of conscious experience into simple sensory
elements. The existence of thought processes without sensory images suggested that
consciousness operates in a more holistic and dynamic manner than previously assumed.
29. Which of the following would be most likely to conduct experiments on the effects of
mental set?
a. Oswald Külpe
b. Georg Elias Müller
c. Hermann Ebbinghaus
d. Ernst Weber
Answer: a. Oswald Külpe
Rationale:
Oswald Külpe, as a proponent of the Würzburg school, was interested in investigating the
effects of mental set, which refers to the readiness or predisposition to respond to a stimulus
in a particular way based on prior experience or expectations. Külpe and his colleagues
conducted experiments to explore how mental set influences perception, problem-solving,
and decision-making processes.
30. After the work of _____, the study of psychology was expanded to higher cognitive
functions and was no longer limited to the study of simple sensations and physiological
structures.
a. Hermann Ebbinghaus
b. Franz Brentano
c. Ernst Weber
d. Gustav Theodor Fechner
Answer: a. Hermann Ebbinghaus
Rationale:
Hermann Ebbinghaus's pioneering work on memory and learning expanded the scope of
psychology beyond the study of simple sensations and physiological structures. Ebbinghaus
demonstrated the importance of studying higher cognitive functions such as memory,
attention, and learning processes, leading to a broader understanding of mental phenomena
within psychology.
31. Ebbinghaus was a pioneer in applied psychology, developing the _____ as a way to
assess the cognitive capacities of school children.
a. I.Q. test
b. completion test
c. paired-associate technique.
d. mental set.
Answer: b. completion test
Rationale:
Hermann Ebbinghaus developed the completion test as a method to assess the cognitive
capacities of school children. This test involved presenting incomplete statements or
questions to participants, who were then required to provide answers or complete the
statements, allowing researchers to evaluate their comprehension, reasoning, and knowledge.
32. The Ebbinghaus forgetting curve reveals that, following initial learning, memory
a. Declines rapidly then levels off
b. Declines slowly at first, but at a quickening pace over time
c. Declines at a constant rate
d. Improves at first, then declines at a constant rate
Answer: a. Declines rapidly then levels off
Rationale:
The Ebbinghaus forgetting curve illustrates that memory retention declines rapidly
immediately after learning, but the rate of forgetting slows down over time until it levels off.
This pattern suggests that much of the forgetting occurs soon after learning, with relatively
stable retention thereafter.
Test Bank for A History of Psychology: Ideas and Context
Brett D. King, Wayne Viney, William Douglas Woody
9780205987184
