COG170 – Cogito Fundamentals
Comprehensive Final Examination
100 Most-Tested Questions in Cognitive Science, Memory, Learning, Attention,
Perception, Reasoning, and Applied Cognition
High-Yield Questions | Answers & Explanations Included
Introduction
The COG170 – Cogito Fundamentals Comprehensive Final Examination is a carefully
crafted assessment designed to evaluate a learner’s mastery of core cognitive principles and
applied reasoning skills. This exam focuses on how humans perceive, attend, learn,
remember, reason, decide, and solve problems, integrating theoretical knowledge and real-
world applications.
This exam contains 100 high-yield questions, organized into two batches of 50 questions each
to provide structured review and reinforcement. Each question is presented in a scenario or
application-based format, mimicking the types of questions most commonly tested in exams.
Every question is accompanied by the correct answer and a concise explanation, allowing
learners to understand why the answer is correct and to strengthen long-term retention.
The exam emphasizes understanding core concepts in memory, learning, attention,
perception, language, cognition, problem-solving, biases, metacognition, and developmental
theory. Questions are selected based on frequency in past exams and cover all major areas
students are expected to master.
Memory & Learning (Q1–10)
1. Emily is studying for her cognitive science exam and uses flashcards
every day for two weeks. She finds that she remembers the information
better when she reviews the cards across multiple days rather than
cramming all at once. Which memory principle is Emily using?
A. Spacing effect
B. Primacy effect
,C. Recency effect
D. Chunking
Answer: A – Spacing effect
Explanation: The spacing effect states that distributed practice over time
improves long-term retention, making this one of the most-tested memory
strategies.
2. John often finds that he remembers information better when he relates it
to his own experiences instead of just repeating it. This learning strategy
is an example of:
A. Maintenance rehearsal
B. Elaborative rehearsal
C. Passive repetition
D. Classical conditioning
Answer: B – Elaborative rehearsal
Explanation: Elaborative rehearsal involves linking new information to existing
knowledge, improving encoding into long-term memory — a concept frequently
tested.
3. A student consistently confuses the concepts of proactive and
retroactive interference. If previous knowledge prevents the student from
learning new material, this is called:
A. Retroactive interference
B. Proactive interference
C. Decay
D. Retrieval failure
Answer: B – Proactive interference
Explanation: Proactive interference occurs when old information disrupts the
acquisition of new information, a classic exam question.
, 4. Maria remembers vividly where she was during a historical event that
caused strong emotion. This type of memory is called:
A. Procedural memory
B. Episodic memory
C. Semantic memory
D. Flashbulb memory
Answer: D – Flashbulb memory
Explanation: Flashbulb memories are emotionally charged, vivid memories of
significant events, a high-yield concept in memory testing.
5. In a study session, Paul organizes 15 unrelated concepts into
categories, like “social cognition” or “perception,” before memorizing
them. This organizational method is an example of:
A. Chunking
B. Priming
C. Maintenance rehearsal
D. Recognition
Answer: A – Chunking
Explanation: Chunking groups information into meaningful units, facilitating
recall. Frequently tested in memory sections.
6. Students who learn material in one room often perform better when
tested in the same room. This is an example of:
A. State-dependent memory
B. Context-dependent memory
C. Sensory memory
D. Short-term memory
Comprehensive Final Examination
100 Most-Tested Questions in Cognitive Science, Memory, Learning, Attention,
Perception, Reasoning, and Applied Cognition
High-Yield Questions | Answers & Explanations Included
Introduction
The COG170 – Cogito Fundamentals Comprehensive Final Examination is a carefully
crafted assessment designed to evaluate a learner’s mastery of core cognitive principles and
applied reasoning skills. This exam focuses on how humans perceive, attend, learn,
remember, reason, decide, and solve problems, integrating theoretical knowledge and real-
world applications.
This exam contains 100 high-yield questions, organized into two batches of 50 questions each
to provide structured review and reinforcement. Each question is presented in a scenario or
application-based format, mimicking the types of questions most commonly tested in exams.
Every question is accompanied by the correct answer and a concise explanation, allowing
learners to understand why the answer is correct and to strengthen long-term retention.
The exam emphasizes understanding core concepts in memory, learning, attention,
perception, language, cognition, problem-solving, biases, metacognition, and developmental
theory. Questions are selected based on frequency in past exams and cover all major areas
students are expected to master.
Memory & Learning (Q1–10)
1. Emily is studying for her cognitive science exam and uses flashcards
every day for two weeks. She finds that she remembers the information
better when she reviews the cards across multiple days rather than
cramming all at once. Which memory principle is Emily using?
A. Spacing effect
B. Primacy effect
,C. Recency effect
D. Chunking
Answer: A – Spacing effect
Explanation: The spacing effect states that distributed practice over time
improves long-term retention, making this one of the most-tested memory
strategies.
2. John often finds that he remembers information better when he relates it
to his own experiences instead of just repeating it. This learning strategy
is an example of:
A. Maintenance rehearsal
B. Elaborative rehearsal
C. Passive repetition
D. Classical conditioning
Answer: B – Elaborative rehearsal
Explanation: Elaborative rehearsal involves linking new information to existing
knowledge, improving encoding into long-term memory — a concept frequently
tested.
3. A student consistently confuses the concepts of proactive and
retroactive interference. If previous knowledge prevents the student from
learning new material, this is called:
A. Retroactive interference
B. Proactive interference
C. Decay
D. Retrieval failure
Answer: B – Proactive interference
Explanation: Proactive interference occurs when old information disrupts the
acquisition of new information, a classic exam question.
, 4. Maria remembers vividly where she was during a historical event that
caused strong emotion. This type of memory is called:
A. Procedural memory
B. Episodic memory
C. Semantic memory
D. Flashbulb memory
Answer: D – Flashbulb memory
Explanation: Flashbulb memories are emotionally charged, vivid memories of
significant events, a high-yield concept in memory testing.
5. In a study session, Paul organizes 15 unrelated concepts into
categories, like “social cognition” or “perception,” before memorizing
them. This organizational method is an example of:
A. Chunking
B. Priming
C. Maintenance rehearsal
D. Recognition
Answer: A – Chunking
Explanation: Chunking groups information into meaningful units, facilitating
recall. Frequently tested in memory sections.
6. Students who learn material in one room often perform better when
tested in the same room. This is an example of:
A. State-dependent memory
B. Context-dependent memory
C. Sensory memory
D. Short-term memory
