Question 2Shep Siegel provided two explanations for the placebo effect? What were they?
A. The antiestablishment bias and the availability heuristic.
B. Regression toward the mean and a response bias.
C. The response bias and the antiestablishment bias.
D. The confirmation bias and regression toward the mean.
E. The availability heuristic and the confirmation bias.
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Question 5Imagine that you're writing a multiple choice quiz along with four other students. When you hand it in, your instructor reads it over and says, "The other three students responded 'd' to this question. Would you like to change your answer to 'd' or stick with your response?" After a moment of deliberation, you decide to change your answer from "b" to "d". What is the name of the situational factor that describes your behaviour?
A. Expectancy effect
B. Observer effect
C. Bystander effect
D. Social conformity effect
E. False consensus effect
Question 3Jason asked his students whether they prefer large classes or small classes. The vast majority of students said they preferred small classes. He then asked them to design an experiment to find out whether there is a difference in learning outcomes between the two class sizes. After the students designed an experiment, Jason showed them the results from hundreds of experiments that have been done—which are nearly identical to the one they designed—showing no difference between large and small classes in terms of overall student performance. Jason then asked his students whether they'd sign up for a large or a small class tomorrow if they were given the option. How did they respond?Jason 问他的学生他们选大课堂还是小课堂。大部分学生选择了小课堂。于是他让学生们设计一个实验，看看在这两种课堂学习的效果的到底有没有区别。学生们设计完了之后Jason给他们展示了几百个已经得出的实验结果— 这些实验跟学生们设计的几乎完全一致— 这几百个结果显示，根据学生的表现来看，大课堂和小课堂之间并无区别. Jason又问他的学生，可以选择的话，他们选大课堂还是小课堂.学生们怎么回答的？
A. They were suspicious of the evidence and demanded to read the papers firsthand.他们对（支持上述结果的）证据十分怀疑，要求看第一手资料.
B. The students accepted the new evidence and said that it didn't matter which class they took.他们接受了这个新证据，说哪种课堂都可以.
C. Nearly everyone rejected their prior opinion and said that they would take the large class instead of the small class.几乎所有人都改变了先前的选择，他们要选大课堂而不是小课堂.
D. The students expended considerable cognitive effort to reconcile the new evidence with their previous experience and personal theories, and accepted the new evidence in the end.学生们十分努力地用自己的认知去和自己先前的经验理论相协调,最终接受了这个新证据.
E. Almost everybody said that they would take the small class despite the evidence that there was virtually no effect of class size on learning outcomes.几乎所有人都说，即使证据显示在两种课堂学习的结果没有实质区别，他们还是会选择小课堂.
Question 10Michel Brenner said that science allows you to generalise. What did he mean by that?说科学让我们发现一般规律。这句话是什么意思？
A. You have to do an experiment to find a good answer to a particular question.正确回答一个问题需要实验依据。
B. Having models or theories for how the world works don’t really help you simulate an answer to a particular question—you have to conduct an experiment. 即使知道一些关于世界运作规律的模式或理论，也不能帮助你回答具体的某个问题，你需要做实验。
C. Giving a concrete context for learning what science really is.给了我们一个具体的情景来了解科学的真相。
D. You can take answers from one circumstance and apply them to another. 你可以将一种情况下得到的结论运用于其他情况。
E. Part of science is learning to question everything. 科学从某种程度上来说就是要质疑一切。
Question 5问题5The research by Elizabeth Loftus on false memories demonstrated that:Elizabeth Loftus对错误记忆的研究表明：
A. true memories persist for longer than false memories.真实记忆比错误记忆持续的时间更长。
B. memories for the details of events can be transformed or distorted with misinformation.事件的某些细节的记忆可以被错误的信息篡改。
C. confidence or emotion are good indicators that a memory is accurate.自信或者情感能很好地证明自己的记忆是正确的。
D. false memories are more likely among uneducated people.没受过教育的人更有可能构建出错误的记忆。
E. false memories can be easily distinguished from real memories by using brain scans.使用脑部扫描后的图像可以很容易地区分错误的记忆和正确的记忆。
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