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GRE Psychology: Memory

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. When subjects are exposed to bright flash or new pattern before the iconic image fades - the 1st image will be erased






2. LTM is subject to...material is easier to be remembered if retrieved in same context as learning/storage






3. Recollections that seem burned into memory - especially traumatic ones






4. Decay (or trace) and interference theory






5. Forgetting curve; lists of nonsense syllables to study STM






6. Dual code hypothesis






7. Measures how much info remains in LTM (information retention) by assessing how long it takes to learn something the second time






8. Temporary memory needed to perform the task that someone is working on at that moment






9. Memory involves changes in synpases and neural pathways to make a memory tree






10. Patient 'HM' lesion of hippocampus - remembered things before surgery - STM intact - but could not store new LTMs (anterograde amnesia)






11. Ebbinghaus - sharp drop in savings immediately after learning then levels off downwards; but some psychologists doubt generalization from nonsense syllables






12. Organizing and understanding material to transfer to LTM






13. Last seconds - connects perception and memory - includes iconic and echoic memory






14. STM capacity of 7±2






15. Iconic memory people could see more than they can remember






16. Tendency to recall pursued but incomplete tasks better than completed ones - Students who suspend their study - during which they do unrelated activities (such as studying unrelated subjects or playing games) - will remember material better than stud






17. Disrupting information that was learned after new items were presented






18. Proactive interference causes proactive inhibition - retroactive interference causes retroactive inhibition






19. Learning and recall depend on depth of processing; from most superficial phonological (pronunciation) to deep semantic level - the deeper the easier to learn and recall






20. Memories are stored diffusely in the brain






21. Knowing something and being consciously aware of knowing it - such as knowing a fact






22. Recall begins with task Ex: fill-in-the-blank' test






23. Used when studying foreign languages - we pair that language word with English word






24. A list of items is learned - and then must be recalled in any order with no cue.






25. Knowing something without being aware of knowing it 'HM' --> cannot remember anything he did






26. General knowledge of the world






27. Knowing a fact






28. Memory of traumatic events altered by event and by the phrasing of questions (e.g. 'how fast were the cars going when they crashed' vs 'what was the rate of the cars upon impact'); relevant in law-psychology such as witness testimony






29. Sperling - sensory memory for vision - people could see more than they can remember - a partial report in an experiment involving random letters showed people forgot other letters by the time they wrote first ones down






30. Instrument used to present visual material (words/images) to subjects for a fraction of a second - in cognitive or memory experiments






31. Key to transferring items to LTM; primary (maintenance) rehearsal - secondary (elaborative) rehearsal






32. Requires subjects to recognize things learned in the past - Multiple choice test






33. Memory is reconstructive rather than rote - People are more likely to remember ideas/semantics more than details/grammar






34. Repeating material to hold in STM






35. Sensory - short term - long term






36. The first and last few items learned are easiest to remember. first items are due to the benefit of most rehearsal and exposure. last item is easy to remember because there has been less time for decay






37. Grouping items can increase STM capacity






38. Serial learning Serial-anticipation learning Paired-associate learning Free-recall learning






39. The way behaviourists explain memory; one item learned with - then cues the recall of - another






40. Termed icon for brief visual memory






41. Learned and recalled in order; primacy and recency effects; serial-position U-curve demonstrates savings






42. By studying sea slug Aplysia - similar ideas to Donald Hebb involving synaptic and neural pathway changes in memory; young chicks brains are altered with learning and memory






43. Subjects more easily state the order of two items far apart on the list than two items close together - Comparing 7 & 597 vs. comparing 133 vs. 136






44. Details - events - discrete knowledge






45. Primary and recency effects






46. Temporary - seconds or minutes - largely auditory - items coded phonologically - 7+/- 2 capacity - chunking - subjective to interference and inhibition






47. Measured through presenting subjects with items they are not supposed to try to memorize - then test for learning






48. Disrupting information that was learned prior to new items were presented






49. Forgetting theory - memories fade with time






50. Similar to serial learning but asked to recall one item at a time