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GRE Psychology: Memory

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. The way behaviourists explain memory; one item learned with - then cues the recall of - another






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






3. STM capacity of 7±2






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






5. Sensory - short term - long term






6. Capable of permanent retention - most learned semantically for meaning - measured by recognition - recall - and savings - Subject to encoding specificity principle - but not primacy/recency effects






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






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






9. Termed icon for brief visual memory






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






11. Sensory memory for auditory sensations






12. Forgetting theory - memories fade with time






13. Decay (or trace) and interference theory






14. Anything one might recall is easily recognized - multiple-choice test is easier than essay test






15. Acoustic dissimilarity - semantic dissimilarity - brevity - familiarity - concreteness - meaning - importance to subject






16. Retrieval is better if in the same emotional or physical state as encoding - depressed individuals cannot easily recall happy memories - alcoholics often remember details of their last drinking session only when under the influence of alcohol






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






18. Knowing a fact






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






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






21. Forgetting theory - competing information blocks retrieval (study: memorize list - one group sleeps while other group solves riddles for same amount of time - slept is likelier to remember more)






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






23. It takes longer to make association between pictures than between words --> Pictures must be mentally put into words before associations can be made






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






25. Tendency to group similar items in memory whether learned together or not - often into conceptual or semantic hierarchies






26. Details - events - discrete knowledge






27. Photographic memory - more common in children and rural






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






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






30. Knowing how to do something






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






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






33. 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






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






35. 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






36. 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






37. Memories are stored diffusely in the brain






38. Allan Paivio - items better remembered if encoded both visually and semantically (icons/images+understanding)






39. On the verge of retrieval






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






41. Recall without any cue






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






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






44. Coined by Neisser - --> brief visual memory that lasts about one second






45. Dual code hypothesis






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






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






48. Memory cues that aid learning and recall (e.g. OCEAN for the Big Five factors of personality...)






49. When subjects are exposed to bright flash or new pattern before the iconic image fades - the 1st image will be erased






50. Repeating material to hold in STM