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






2. Repeating material to hold in STM






3. 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






4. On the verge of retrieval






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






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






8. 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






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






10. 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






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






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






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






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






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






16. Primary and recency effects






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






18. STM capacity of 7±2






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






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






21. General knowledge of the world






22. 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)






23. 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






24. Knowing how to do something






25. Memories are stored diffusely in the brain






26. Organizing and understanding material to transfer to LTM






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






28. Recall without any cue






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






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






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






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






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






34. Dual code hypothesis






35. Grouping items can increase STM capacity






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






37. Decay (or trace) and interference theory






38. Termed icon for brief visual memory






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






40. 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






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






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






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






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






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






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






47. 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






48. 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






49. 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






50. Knowing a fact







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