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Test your basic knowledge |
GRE Psychology: Memory
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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. LTM is subject to...material is easier to be remembered if retrieved in same context as learning/storage
Frederick Bartlett
Encoding specificity principle
LTM not subject to
George Miller
2. Similar to serial learning but asked to recall one item at a time
Frederick Bartlett
Paired-associate learning
Serial-anticipation learning
Interference theory
3. Primary and recency effects
Short-term memory
Mnemonics
Primary (maintenance) rehearsal
LTM not subject to
4. Serial learning Serial-anticipation learning Paired-associate learning Free-recall learning
Types of verbal learning and memory tasks
Savings
Free-recall learning
Stages of memory
5. 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
Forgetting curve
Iconic memory
Explicit memory
Encoding specificity principle
6. Termed icon for brief visual memory
Tachistoscope
Ulric Neisser
Interference theory
Flashbulb memories
7. Details - events - discrete knowledge
Forgetting theories
Episodic memory
Rehearsal (+types)
Eidetic imagery
8. Learned and recalled in order; primacy and recency effects; serial-position U-curve demonstrates savings
Allan Paivio
LTM not subject to
Serial learning/recall (memory effects)
Association between picture vs. words
9. 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
E.R. Kandel
Primary (maintenance) rehearsal
Paired-associate learning
Factors that make a list easier to learn and retrieve
10. Forgetting theory - memories fade with time
Decay (or trace) theory
Free recall
Association between picture vs. words
Chunking
11. Iconic memory people could see more than they can remember
E.R. Kandel
Karl Lashley
George Sperling
Chunking
12. Decay (or trace) and interference theory
Clustering
Interference theory
Forgetting theories
Elizabeth Loftus
13. Memory is reconstructive rather than rote - People are more likely to remember ideas/semantics more than details/grammar
Dual code hypothesis
Declarative memory
Frederick Bartlett
Clustering
14. Memories are stored diffusely in the brain
Cued recall
Clustering
Factors that make a list easier to learn and retrieve
Karl Lashley
15. Temporary - seconds or minutes - largely auditory - items coded phonologically - 7+/- 2 capacity - chunking - subjective to interference and inhibition
Tip-of-the-tongue phenomenon
Serial learning/recall (memory effects)
Short-term memory
Cued recall
16. Grouping items can increase STM capacity
Chunking
LTM not subject to
Implicit memory
Working memory
17. Proactive interference causes proactive inhibition - retroactive interference causes retroactive inhibition
Mnemonics
Interference types
Frederick Bartlett
Retroactive interference
18. When subjects are exposed to bright flash or new pattern before the iconic image fades - the 1st image will be erased
Backward masking
Stages of memory
Incidental learning
Forgetting curve
19. Requires subjects to recognize things learned in the past - Multiple choice test
Fergus Craik and Robert Lockhart
Factors that make a list easier to learn and retrieve
Short-term memory
Recognition
20. Repeating material to hold in STM
Primary (maintenance) rehearsal
Icon
Donald Hebb
Explicit memory
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)
Tachistoscope
Interference theory
Clustering
Chunking
22. Dual code hypothesis
Primacy and recency effects
Allan Paivio
Procedural memory
Types of verbal learning and memory tasks
23. Recollections that seem burned into memory - especially traumatic ones
Recall (+types)
Flashbulb memories
Paired-associate learning
Rehearsal (+types)
24. Sensory memory for auditory sensations
Primary (maintenance) rehearsal
Paired-associate learning
Hermann Ebbinghaus
Echoic memory
25. The way behaviourists explain memory; one item learned with - then cues the recall of - another
Paired-associate learning
Backward masking
Fergus Craik and Robert Lockhart
Rehearsal (+types)
26. 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
Semantic memory
Zeigarnik effect
Brenda Milner
Declarative memory
27. Memory involves changes in synpases and neural pathways to make a memory tree
Long-term memory
Decay (or trace) theory
Donald Hebb
Free recall
28. Generate information on their own; cued and free
Primacy and recency effects
Procedural memory
Recall (+types)
Serial-anticipation learning
29. 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
Recall task involving order of items on a list
Encoding specificity principle
Generation-recognition model
Secondary (elaborative) rehearsal
30. A list of items is learned - and then must be recalled in any order with no cue.
Procedural memory
Stages of memory
Free-recall learning
Hermann Ebbinghaus
31. Organizing and understanding material to transfer to LTM
Free recall
Secondary (elaborative) rehearsal
Procedural memory
E.R. Kandel
32. Forgetting curve; lists of nonsense syllables to study STM
Recall task involving order of items on a list
E.R. Kandel
Hermann Ebbinghaus
Tachistoscope
33. General knowledge of the world
Encoding specificity principle
Brenda Milner
Semantic memory
Free-recall learning
34. On the verge of retrieval
Allan Paivio
Tip-of-the-tongue phenomenon
Chunking
Association between picture vs. words
35. 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
Short-term memory
Stages of memory
State-dependent memory
Primacy and recency effects
36. Recall without any cue
Free recall
Backward masking
Clustering
Paired-associate learning
37. 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
Encoding specificity principle
Implicit memory
E.R. Kandel
Primacy and recency effects
38. Ebbinghaus - sharp drop in savings immediately after learning then levels off downwards; but some psychologists doubt generalization from nonsense syllables
Zeigarnik effect
Incidental learning
Free recall
Forgetting curve
39. Knowing a fact
Forgetting theories
Declarative memory
Episodic memory
Procedural memory
40. Last seconds - connects perception and memory - includes iconic and echoic memory
Association between picture vs. words
Serial-anticipation learning
Sensory memory (+types)
Primary (maintenance) rehearsal
41. 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
Serial learning/recall (memory effects)
Fergus Craik and Robert Lockhart
Donald Hebb
Retroactive interference
42. Anything one might recall is easily recognized - multiple-choice test is easier than essay test
Interference theory
Generation-recognition model
LTM not subject to
Allan Paivio
43. 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
Primary (maintenance) rehearsal
Long-term memory
Clustering
Flashbulb memories
44. Instrument used to present visual material (words/images) to subjects for a fraction of a second - in cognitive or memory experiments
Tachistoscope
Factors that make a list easier to learn and retrieve
Forgetting curve
Encoding specificity principle
45. Disrupting information that was learned after new items were presented
Karl Lashley
Retroactive interference
Tachistoscope
Short-term memory
46. Patient 'HM' lesion of hippocampus - remembered things before surgery - STM intact - but could not store new LTMs (anterograde amnesia)
Episodic memory
Association between picture vs. words
Brenda Milner
Sensory memory (+types)
47. Measures how much info remains in LTM (information retention) by assessing how long it takes to learn something the second time
Serial-anticipation learning
Eidetic imagery
Savings
Episodic memory
48. Used when studying foreign languages - we pair that language word with English word
Incidental learning
Semantic memory
Tachistoscope
Paired-associate learning
49. Knowing something and being consciously aware of knowing it - such as knowing a fact
Dual code hypothesis
Allan Paivio
Explicit memory
Generation-recognition model
50. It takes longer to make association between pictures than between words --> Pictures must be mentally put into words before associations can be made
Association between picture vs. words
Ulric Neisser
Explicit memory
Factors that make a list easier to learn and retrieve