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






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






3. Primary and recency effects






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






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






6. Termed icon for brief visual memory






7. Details - events - discrete knowledge






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






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






10. Forgetting theory - memories fade with time






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






12. Decay (or trace) and interference theory






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






14. Memories are stored diffusely in the brain






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






16. Grouping items can increase STM capacity






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






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






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






20. Repeating material to hold in STM






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. Dual code hypothesis






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






24. Sensory memory for auditory sensations






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






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






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






28. Generate information on their own; cued and free






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






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






31. Organizing and understanding material to transfer to LTM






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






33. General knowledge of the world






34. On the verge of retrieval






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






36. Recall without any cue






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






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






39. Knowing a fact






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






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






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






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






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






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






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






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






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






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






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