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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. 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






2. Grouping items can increase STM capacity






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






4. 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






5. STM capacity of 7±2






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






7. Knowing a fact






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






9. Photographic memory - more common in children and rural






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






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






12. Memories are stored diffusely in the brain






13. Details - events - discrete knowledge






14. Repeating material to hold in STM






15. Dual code hypothesis






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






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






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






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






20. 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






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






22. 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






23. 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






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






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






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






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






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






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






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






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






32. 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






33. 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






34. Knowing how to do something






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






36. Decay (or trace) and interference theory






37. General knowledge of the world






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






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






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






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






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






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






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






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






46. Forgetting theory - memories fade with time






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






48. Primary and recency effects






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






50. Organizing and understanding material to transfer to LTM