Test your basic knowledge |

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






2. Termed icon for brief visual memory






3. Sensory memory for auditory sensations






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






5. Knowing how to do something






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






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






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






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






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






11. 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






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






13. Details - events - discrete knowledge






14. Knowing a fact






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






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






17. 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






18. Forgetting theory - memories fade with time






19. STM capacity of 7±2






20. General knowledge of the world






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






22. Sensory - short term - long term






23. Grouping items can increase STM capacity






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






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






26. 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






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






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






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






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






31. Memories are stored diffusely in the brain






32. 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






33. Organizing and understanding material to transfer to LTM






34. 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)






35. 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






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






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






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






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






40. 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






41. 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






42. Primary and recency effects






43. Generate information on their own; cued and free






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






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






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






47. 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






48. Repeating material to hold in STM






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






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