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. Key to transferring items to LTM; primary (maintenance) rehearsal - secondary (elaborative) rehearsal






2. Forgetting theory - memories fade with time






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






4. Recall without any cue






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






6. 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






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






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






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






10. 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






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






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






13. Decay (or trace) and interference theory






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






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






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






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






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






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






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






21. Termed icon for brief visual memory






22. 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






23. General knowledge of the world






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






25. Knowing how to do something






26. 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






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






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






29. 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






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






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






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






33. Primary and recency effects






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






35. 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






36. Memories are stored diffusely in the brain






37. 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)






38. 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






39. STM capacity of 7±2






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






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






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






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






44. Photographic memory - more common in children and rural






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






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






47. Sensory memory for auditory sensations






48. 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






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






50. Dual code hypothesis