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






2. 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






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






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






5. 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






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






7. 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






8. Details - events - discrete knowledge






9. 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






10. Coined by Neisser - --> brief visual memory that lasts about one second






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






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






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






14. Forgetting theory - memories fade with time






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






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






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






18. 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






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






20. Sensory memory for auditory sensations






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






22. Recall without any cue






23. Termed icon for brief visual memory






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






25. On the verge of retrieval






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






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






28. 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






29. Primary and recency effects






30. 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






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






32. Generate information on their own; cued and free






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






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






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






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






37. Knowing how to do something






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






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






40. Sensory - short term - long term






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






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






43. STM capacity of 7±2






44. Repeating material to hold in STM






45. Dual code hypothesis






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






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






48. Decay (or trace) and interference theory






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






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







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