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






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






3. Termed icon for brief visual memory






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






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. Iconic memory people could see more than they can remember






7. Decay (or trace) and interference theory






8. Generate information on their own; cued and free






9. Memories are stored diffusely in the brain






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. Knowing how to do something






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






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






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






15. 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






16. Knowing a fact






17. 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






18. Sensory - short term - long term






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






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






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






22. Photographic memory - more common in children and rural






23. Organizing and understanding material to transfer to LTM






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






25. On the verge of retrieval






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






28. Sensory memory for auditory sensations






29. STM capacity of 7±2






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






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






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






33. 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)






34. 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






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






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






37. Recall without any cue






38. Forgetting theory - memories fade with time






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






40. Details - events - discrete knowledge






41. General knowledge of the world






42. 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






43. Dual code hypothesis






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






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






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






47. 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






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






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






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