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






2. 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






3. Dual code hypothesis






4. Forgetting theory - memories fade with time






5. General knowledge of the world






6. 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






7. STM capacity of 7±2






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






9. Termed icon for brief visual memory






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






11. 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






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






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






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






15. Knowing a fact






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






17. 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






18. Details - events - discrete knowledge






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






20. 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






21. Grouping items can increase STM capacity






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






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






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






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






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






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






28. Photographic memory - more common in children and rural






29. 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






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






31. Repeating material to hold in STM






32. Knowing how to do something






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






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






35. Decay (or trace) and interference theory






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






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






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






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






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






42. 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)






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






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






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






46. On the verge of retrieval






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






48. Recall without any cue






49. 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






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