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






2. Forgetting theory - memories fade with time






3. Generate information on their own; cued and free






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






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






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






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






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






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. Dual code hypothesis






11. 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






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






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






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






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






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






17. Sensory - short term - long term






18. Decay (or trace) and interference theory






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






20. Details - events - discrete knowledge






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






22. Grouping items can increase STM capacity






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






24. 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






25. 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






26. General knowledge of the world






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






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






29. 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)






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






31. Termed icon for brief visual memory






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






33. 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






34. 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






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






36. Memories are stored diffusely in the brain






37. Organizing and understanding material to transfer to LTM






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






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






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






41. Recall without any cue






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






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






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






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






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






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. Knowing a fact






49. Primary and recency effects






50. STM capacity of 7±2