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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. Recollections that seem burned into memory - especially traumatic ones






2. Primary and recency effects






3. Generate information on their own; cued and free






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






5. On the verge of retrieval






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






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






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






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






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






11. 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






12. Knowing how to do something






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






14. Decay (or trace) and interference theory






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






16. 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






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






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






19. Dual code hypothesis






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






21. Memories are stored diffusely in the brain






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






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






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






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






26. Repeating material to hold in STM






27. 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






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






29. 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






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






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






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






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






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






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






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






37. 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






38. Forgetting theory - memories fade with time






39. Termed icon for brief visual memory






40. Organizing and understanding material to transfer to LTM






41. Grouping items can increase STM capacity






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






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






44. 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






45. STM capacity of 7±2






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






47. Details - events - discrete knowledge






48. 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






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






50. 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