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GRE Psychology: Memory

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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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. Instrument used to present visual material (words/images) to subjects for a fraction of a second - in cognitive or memory experiments






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






3. 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






4. 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






5. Memories are stored diffusely in the brain






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






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






8. Grouping items can increase STM capacity






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






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






12. STM capacity of 7±2






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






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






15. Details - events - discrete knowledge






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






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






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






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






20. 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






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






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






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






24. On the verge of retrieval






25. Decay (or trace) and interference theory






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






27. Forgetting theory - memories fade with time






28. Knowing how to do something






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. Repeating material to hold in STM






31. Recall without any cue






32. Photographic memory - more common in children and rural






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






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






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






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






37. 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






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






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






40. Knowing a fact






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






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






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






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






46. Dual code hypothesis






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






48. Sensory memory for auditory sensations






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. Sensory - short term - long term







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