SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
Test your basic knowledge |
GRE Psychology: Memory
Start Test
Study First
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. 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
Long-term memory
Short-term memory
Stages of memory
Backward masking
2. Decay (or trace) and interference theory
Free-recall learning
Factors that make a list easier to learn and retrieve
Paired-associate learning
Forgetting theories
3. Coined by Neisser - --> brief visual memory that lasts about one second
Donald Hebb
Icon
Procedural memory
Incidental learning
4. Photographic memory - more common in children and rural
Incidental learning
E.R. Kandel
Semantic memory
Eidetic imagery
5. 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
Recall task involving order of items on a list
E.R. Kandel
Explicit memory
Mnemonics
6. Instrument used to present visual material (words/images) to subjects for a fraction of a second - in cognitive or memory experiments
Tachistoscope
Procedural memory
E.R. Kandel
Explicit memory
7. Sensory - short term - long term
Semantic memory
Stages of memory
Factors that make a list easier to learn and retrieve
Brenda Milner
8. Measures how much info remains in LTM (information retention) by assessing how long it takes to learn something the second time
Savings
Interference types
Secondary (elaborative) rehearsal
Ulric Neisser
9. It takes longer to make association between pictures than between words --> Pictures must be mentally put into words before associations can be made
Interference types
Savings
Association between picture vs. words
Allan Paivio
10. Grouping items can increase STM capacity
Implicit memory
Chunking
Donald Hebb
Free recall
11. 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
Frederick Bartlett
Types of verbal learning and memory tasks
Donald Hebb
Fergus Craik and Robert Lockhart
12. Last seconds - connects perception and memory - includes iconic and echoic memory
Retroactive interference
Allan Paivio
Sensory memory (+types)
George Sperling
13. Proactive interference causes proactive inhibition - retroactive interference causes retroactive inhibition
Iconic memory
Hermann Ebbinghaus
Interference types
Zeigarnik effect
14. 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
Recall task involving order of items on a list
Icon
Backward masking
Forgetting theories
15. Memories are stored diffusely in the brain
Forgetting curve
Secondary (elaborative) rehearsal
Mnemonics
Karl Lashley
16. Disrupting information that was learned after new items were presented
Retroactive interference
Stages of memory
Explicit memory
Eidetic imagery
17. 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)
LTM not subject to
Savings
Interference theory
George Miller
18. STM capacity of 7±2
Declarative memory
George Miller
Factors that make a list easier to learn and retrieve
Tachistoscope
19. Learned and recalled in order; primacy and recency effects; serial-position U-curve demonstrates savings
LTM not subject to
Paired-associate learning
Procedural memory
Serial learning/recall (memory effects)
20. Primary and recency effects
Recall task involving order of items on a list
Decay (or trace) theory
LTM not subject to
Dual code hypothesis
21. 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
Cued recall
Generation-recognition model
Iconic memory
Serial learning/recall (memory effects)
22. A list of items is learned - and then must be recalled in any order with no cue.
Free-recall learning
Short-term memory
Forgetting curve
Primary (maintenance) rehearsal
23. Disrupting information that was learned prior to new items were presented
Semantic memory
George Miller
Proactive interference
Fergus Craik and Robert Lockhart
24. Temporary memory needed to perform the task that someone is working on at that moment
Tachistoscope
Working memory
Savings
Encoding specificity principle
25. Knowing a fact
Brenda Milner
Types of verbal learning and memory tasks
Encoding specificity principle
Declarative memory
26. Similar to serial learning but asked to recall one item at a time
Serial-anticipation learning
Proactive interference
Icon
Hermann Ebbinghaus
27. Generate information on their own; cued and free
Episodic memory
Recall (+types)
Iconic memory
Rehearsal (+types)
28. Knowing something without being aware of knowing it 'HM' --> cannot remember anything he did
State-dependent memory
E.R. Kandel
Paired-associate learning
Implicit memory
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
Allan Paivio
Recall (+types)
Ulric Neisser
Primacy and recency effects
30. Tendency to group similar items in memory whether learned together or not - often into conceptual or semantic hierarchies
Episodic memory
Clustering
Donald Hebb
Association between picture vs. words
31. Ebbinghaus - sharp drop in savings immediately after learning then levels off downwards; but some psychologists doubt generalization from nonsense syllables
E.R. Kandel
Karl Lashley
Forgetting curve
Paired-associate learning
32. Forgetting theory - memories fade with time
Decay (or trace) theory
Secondary (elaborative) rehearsal
Recognition
Serial learning/recall (memory effects)
33. Repeating material to hold in STM
Primary (maintenance) rehearsal
Serial-anticipation learning
Iconic memory
Tip-of-the-tongue phenomenon
34. Requires subjects to recognize things learned in the past - Multiple choice test
Encoding specificity principle
Recall (+types)
Recognition
Allan Paivio
35. Dual code hypothesis
Procedural memory
Serial learning/recall (memory effects)
Chunking
Allan Paivio
36. Temporary - seconds or minutes - largely auditory - items coded phonologically - 7+/- 2 capacity - chunking - subjective to interference and inhibition
Donald Hebb
Dual code hypothesis
Free-recall learning
Short-term memory
37. Organizing and understanding material to transfer to LTM
Backward masking
Elizabeth Loftus
Secondary (elaborative) rehearsal
Episodic memory
38. Measured through presenting subjects with items they are not supposed to try to memorize - then test for learning
Long-term memory
Short-term memory
Factors that make a list easier to learn and retrieve
Incidental learning
39. Memory involves changes in synpases and neural pathways to make a memory tree
Donald Hebb
Encoding specificity principle
Semantic memory
Zeigarnik effect
40. Recall begins with task Ex: fill-in-the-blank' test
Recall (+types)
E.R. Kandel
Cued recall
State-dependent memory
41. Recall without any cue
Free recall
Recall (+types)
Long-term memory
Hermann Ebbinghaus
42. When subjects are exposed to bright flash or new pattern before the iconic image fades - the 1st image will be erased
Zeigarnik effect
Forgetting theories
Backward masking
Decay (or trace) theory
43. Iconic memory people could see more than they can remember
George Sperling
Long-term memory
Free-recall learning
Secondary (elaborative) rehearsal
44. Memory is reconstructive rather than rote - People are more likely to remember ideas/semantics more than details/grammar
Frederick Bartlett
Implicit memory
Savings
Decay (or trace) theory
45. Acoustic dissimilarity - semantic dissimilarity - brevity - familiarity - concreteness - meaning - importance to subject
Interference theory
Factors that make a list easier to learn and retrieve
E.R. Kandel
George Miller
46. The way behaviourists explain memory; one item learned with - then cues the recall of - another
George Sperling
Free-recall learning
Paired-associate learning
Dual code hypothesis
47. Used when studying foreign languages - we pair that language word with English word
Sensory memory (+types)
Paired-associate learning
Recall task involving order of items on a list
Allan Paivio
48. Knowing something and being consciously aware of knowing it - such as knowing a fact
Explicit memory
Free recall
Karl Lashley
Interference theory
49. Allan Paivio - items better remembered if encoded both visually and semantically (icons/images+understanding)
State-dependent memory
Frederick Bartlett
Dual code hypothesis
Free recall
50. 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
Implicit memory
Donald Hebb
State-dependent memory
Working memory