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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.
  • 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. Memories are stored diffusely in the brain






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






3. Termed icon for brief visual memory






4. 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






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






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






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






8. Knowing how to do something






9. Generate information on their own; cued and free






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






11. Sensory - short term - long term






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






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






14. On the verge of retrieval






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






16. 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






17. Grouping items can increase STM capacity






18. 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






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






20. Forgetting theory - memories fade with time






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






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






23. 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)






24. 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






25. Recall without any cue






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






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






28. Dual code hypothesis






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






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






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






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






33. 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






34. Repeating material to hold in STM






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






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






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






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






39. STM capacity of 7±2






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






41. Primary and recency effects






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






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






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






45. 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






46. Decay (or trace) and interference theory






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






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






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






50. Knowing a fact