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






2. Primary and recency effects






3. Decay (or trace) and interference theory






4. Knowing a fact






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






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






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






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






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






10. Sensory - short term - long term






11. Organizing and understanding material to transfer to LTM






12. Recall without any cue






13. Sensory memory for auditory sensations






14. General knowledge of the world






15. 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






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






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






18. 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






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






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






21. Knowing how to do something






22. Termed icon for brief visual memory






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






24. On the verge of retrieval






25. 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)






26. 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






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






28. Memories are stored diffusely in the brain






29. Repeating material to hold in STM






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






31. Forgetting theory - memories fade with time






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






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






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






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






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






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






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






39. 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






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






41. Photographic memory - more common in children and rural






42. Details - events - discrete knowledge






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






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






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






46. 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






47. Generate information on their own; cued and free






48. 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






49. Grouping items can increase STM capacity






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