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






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






3. Primary and recency effects






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






5. 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)






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






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






8. Memories are stored diffusely in the brain






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






10. 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






11. Sensory - short term - long term






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






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






14. 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






15. Knowing a fact






16. Dual code hypothesis






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






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






19. 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






20. Forgetting theory - memories fade with time






21. Repeating material to hold in STM






22. Sensory memory for auditory sensations






23. 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






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






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






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






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






28. 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






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






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






31. Decay (or trace) and interference theory






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






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






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






35. Knowing how to do something






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






37. 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






38. Details - events - discrete knowledge






39. Grouping items can increase STM capacity






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






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






42. Recall without any cue






43. Organizing and understanding material to transfer to LTM






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






45. 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






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






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






48. 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






49. 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






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







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