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






2. 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






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






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






5. Repeating material to hold in STM






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






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






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






9. Grouping items can increase STM capacity






10. 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






11. Dual code hypothesis






12. Sensory - short term - long term






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






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






15. Organizing and understanding material to transfer to LTM






16. Recall without any cue






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






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






19. Sensory memory for auditory sensations






20. Photographic memory - more common in children and rural






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






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






23. 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






24. 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






25. Memories are stored diffusely in the brain






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






27. 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






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






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






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






31. On the verge of retrieval






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






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






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






35. General knowledge of the world






36. Generate information on their own; cued and free






37. 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






38. 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






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






40. Forgetting theory - memories fade with time






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






42. Decay (or trace) and interference theory






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






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






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






46. Primary and recency effects






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






48. Termed icon for brief visual memory






49. 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






50. Knowing how to do something