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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. Decay (or trace) and interference theory






2. Knowing how to do something






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






4. 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






5. Repeating material to hold in STM






6. General knowledge of the world






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






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






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






10. 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






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






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






13. 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






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






15. Forgetting theory - memories fade with time






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






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






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






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






21. Primary and recency effects






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






23. Termed icon for brief visual memory






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






25. STM capacity of 7±2






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






27. On the verge of retrieval






28. 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






29. Photographic memory - more common in children and rural






30. Dual code hypothesis






31. Sensory memory for auditory sensations






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






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






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






35. 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






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






37. Recall without any cue






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






39. Grouping items can increase STM capacity






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






41. Sensory - short term - long term






42. 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






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






44. Memories are stored diffusely in the brain






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






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






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






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






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






50. Organizing and understanding material to transfer to LTM