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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. 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






2. Termed icon for brief visual memory






3. 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






4. Sensory - short term - long term






5. General knowledge of the world






6. Recall without any cue






7. On the verge of retrieval






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






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






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






11. Decay (or trace) and interference theory






12. STM capacity of 7±2






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






14. Knowing a fact






15. 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)






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






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






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






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






20. Photographic memory - more common in children and rural






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






22. Repeating material to hold in STM






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






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






26. 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






27. Knowing how to do something






28. 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






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






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






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






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






33. Memories are stored diffusely in the brain






34. 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






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






36. Forgetting theory - memories fade with time






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






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






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






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






41. Details - events - discrete knowledge






42. Generate information on their own; cued and free






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






44. Grouping items can increase STM capacity






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






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. Dual code hypothesis






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






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