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






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






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






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






5. 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






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






7. Memories are stored diffusely in the brain






8. Details - events - discrete knowledge






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






10. Photographic memory - more common in children and rural






11. On the verge of retrieval






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






13. Decay (or trace) and interference theory






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






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






17. Termed icon for brief visual memory






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






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






20. 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






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






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






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






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






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






27. Forgetting theory - memories fade with time






28. STM capacity of 7±2






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






30. Knowing a fact






31. 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






32. Organizing and understanding material to transfer to LTM






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






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






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






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






37. Repeating material to hold in STM






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






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






40. 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






41. Sensory memory for auditory sensations






42. Sensory - short term - long term






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






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






45. Grouping items can increase STM capacity






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






47. Knowing how to do something






48. Dual code hypothesis






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






50. 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