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






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






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






4. Termed icon for brief visual memory






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






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






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






8. 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






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






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






11. 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






12. 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






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






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






15. Photographic memory - more common in children and rural






16. Memories are stored diffusely in the brain






17. Knowing a fact






18. Knowing how to do something






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






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






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






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






23. 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






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






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






26. General knowledge of the world






27. 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






28. Sensory memory for auditory sensations






29. Decay (or trace) and interference theory






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






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






32. Dual code hypothesis






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






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






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






36. Sensory - short term - long term






37. 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






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






39. Generate information on their own; cued and free






40. Primary and recency effects






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






42. Repeating material to hold in STM






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






44. On the verge of retrieval






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






46. 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






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






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






49. 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)






50. STM capacity of 7±2