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Test your basic knowledge |
GRE Psychology: Memory
Start Test
Study First
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. Grouping items can increase STM capacity
Paired-associate learning
Chunking
Decay (or trace) theory
Association between picture vs. words
2. Last seconds - connects perception and memory - includes iconic and echoic memory
Icon
LTM not subject to
Sensory memory (+types)
Free recall
3. Generate information on their own; cued and free
Recall (+types)
Dual code hypothesis
Encoding specificity principle
Clustering
4. Key to transferring items to LTM; primary (maintenance) rehearsal - secondary (elaborative) rehearsal
Retroactive interference
Free recall
Rehearsal (+types)
E.R. Kandel
5. Allan Paivio - items better remembered if encoded both visually and semantically (icons/images+understanding)
George Miller
Dual code hypothesis
Frederick Bartlett
Explicit memory
6. Repeating material to hold in STM
Donald Hebb
Primary (maintenance) rehearsal
Iconic memory
E.R. Kandel
7. Disrupting information that was learned prior to new items were presented
Proactive interference
Fergus Craik and Robert Lockhart
Dual code hypothesis
Encoding specificity principle
8. When subjects are exposed to bright flash or new pattern before the iconic image fades - the 1st image will be erased
Frederick Bartlett
Backward masking
Elizabeth Loftus
Association between picture vs. words
9. Recall begins with task Ex: fill-in-the-blank' test
Paired-associate learning
LTM not subject to
Recall task involving order of items on a list
Cued recall
10. 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
Elizabeth Loftus
Forgetting theories
Backward masking
Declarative memory
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
Proactive interference
Backward masking
Short-term memory
Primacy and recency effects
12. Knowing a fact
Backward masking
Clustering
Declarative memory
Factors that make a list easier to learn and retrieve
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
Donald Hebb
Types of verbal learning and memory tasks
Long-term memory
Free-recall learning
14. Knowing something and being consciously aware of knowing it - such as knowing a fact
Recall task involving order of items on a list
Icon
Explicit memory
Donald Hebb
15. Memories are stored diffusely in the brain
Karl Lashley
Interference types
Primacy and recency effects
Short-term memory
16. Measured through presenting subjects with items they are not supposed to try to memorize - then test for learning
Chunking
Short-term memory
Incidental learning
Dual code hypothesis
17. Forgetting curve; lists of nonsense syllables to study STM
Cued recall
Interference theory
Elizabeth Loftus
Hermann Ebbinghaus
18. Acoustic dissimilarity - semantic dissimilarity - brevity - familiarity - concreteness - meaning - importance to subject
Types of verbal learning and memory tasks
Factors that make a list easier to learn and retrieve
Flashbulb memories
Semantic memory
19. Requires subjects to recognize things learned in the past - Multiple choice test
Recognition
Serial-anticipation learning
Recall task involving order of items on a list
Recall (+types)
20. Details - events - discrete knowledge
Episodic memory
Primary (maintenance) rehearsal
Factors that make a list easier to learn and retrieve
Procedural memory
21. Tendency to group similar items in memory whether learned together or not - often into conceptual or semantic hierarchies
Clustering
George Sperling
Incidental learning
Short-term memory
22. Sensory memory for auditory sensations
Implicit memory
Forgetting theories
Recall (+types)
Echoic memory
23. On the verge of retrieval
Types of verbal learning and memory tasks
Interference theory
Tip-of-the-tongue phenomenon
Long-term memory
24. Measures how much info remains in LTM (information retention) by assessing how long it takes to learn something the second time
Tachistoscope
Savings
Recall (+types)
Stages of memory
25. Instrument used to present visual material (words/images) to subjects for a fraction of a second - in cognitive or memory experiments
Interference theory
Recognition
Serial learning/recall (memory effects)
Tachistoscope
26. Memory cues that aid learning and recall (e.g. OCEAN for the Big Five factors of personality...)
Brenda Milner
Mnemonics
Paired-associate learning
Primacy and recency effects
27. Organizing and understanding material to transfer to LTM
George Miller
Episodic memory
Secondary (elaborative) rehearsal
Icon
28. 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)
Retroactive interference
Free recall
Interference theory
Iconic memory
29. Used when studying foreign languages - we pair that language word with English word
Flashbulb memories
Paired-associate learning
Decay (or trace) theory
Allan Paivio
30. Temporary memory needed to perform the task that someone is working on at that moment
Working memory
Tip-of-the-tongue phenomenon
Procedural memory
Cued recall
31. Sensory - short term - long term
Stages of memory
Proactive interference
Fergus Craik and Robert Lockhart
E.R. Kandel
32. LTM is subject to...material is easier to be remembered if retrieved in same context as learning/storage
Primacy and recency effects
Encoding specificity principle
Clustering
Fergus Craik and Robert Lockhart
33. Iconic memory people could see more than they can remember
George Sperling
Generation-recognition model
Elizabeth Loftus
Free-recall learning
34. 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
Fergus Craik and Robert Lockhart
Decay (or trace) theory
Allan Paivio
Elizabeth Loftus
35. Photographic memory - more common in children and rural
Eidetic imagery
Allan Paivio
Icon
Zeigarnik effect
36. 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
Zeigarnik effect
Proactive interference
Allan Paivio
Serial learning/recall (memory effects)
37. The way behaviourists explain memory; one item learned with - then cues the recall of - another
Stages of memory
Echoic memory
Incidental learning
Paired-associate learning
38. It takes longer to make association between pictures than between words --> Pictures must be mentally put into words before associations can be made
Explicit memory
Association between picture vs. words
Paired-associate learning
Free recall
39. Knowing how to do something
Association between picture vs. words
Icon
Procedural memory
Savings
40. Primary and recency effects
Serial learning/recall (memory effects)
LTM not subject to
Proactive interference
Retroactive interference
41. Knowing something without being aware of knowing it 'HM' --> cannot remember anything he did
Recognition
Implicit memory
Frederick Bartlett
Allan Paivio
42. Termed icon for brief visual memory
Ulric Neisser
Long-term memory
Recognition
Recall (+types)
43. 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
Iconic memory
Ulric Neisser
Working memory
Frederick Bartlett
44. 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
Recall task involving order of items on a list
Free-recall learning
Declarative memory
Working memory
45. 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
Allan Paivio
State-dependent memory
Episodic memory
Primary (maintenance) rehearsal
46. STM capacity of 7±2
George Miller
Mnemonics
Paired-associate learning
Icon
47. 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
Zeigarnik effect
Tip-of-the-tongue phenomenon
Donald Hebb
E.R. Kandel
48. Anything one might recall is easily recognized - multiple-choice test is easier than essay test
Explicit memory
Elizabeth Loftus
Generation-recognition model
Icon
49. Learned and recalled in order; primacy and recency effects; serial-position U-curve demonstrates savings
Donald Hebb
Serial learning/recall (memory effects)
George Miller
Association between picture vs. words
50. Ebbinghaus - sharp drop in savings immediately after learning then levels off downwards; but some psychologists doubt generalization from nonsense syllables
LTM not subject to
Cued recall
Tip-of-the-tongue phenomenon
Forgetting curve