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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. 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






2. Primary and recency effects






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






4. 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)






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






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






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






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






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






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






11. General knowledge of the world






12. 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






13. Generate information on their own; cued and free






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






15. Details - events - discrete knowledge






16. Sensory - short term - long term






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






18. Knowing how to do something






19. 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






20. STM capacity of 7±2






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






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






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






24. Dual code hypothesis






25. Organizing and understanding material to transfer to LTM






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






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






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






29. 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






30. Repeating material to hold in STM






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






32. 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






33. Sensory memory for auditory sensations






34. Decay (or trace) and interference theory






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






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






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






38. 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






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






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






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






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






43. On the verge of retrieval






44. 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






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






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






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






48. 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






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






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