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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. Termed icon for brief visual memory






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






3. 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






4. Grouping items can increase STM capacity






5. 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)






6. 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






7. 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






8. Sensory - short term - long term






9. Recall without any cue






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






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






12. 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






13. Decay (or trace) and interference theory






14. Details - events - discrete knowledge






15. 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






16. Knowing how to do something






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






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






19. Serial learning Serial-anticipation learning Paired-associate learning Free-recall learning






20. Sensory memory for auditory sensations






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






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






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






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






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






26. On the verge of retrieval






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






28. 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






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






30. Primary and recency effects






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






32. Dual code hypothesis






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






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






35. Organizing and understanding material to transfer to LTM






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






37. Photographic memory - more common in children and rural






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






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






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






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






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






43. Memories are stored diffusely in the brain






44. 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






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






46. 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






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






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






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






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