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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. Recollections that seem burned into memory - especially traumatic ones






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






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






4. 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






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






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






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






8. 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






9. Instrument used to present visual material (words/images) to subjects for a fraction of a second - in cognitive or memory experiments






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






11. Knowing a fact






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. Organizing and understanding material to transfer to LTM






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






15. 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






16. Generate information on their own; cued and free






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






18. Primary and recency effects






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






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. Dual code hypothesis






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






23. General knowledge of the world






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






25. Details - events - discrete knowledge






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






27. Knowing how to do something






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






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






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






31. Sensory memory for auditory sensations






32. Decay (or trace) and interference theory






33. 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)






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






35. STM capacity of 7±2






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






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






38. 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






39. On the verge of retrieval






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






41. Forgetting theory - memories fade with time






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






43. Repeating material to hold in STM






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






45. Photographic memory - more common in children and rural






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






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






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






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






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