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






2. 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






3. Sensory - short term - long term






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






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






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






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






8. Recall without any cue






9. 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






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






11. 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






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






13. Organizing and understanding material to transfer to LTM






14. 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






15. Photographic memory - more common in children and rural






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






17. Primary and recency effects






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






19. Forgetting theory - memories fade with time






20. Knowing how to do something






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






22. 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






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






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






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






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






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






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






29. 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)






30. 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






31. Sensory memory for auditory sensations






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






33. STM capacity of 7±2






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






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






36. Dual code hypothesis






37. General knowledge of the world






38. Memories are stored diffusely in the brain






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






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






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






42. Decay (or trace) and interference theory






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






44. On the verge of retrieval






45. Knowing a fact






46. 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






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






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






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






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