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






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






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






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






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






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






7. Recall without any cue






8. 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






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






10. Repeating material to hold in STM






11. Knowing how to do something






12. Knowing a fact






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






14. 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






15. 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






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






17. Organizing and understanding material to transfer to LTM






18. Memories are stored diffusely in the brain






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






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






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






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






24. 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






25. Termed icon for brief visual memory






26. Photographic memory - more common in children and rural






27. Sensory - short term - long term






28. 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






29. Primary and recency effects






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






31. 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






32. 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)






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






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






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






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






37. Sensory memory for auditory sensations






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. Grouping items can increase STM capacity






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






41. Dual code hypothesis






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






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






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






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






46. Generate information on their own; cued and free






47. 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






48. STM capacity of 7±2






49. On the verge of retrieval






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







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