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






2. Forgetting theory - memories fade with time






3. 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






4. Termed icon for brief visual memory






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






6. Knowing a fact






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






8. 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






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






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






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






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






13. 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






14. Grouping items can increase STM capacity






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






16. Decay (or trace) and interference theory






17. 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)






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






19. 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






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






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






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






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






24. Recall without any cue






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






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






27. General knowledge of the world






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






29. 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






30. Sensory - short term - long term






31. Knowing how to do something






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






33. Details - events - discrete knowledge






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






35. Generate information on their own; cued and free






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






37. 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






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






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






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






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






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






43. Dual code hypothesis






44. Memories are stored diffusely in the brain






45. Primary and recency effects






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. Disrupting information that was learned after new items were presented






48. STM capacity of 7±2






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






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







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