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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. 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






2. Generate information on their own; cued and free






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






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






5. Photographic memory - more common in children and rural






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






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






8. Knowing a fact






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






10. Repeating material to hold in STM






11. Decay (or trace) and interference theory






12. Dual code hypothesis






13. General knowledge of the world






14. Sensory memory for auditory sensations






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






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






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






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






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






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






21. 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






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






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






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






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






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






27. Recall without any cue






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






29. On the verge of retrieval






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






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






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






33. 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






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






35. 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






36. 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






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






38. Forgetting theory - memories fade with time






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






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






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






42. Memories are stored diffusely in the brain






43. Details - events - discrete knowledge






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






45. Knowing how to do something






46. Grouping items can increase STM capacity






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






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






49. 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






50. Termed icon for brief visual memory