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






2. 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






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






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






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






6. Primary and recency effects






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






8. Grouping items can increase STM capacity






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






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






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






12. 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)






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






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






15. Dual code hypothesis






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






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






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






19. Termed icon for brief visual memory






20. Repeating material to hold in STM






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






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






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






24. 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






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






26. 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






27. Recall without any cue






28. Knowing a fact






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






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






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






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






33. Organizing and understanding material to transfer to LTM






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






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






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






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






38. 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






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






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






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






42. Photographic memory - more common in children and rural






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






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






45. Memories are stored diffusely in the brain






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






47. 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






48. 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






49. Knowing how to do something






50. Generate information on their own; cued and free