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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. Sensory - short term - long term






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






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






5. 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






6. Termed icon for brief visual memory






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






8. General knowledge of the world






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






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






11. Primary and recency effects






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






13. Sensory memory for auditory sensations






14. Generate information on their own; cued and free






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






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






17. 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






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






19. Decay (or trace) and interference theory






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






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






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






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






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






25. Repeating material to hold in STM






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






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






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






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






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






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






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






33. 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






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






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






36. Grouping items can increase STM capacity






37. 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






38. Memories are stored diffusely in the brain






39. Photographic memory - more common in children and rural






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






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






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






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






44. 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






45. Dual code hypothesis






46. Forgetting theory - memories fade with time






47. Recall without any cue






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






49. STM capacity of 7±2






50. Organizing and understanding material to transfer to LTM