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






3. Knowing a fact






4. Photographic memory - more common in children and rural






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






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






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






8. Decay (or trace) and interference theory






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






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






11. STM capacity of 7±2






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






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






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






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






16. Forgetting theory - memories fade with time






17. Termed icon for brief visual memory






18. Generate information on their own; cued and free






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






20. Knowing how to do something






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






22. Sensory memory for auditory sensations






23. 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






24. Primary and recency effects






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






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






27. General knowledge of the world






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. Grouping items can increase STM capacity






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






31. 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






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






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






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






35. Repeating material to hold in STM






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






37. Organizing and understanding material to transfer to LTM






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






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






40. Dual code hypothesis






41. 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






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






43. 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






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






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






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






47. 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






48. 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






49. 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)






50. Memories are stored diffusely in the brain