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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. On the verge of retrieval






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






3. Organizing and understanding material to transfer to LTM






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






5. 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






6. 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






7. 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






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






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






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






11. Details - events - discrete knowledge






12. Knowing how to do something






13. Generate information on their own; cued and free






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






15. Memories are stored diffusely in the brain






16. Forgetting theory - memories fade with time






17. 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






18. 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






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






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






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






22. Knowing a fact






23. Repeating material to hold in STM






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






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






26. 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






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






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






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






30. Primary and recency effects






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






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






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






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






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






36. Recall without any cue






37. General knowledge of the world






38. Sensory - short term - long term






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






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






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






42. Termed icon for brief visual memory






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






44. STM capacity of 7±2






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






46. 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






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






48. Grouping items can increase STM capacity






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






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