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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. Iconic memory people could see more than they can remember






2. 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






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






4. Sensory - short term - long term






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






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






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






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






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






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






11. Knowing how to do something






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






13. 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)






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






15. 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






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






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






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






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






20. Knowing a fact






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






22. Details - events - discrete knowledge






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






24. Memories are stored diffusely in the brain






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






26. 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






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






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. Dual code hypothesis






30. Organizing and understanding material to transfer to LTM






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






32. Generate information on their own; cued and free






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






34. Recall without any cue






35. 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






36. 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






37. Sensory memory for auditory sensations






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






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






40. Forgetting theory - memories fade with time






41. 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






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






43. 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






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






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






46. Repeating material to hold in STM






47. Photographic memory - more common in children and rural






48. 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






49. General knowledge of the world






50. Decay (or trace) and interference theory