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






2. Grouping items can increase STM capacity






3. 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






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






5. Organizing and understanding material to transfer to LTM






6. On the verge of retrieval






7. 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






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






9. 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






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






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






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






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






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






15. Knowing how to do something






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






17. STM capacity of 7±2






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






19. Forgetting theory - memories fade with time






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






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






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






23. Photographic memory - more common in children and rural






24. Termed icon for brief visual memory






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






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






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






28. Sensory memory for auditory sensations






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






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






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






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






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






34. General knowledge of the world






35. Knowing a fact






36. Dual code hypothesis






37. Recall without any cue






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






39. Memories are stored diffusely in the brain






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






41. 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)






42. Repeating material to hold in STM






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






44. 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






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






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






47. 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






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






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






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