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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. Memories are stored diffusely in the brain






2. 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






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






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






5. Repeating material to hold in STM






6. Organizing and understanding material to transfer to LTM






7. Generate information on their own; cued and free






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






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






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






11. 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






12. 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






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






14. On the verge of retrieval






15. Dual code hypothesis






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






17. Details - events - discrete knowledge






18. 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






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






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






21. Sensory - short term - long term






22. 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






23. 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






24. Forgetting theory - memories fade with time






25. Sensory memory for auditory sensations






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






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






28. 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






29. Decay (or trace) and interference theory






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






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






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






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






34. Recall without any cue






35. Photographic memory - more common in children and rural






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






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






38. General knowledge of the world






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






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






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






42. Primary and recency effects






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






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






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






46. STM capacity of 7±2






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






48. 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)






49. 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






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