Test your basic knowledge |

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. Generate information on their own; cued and free






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






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






4. Knowing a fact






5. 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)






6. On the verge of retrieval






7. Dual code hypothesis






8. 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






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






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






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






12. 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






13. 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






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






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






16. Organizing and understanding material to transfer to LTM






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






18. Grouping items can increase STM capacity






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






20. Decay (or trace) and interference theory






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






22. Recall without any cue






23. Repeating material to hold in STM






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






25. General knowledge of the world






26. 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






27. Details - events - discrete knowledge






28. Photographic memory - more common in children and rural






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






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






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






32. Memories are stored diffusely in the brain






33. Sensory memory for auditory sensations






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






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






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






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






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






39. Primary and recency effects






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






41. 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






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






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






44. Sensory - short term - long term






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






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






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






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






49. Knowing how to do something






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