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






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






3. 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






4. Termed icon for brief visual memory






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






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






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






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






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






11. Sensory - short term - long term






12. Organizing and understanding material to transfer to LTM






13. 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






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






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






16. Knowing how to do something






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






18. Repeating material to hold in STM






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






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






21. 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






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






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






24. Memories are stored diffusely in the brain






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






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. Forgetting curve; lists of nonsense syllables to study STM






28. Sensory memory for auditory sensations






29. 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






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






31. Grouping items can increase STM capacity






32. STM capacity of 7±2






33. 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






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






35. Forgetting theory - memories fade with time






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






37. Dual code hypothesis






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






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






40. 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






41. Photographic memory - more common in children and rural






42. Decay (or trace) and interference theory






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






44. Primary and recency effects






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






46. On the verge of retrieval






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






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






49. General knowledge of the world






50. Recall without any cue