Deck 25: Effective Studying and Learning

Question 1

The two researchers credited with introducing the levels-of-processing approach are:

A) Atkinson and Shiffrin
B) Baddeley and Hitch
C) Craik and Lockhart
D) Graf and Schacter
E) Shallice and Warrington

Answer 1

C

Question 2

When tested with the rhyming test, participants in Morris et al.'s (1977) studies showed which of the following?

A) Equivalent overall recognition to the standard test
B) Better recognition for items originally processed more deeply
C) No difference in recognition between deep and shallow processing
D) Better overall recognition than on the standard test
E) Better recognition for items processed with the shallow orienting task

Answer 2

E

Question 3

All of the following statements about the method of loci are supported by the text, EXCEPT:

A) Using the same locations for multiple lists of similar items may lead to proactive interference
B) It is more effective when constant, rather than variable, routes are used
C) It is better suited to recalling items in order, rather than randomly selected ones
D) It is more effective when the to-be-learned information is presented in written, rather than spoken, form
E) It is more effective when the locations are well known, rather than relatively unfamiliar

Answer 3

D

Question 4

According to Roediger and Karpicke (2006) how much more effective was repeated testing than repeated study?

A) 0.5
B) 0.4
C) 0.3
D) 0.2
E) 0.1

Question 5

According to Cepeda et al. (2006) what was recall for distributed study versus massed study?

A) 47% vs 35%
B) 47% vs. 37%
C) 42% vs. 37%
D) 49% vs 39%
E) 46% vs 36%

Question 6

Which of the following was NOT part of one of the requirements to achieve very high memory skills offered by Ericsson (1988)?

A) Studying should occur under divided attention conditions
B) Information should be processed meaningfully
C) Information should be related to pre-existing knowledge
D) Cues should be stored within a structure that aids later retrieval
E) Speed-up

Question 7

Out of the conditions tested, average final recall was highest in which of Roediger and Karpicke's (2006) groups:

A) Repeated test at a 5-minute delay
B) Repeated study at a 1-week delay
C) Repeated test at a 1-week delay
D) Single test at a 5-minute delay
E) Single test at a 1-week delay

Question 8

Which of the following was NOT presented as a key attribute of a good goal, according to Latham's (2003) outline of goal-setting theory?

A) Transferable
B) Specific
C) Measurable
D) Attainable
E) Relevant

Question 9

According to goal-setting theory, high performance occurs only when goal difficulty and goal commitment are:

A) Both low
B) Goal commitment is high and goal difficulty is low
C) Both high
D) Goal difficulty is high and goal commitment is low
E) Pursued relentlessly

Question 10

According to Gollwitzer (1999), which of the following terms describes action plans that are thought to create instant habits?

A) Ritualised schemas
B) Goal expectations
C) Targets of commitment
D) Idealised forms
E) Implementation intentions

Question 11

What percentage of students did Gollwitzer and Brandstätter (1997) find completed a report after forming an implementation intention?

A) 0.55
B) 0.6
C) 0.65
D) 0.7
E) 0.75