Deck 8: Memory

Question 1

Which of the following is NOT a cognitive process involved in memory?

A) perceiving
B) encoding
C) storage
D) retrieval
E) recalling

Answer 1

perceiving

Question 2

__________ is the cognitive process of encoding, storing and retrieving information.

A) Consciousness
B) Sensation
C) Perception
D) Memory
E) Learning

Answer 2

Memory

Question 3

The process by which sensory information is converted into a form that can be useful to the brain's memory system is called

A) sensation.
B) encoding.
C) information processing.
D) transduction.
E) perception.

Answer 3

encoding.

Question 4

Memory seems to involve __________ processes.

A) both active and latent
B) both automatic and repressive
C) active
D) deliberate
E) both active and deliberate

Question 5

In his dual trace theory, Hebb suggests that memory occurs through two different brain states related to information processing. These states were

A) long and short
B) active and latent
C) iconic and sensory
D) echoic and iconic
E) episodic and semantic

Question 6

When you were a child you probably learned a rhyme for remembering the alphabet. This was a technique that helped you with the __________ of this information: one of the basic cognitive processes of memory.

A) information processing
B) encoding
C) input
D) transduction
E) perception

Question 7

The type of memory that has the shortest duration is called __________ memory.

A) sensory
B) perceptual
C) short-term
D) episodic
E) semantic

Question 8

Your favourite singer has just stopped singing and for a couple of second you can still hear his voice exactly as he sang the last line. Which type of memory is in operation here?

A) semantic
B) iconic
C) short-term
D) episodic
E) sensory

Question 9

Rehearsal is often useful for transferring information from __________ memory to __________ memory.

A) sensory; long-term
B) perceptual; long-term
C) short-term; long term
D) iconic memory; long-term memory
E) episodic; semantic

Question 10

One of the key factors of Sperling's experiment was that

A) subjects knew which row of the matrix to recall before the material was presented.
B) subjects knew which row of the matrix to recall only after the material was presented.
C) the tone was presented simultaneously with the material to be recalled.
D) some subjects were allowed to view the material to be recalled longer than the other subjects.
E) some subjects were asked to recall letters following a high pitched tone and some following a low pitched tone.

Question 11

In Sperling's research, the tone that was delayed for more than one second had the effect of __________ subjects' ability to recall the material.

A) slightly improving
B) hampering
C) at first improving and then hampering
D) at first hampering and then improving
E) drastically improving

Question 12

When Sperling's subjects were asked to recall as many of the 9 consonants as they could, how many did they typically recall?

A) 2 or 3
B) 4 or 5
C) 7 or 8
D) all 9
E) none

Question 13

Recent evidence (Kaernbach, 2004) indicates that echoic memory lasts longer than shown in earlier studies. Estimates now suggest it can las as long as __________ seconds.

A) 4
B) 20
C) 90
D) 150
E) 200

Question 14

Most of the information that enters short-term memory

A) gets transferred to long-term memory.
B) stays there.
C) is moved back to sensory memory.
D) is forgotten.
E) is important to the individual.

Question 15

Information can enter short-term memory

A) from iconic memory only.
B) from long-term memory only.
C) from both sensory and long-term memory.
D) only if it is rehearsed.
E) only if it is subjectively important to the individual.

Question 16

Short-term memory

A) is also called working memory.
B) works on information that we have just perceived.
C) permits us to think about new information in terms of what we already know.
D) all of the above
E) none of the above

Question 17

If I were to ask you what the capital of Texas is, you would need to use information that is currently found in __________ memory

A) implicit
B) short-term
C) long-term
D) both short-term and long-term
E) explicit

Question 18

The tendency to remember words at the beginning of a list is called the __________ effect.

A) primacy
B) recency
C) encoding specificity
D) consolidation
E) preliminary

Question 19

Patrick wrote out a shopping list then left it at home on the kitchen counter. Now, at the supermarket, the only items he can remember are the first two on the list. This is an example of

A) chunking.
B) the recency effect.
C) encoding specificity.
D) consolidation hypothesis.
E) the primacy effect.

Question 20

The recency effect occurs because the words in the last part of the list of words that we are trying to memorize

A) are still in short-term memory.
B) have been stored in long-term memory.
C) have been rehearsed several times.
D) are generally the easiest words to memorize.
E) are still in sensory memory.

Question 21

Suppose that you have been given a short list of words to memorize. After you have read through the list once, you discover that you remember the last four words on the list perfectly. This result is an example of the

A) Peterson and Peterson recall procedure.
B) proactive remembering.
C) primacy effect.
D) recency effect.
E) chunking procedure.

Question 22

From results of Peterson & Peterson's classic study (1959), we can conclude that if not rehearsed, information stays in short-term memory for less than __________ seconds.

A) 3
B) 5
C) 10
D) 15
E) 20

Question 23

To prevent the subjects in their experiment from rehearsing information, Peterson and Peterson

A) used a partial report procedure.
B) taught their subjects to use mnemonic devices incorrectly.
C) used long lists of nonsense syllables.
D) had subjects count backwards.
E) reduced the amount of time between the presentation of the material and recall.

Question 24

In their research, Peterson and Peterson showed that recall of information in short-term memory drops to about zero after a delay of __________ seconds between presentation of information and the request to recall that information.

A) 6-8
B) 9-12
C) 12-14
D) 15-18
E) more than 30

Question 25

When Muter (1980) used the Petersons' procedure but introduced an unexpected distraction task, he found that the duration of working memory was

A) longer than in the Petersons' study.
B) about the same as in the Petersons' study.
C) shorter than in the Petersons' study.
D) was so great that it was akin to long-term memory.
E) variable, depending on the relevance of the distraction.

Question 26

According to Miller, the capacity of short-term memory is roughly __________ items +/- 2.

A) 3
B) 5
C) 7
D) 9
E) 12

Question 27

When Wing phones her aunt in Taiwan she has to remember the long distance code, a country code, an area code, and then the local number. She manages to remember the 15 numbers involved through

A) short-term memory.
B) consolidation.
C) iconic memory.
D) chunking.
E) the recency effect.

Question 28

Which of the following lists is the easiest to remember?

A) 6018475894
B) 1487547854
C) 8590437849
D) 8642097531
E) 9473292712

Question 29

Which of the following statements is FALSE?

A) Chunking is a form of encoding information.
B) A chunk contains 7 +/-2 items.
C) Chunking creates meaningful units of information.
D) Chunking may be accomplished through the use of rules.
E) The capacity of short-term memory depends on the meaning of the information.

Question 30

The amount of information that can be retained in short-term memory is limited by the

A) nature of the language we use to encode the information.
B) meaning that the information has.
C) amount of physical space in the brain devoted to memory.
D) number of words that we know.
E) total amount of material presented.

Question 31

Short-term storage of words occurs in __________ short-term memory.

A) iconic
B) echoic
C) phonological
D) articulatory
E) visual

Question 32

According to Conrad's research on phonological short-term memory, which kind of error would a subject be LEAST likely to make?

A) writing a P when he or she saw a B
B) writing an M when he or she saw an N
C) writing a B when he or she saw a V
D) writing an F when he or she saw a T
E) writing a D when he or she saw a P

Question 33

While writing an exam, you put down the word "receive."Then you hesitate over the order of the vowels in that word. In order to clarify the situation you recall and recite in your head the rhyme "I before E except after C."This involves which aspects of memory?

A) episodic and semantic memories
B) iconic and echoic memories
C) phonological memory and subvocal articulation
D) proactive and retroactive interference
E) primacy and recency effects

Question 34

Unvoiced speech utterances are called

A) unvoiced acoustics.
B) unvoiced articulations.
C) subvocal acoustics.
D) subvocal articulations.
E) subvocal coding.

Question 35

Ashley suffers from mild conduction aphasia. This suggests that she

A) has difficulty understanding what she hears.
B) has difficulty repeating exactly what she hears.
C) can produce words but cannot compose sentences.
D) can talk but not remember what she has said.
E) cannot talk or understand what others are saying.

Question 36

Conduction aphasia is caused by brain damage that

A) destroys the ability to consolidate information in an unbiased manner.
B) disrupts connections between Wernicke's and Broca's areas.
C) produces short-term retrograde amnesia.
D) inhibits the neural circuits that constitute working memory.
E) disrupts the neural circuits between echoic memory and short-term memory.

Question 37

The information contained in visual working memory is derived from

A) the sense organs.
B) long-term memory.
C) the sense organs and long-term memory.
D) short-term and long-term memory.
E) the optic nerve only.

Question 38

Carlos saw a horse in a pasture. The image he has of the horse in his visual working memory

A) is just like a photograph of the horse.
B) is a combination of his version of a prototypical horse and the specific details of this particular horse.
C) lacks the specific details of this particular horse.
D) is limited by his ability to encode the image of this particular horse in precise words.
E) is upside-down and reversed.

Question 39

When DeGroot tested the working memories of expert and novice chess players by briefly showing them chess pieces on a board, experts performed better than novices

A) when the pieces were placed randomly on the board.
B) if the pieces were more symmetrically arranged.
C) when the pieces were ordered as if a game was in progress.
D) if the pieces were ordered similarly to the last game they played.
E) however the pieces were arranged.

Question 40

Based on Shepard and Metzler's research, which of the following statements is TRUE?

A) Humans are not very accurate in judging whether pairs of geometrical patterns are the same or different.
B) Decision times decreased when one of the shapes was rotated.
C) The rotation of one of the shapes produced more correct answers than rotation of the other shape.
D) As the degree of rotation of the shapes increased, so did the amount of time required by subjects to render a decision.
E) The degree of rotation had no effect on the amount of time subjects required to render a decision about the similarity of pairs of shapes.

Question 41

Which of the following is the most often discussed cause of loss of information from short-term memory?

A) decay
B) forgetting
C) discarding
D) fading
E) repression

Question 42

Consolidation is the transference of information from __________ memory to __________ memory.

A) long-term; short-term
B) sensory; long-term
C) sensory; short-term
D) short-term; long-term
E) iconic; sensory

Question 43

Consolidation involves

A) structural changes in the brain.
B) rehearsal that sustains neural activity.
C) transfer of information from short-term to long-term memory.
D) the passage of time.
E) all of the above.

Question 44

What kinds of information are stored in long-term memory?

A) perceptual memories
B) motor memories
C) learning memories
D) passive memories
E) all of the above

Question 45

Some of the strongest evidence for the consolidation hypothesis stems from

A) Peterson and Peterson's research on short-term memory.
B) disruption of normal brain functioning.
C) Shepard and Metzler's research on working memory.
D) enhancement of brain functioning involving people who have been trained to use mnemonic devices.
E) MRI research.

Question 46

As she was driving to work, Margie was in a terrible auto accident. When she woke up in the hospital, she could not remember anything about the accident or what had happened to her just before that time. This is an example of what happens to people who have __________ amnesia.

A) anterograde
B) retrograde
C) retroactive
D) proactive
E) elaborative

Question 47

Retrograde amnesia is a

A) lack of memory for newly learned information that is presented with previously learned information.
B) decreased memory for previously learned information that has decayed over time.
C) lack of memory for events that occurred just before an injury.
D) decrease in the capacity of short-term memory.
E) lack of memory for events that occur immediately following an injury.

Question 48

The fact that recent memories are most strongly disrupted when a person has __________ supports the consolidation view of long-term memory encoding.

A) anterograde
B) organic
C) retrograde
D) semantic
E) elaborative

Question 49

__________ genes can be activated in the presence of chemicals that inhibit the synthesis of proteins.

A) Immediate-early
B) Inactivated-event
C) Illusory-amnesia
D) Initiation-encoding
E) Induction-event

Question 50

The activity of an IEG named ZENK has been shown to increase when birds

A) search for food.
B) listen to birdsong.
C) defend their territories.
D) build nests.
E) fly in a flock.

Question 51

Craik and Lockhart challenged which assumption of previous theorists of memory consolidation?

A) Short-term memory and long-term memory appear to be physiologically distinct.
B) The time that information spends in short-term memory is the critical factor in information reaching long-term memory.
C) All of the information that gets into long-term memory must first pass through short-term memory.
D) There are different levels of memory.
E) Information in short-term memory comes only from sensory memory.

Question 52

Elaborative is to __________ as maintenance is to __________.

A) short-term; long-term
B) shallow; superficial
C) automatic; effortful
D) association; repetition
E) effortful; automatic

Question 53

Sal has six items on his grocery list. When he was at the grocery store, the other shoppers could hear him repeating "milk, juice, eggs, soap, chocolate, fruit"over and over again. Sal's behaviour is an example of __________ rehearsal.

A) activational
B) elaborative
C) differential
D) maintenance
E) rote

Question 54

Shirley is studying a list of psychology terms by relating each of them to everyday experience. She is trying to make the terms as relevant as possible to her life. Her method of studying reflects a strategy of rehearsal called __________ rehearsal.

A) activational
B) elaborative
C) differential
D) maintenance
E) activational.

Question 55

Craik and colleague's research suggests that complex sentences

A) provide more information than less complex sentences, which leads to better retention of that information.
B) provide more information than less complex sentences, which leads to less distinctive memories.
C) are more difficult to recall than simple ones.
D) do not produce adequate mental imagery for the precise recall of complex information.
E) require the usage of both long-term and short-term memory, resulting in less precise recall of the information than simple sentences.

Question 56

The levels of processing model was proposed by

A) Craik and Lockhart.
B) Posner and Tulving.
C) Atkinson and Shriffin.
D) Endel and Tulving.
E) Atkinson and Tulving.

Question 57

Shallow processing involves the processing of

A) letters.
B) the semantic features of verbal stimuli.
C) contextual characteristics.
D) the surface characteristics of stimuli.
E) general categories of information.

Question 58

Deep processing involves the processing of

A) letters.
B) the semantic features of stimuli.
C) contextual characteristics.
D) the surface characteristics of verbal stimuli.
E) general categories of information.

Question 59

Ellie has to remember a poem for school. She does this by thinking about its meaning and the ways in which its structure enhances that meaning. She is using __________ processing.

A) shallow
B) automatic
C) maintenance
D) mnemonic
E) deep

Question 60

Shallow processing is to __________ features as deep processing is to __________ features.

A) semantic; meaningful
B) contextual; elaborative
C) superficial; meaningful
D) physical; surface
E) general; specific

Question 61

According to the levels of processing model, a subject could more easily recall the word 'watch' after processing which of the following statements.

A) "Watch me jump in the water."
B) "The watch battery was dead."
C) "I saw the watch."
D) "That is my watch."
E) "The young sailor traveled thousands of miles to retrieve his grandfather's valuable watch."

Question 62

Which of the following statements is TRUE?

A) Encoding is a critical feature of our ability to remember information.
B) Possessing knowledge always enhances recall.
C) Encoding is the process of getting information out of memory.
D) How we encode information bears little relation to remembering that information later.
E) Humans are able to encode information without attending to it at all.

Question 63

__________ processing involves using either shallow or deep processing to rehearse information.

A) Effortful
B) Automatic
C) Selective
D) Attentive
E) Semantic

Question 64

__________ processing involves using little or no effort to rehearse information.

A) Effortless
B) Automatic
C) Natural
D) Unguided
E) General

Question 65

In terms of memory, which type of processing is NOT considered effortful?

A) semantic
B) maintenance rehearsal
C) elaborative rehearsal
D) automatic
E) deep

Question 66

Automatic processing is to __________ as effortful processing is to __________.

A) difficult; easy
B) remembering the name of a close friend; textbook learning
C) frequency, place, and time; shallow and deep processing
D) remembering your name; remembering the capital of Zimbabwe
E) all of the above

Question 67

Information you have stored in memory but never have rehearsed reflects __________ processing.

A) shallow
B) elaborative
C) effortful
D) automatic
E) effortless

Question 68

Practicing or rehearsing information is known as __________ processing.

A) effortful
B) automatic
C) information
D) meaningful
E) deep

Question 69

When you study for a test by reading and rereading your text, making an outline of the chapter, going over (and over) the key terms in the chapter, your are encoding information using __________ processing.

A) effortful
B) automatic
C) information
D) meaningful
E) shallow

Question 70

You know that each chapter in your text contains a chapter preview and that the key terms in each chapter are found at the bottom of the pages. This information was likely encoded into your memory through __________ processing.

A) effortful
B) automatic
C) information
D) meaningful
E) shallow

Question 71

The notion that it is how we encode information that determines our ability to retrieve it later is called the encoding __________ principle.

A) processing
B) consolidation
C) specificity
D) elaboration
E) mnemonic

Question 72

The idea that how we encode information may affect our ability to later retrieve it is termed

A) semantic encoding.
B) encoding specificity.
C) procedural encoding.
D) encoding salience.
E) encoding semantics.

Question 73

If you want to learn information, the best time to make it meaningful is __________ encoding it.

A) just before
B) during
C) just after
D) long after
E) There is no "best time" to make information to be learned meaningful.

Question 74

In terms of aiding recall, the best time to make material interesting is during

A) sensory registration.
B) retrieval.
C) storage.
D) encoding.
E) There is no "best time" to make information to be learned meaningful.

Question 75

In terms of memory, the title of a passage, essay, or book can function to

A) help us encode information contained in them.
B) enhance the processing of information contained in them.
C) improve our memory for information contained in them.
D) all of the above.
E) none of the above.

Question 76

The levels of processing model has been criticized for all of the following reasons EXCEPT the

A) distinction between shallow and deep processing has never been clearly defined.
B) idea that shallow processing does not always imply a poor memory.
C) researchers cannot control the depth to which their subjects process information.
D) model does not encourage further research into the nature of long-term memory.
E) all of the above are criticisms of the levels of processing model.

Question 77

Specific techniques or strategies to enhance memory are called

A) encoding tactics.
B) mnemonic systems.
C) memory aids.
D) retrieval cues.
E) encoding specifics.

Question 78

The key to the effectiveness of any mnemonic system is that it

A) simplifies the information to be remembered.
B) decreases the amount of total information to be stored.
C) makes use of information already stored in memory.
D) divides information into separate units.
E) all of the above

Question 79

One way to help yourself remember a list of items is to use the __________, which involves associating familiar locations with the items to be remembered.

A) peg-word method
B) narrative story
C) method of loci
D) method of meaningful processing
E) method of deep processing

Question 80

When Connie wishes to remember something, especially a list of items, she associates each item with a specific landmark in her neighbourhood. Later, when she needs to recall the items, she simply pictures the landmark and the corresponding items. Connie's secret to remembering is to use the

A) narrative story.
B) peg-word method.
C) geographic method.
D) method of loci.
E) method of deep processing.