Deck 7: Memory and Training

Question 1

Which of the following is NOT a stage of memory?

A) retrieval
B) chunking
C) encoding
D) storage

Answer 1

B

Question 2

The _____ is used to rehearse words and sounds.

A) articulatory buffer
B) auditory-verbal loop
C) echoic store
D) phonological loop

Answer 2

D

Question 3

The episodic buffer is used to:

A) provide a temporary passive store in which components of working memory can interact with long-term memory
B) represent temporal information
C) represent information in a spatial form
D) provide a means to accurately track the passage of time

Answer 3

A

Question 4

Which of the following is NOT a function of the central executive?

A) control working memory activity
B) resist distraction
C) bind different perceptual features together to form one perceptual object
D) assign attentional resources to other memory sub-systems

Question 5

Reading span, operation span and counting span are all predictors of:

A) reading and listening comprehension
B) learning to write computer programs
C) perceived workload
D) academic performance

Question 6

Verbal-phonetic and visual-spatial codes of working memory appear to function:

A) cooperatively
B) serially
C) competitively
D) independently

Question 7

Working memory activities that require _____ are particularly susceptible to interference by concurrent activities.

A) object recognition
B) language processing
C) access to long-term memory structures
D) the order of information to be maintained

Question 8

Which of the following is NOT a role of the central executive?

A) temporarily hold and manipulate information stored in long-term memory
B) coordinate performance on multiple tasks
C) language learning
D) attend selectively to stimuli

Question 9

Stimulus/central processing/response compatibility refers to:

A) a component of template theory
B) a type of working memory analysis technique
C) design principles for auditory alerts
D) the best association of display formats to the codes of working memory

Question 10

_____ memory is a short-term sensory store that retains auditory information for a few seconds.

A) iconic
B) echoic
C) phonological
D) phonetic

Question 11

Short sequences of verbal material are better retained when presented:

A) over longer periods of time
B) by text
C) auditorily
D) visually

Question 12

The Brown-Peterson paradigm requires participants to:

A) retain a simple sequence of three random letters in memory for short intervals
B) rehearse a sequence of digits in the order in which they were presented
C) detect repeated stimuli within a sequence of rapidly presented visual stimuli
D) detect subtle changes within a complex visual scene

Question 13

Lewandowsky, Overauer and Brown (2009) argued that working memory decay is a function of time and:

A) pre-exposure to related stimuli
B) age
C) personality
D) interference by the material being remembered

Question 14

In the absence of rehearsal, information remains in working memory for about:

A) 2-3 seconds
B) 5-8 seconds
C) 10-15 seconds
D) 30-45 seconds

Question 15

Which of the following is NOT known to influence working memory capacity?

A) speed of rehearsal
B) encoding time
C) length of time it takes to say the to-be-remembered items
D) intelligence

Question 16

A set of adjacent stimulus units that are tied together by associations in the subject's long-term memory is known as a:

A) geon
B) chunk
C) gist
D) meta-unit

Question 17

Chunking can also be facilitated by:

A) workload
B) experience
C) context reinstatement
D) parsing

Question 18

_____ occurs as a result of a previous learning experience:

A) proactive interference
B) retroactive interference
C) a priori knowledge
D) remembering to remember

Question 19

Which of the following is NOT a general characteristic of expertise?

A) acquired through practice or training
B) provides a measurable performance advantage
C) involves generic knowledge
D) involves specialized knowledge

Question 20

In relation to expertise, an intrinsic task refers to a task that:

A) is not central to the domain of expertise
B) defines the domain of expertise
C) relies heavily on implicit memory
D) is part of a larger group of tasks

Question 21

Which of the following is NOT one of the three levels of SA (situation awareness)?

A) perception
B) projection
C) processing
D) comprehension

Question 22

The term long-term working memory refers to:

A) working memory that does not require continuous rehearsal
B) items that can be retained without rehearsal for several hours
C) exceptional memory capacity as shown by savants
D) skilled use of storage in long-term memory

Question 23

Forming an intention to perform a particular action at some point in the future relies on ____ memory.

A) prospective
B) implicit
C) transactive
D) explicit

Question 24

No decline in prospective memory is observed when involved in a task that is:

A) unrelated to the future action
B) frequent
C) related to the intended future action
D) novel

Question 25

An implementation intention comprises the action itself and:

A) a conscious intention to act
B) the future situation in which the intention must be executed within
C) continuous rehearsal
D) previous experience

Question 26

The sharing of information and knowledge within teams can be described in terms of a:

A) transactive memory system
B) collaboration management
C) taskwork
D) groupthink

Question 27

Which of the following is NOT a dimension of a transactive memory system?

A) specialization
B) coordination
C) credibility
D) communication

Question 28

Collaborative inhibition appears to be related to:

A) conscious constraint of a team process or behavior
B) inter-team dynamics
C) disruption in retrieval strategy through hearing another group member's recalled items
D) anti-social behavior

Question 29

What is the difference between Situation Awareness and Situation Assessment?

A) Situation Awareness is a state of knowledge, whereas Situation Assessment is the cognitive processes used to achieve that state
B) Situation Awareness does not involve mental effort
C) Situation Awareness utilizes explicit memory, whereas Situation Assessment utilizes implicit memory
D) Only experts can have Situation Awareness

Question 30

Durso and Gronlund (1999) propose that experts rely less on ____ and more on ____.

A) explicit memory / implicit memory
B) working memory / long-term working memory
C) facts / intuition
D) procedural knowledge / declarative knowledge

Question 31

The Situation Present Assessment Measure (SPAM) is an example of an _____ measure of Situation Awareness.

A) explicit recall
B) interruption-based
C) embedded
D) explicit retrieval

Question 32

Which of the following sentences about planning and problem solving is false?

A) a plan can be considered a strategy for solving a problem
B) problem solving is more about understanding; planning is more related to prediction
C) problem solving is more short term; planning is more long term
D) working memory plays a role in planning but not problem solving

Question 33

Why are people so good at the traveling salesman problem (relative to computers)?

A) they take advantage of the visual representation
B) they produce solutions where arcs cross each other
C) they avoid the use of heuristics
D) they use tables to compute the distances

Question 34

Which factors tend to increase planning difficulty (and the time to prepare a solution)?

A) choice options of unequal preference
B) choice options of equal preference
C) the number of competing alternative choices
D) a and c
E) b and c

Question 35

In transfer of training, the measure of savings is computed by:

A) the difference in training time to the criterion between the treatment group and the control group
B) the ratio of time to criterion for the control group divided by the treatment group
C) the difference in cost between the training and control group
D) the ratio of cost for the training group to cost for the control group

Question 36

As progressively more training time is given for a particular training strategy or technique, this will typically:

A) increase the transfer effectiveness ratio (TER)
B) decrease the TER
C) increase the TER only if the task is difficult
D) decrease the TER only if the task is difficult

Question 37

In transfer of training to a target environment, the transfer-cost ratio defines the ratio of:

A) training cost in the target environment to savings in the training environment
B) savings in the training environment to training cost in the target environment
C) training cost in the training environment to training cost in the target environment
D) training cost in the target environment to training cost in the training environment

Question 38

Negative transfer between task A and task B is likely to occur when the _____ between the two tasks.

A) stimuli and responses are the same
B) stimuli are the same but responses differ
C) stimuli are different but the responses are the same
D) stimuli and responses are different

Question 39

In training simulator design, which is cited as a factor of increasing fidelity between the training environment and the transfer environment?

A) increasing fidelity always helps
B) increasing stimulus fidelity helps, but response fidelity does not
C) fidelity must be near perfect for positive transfer to be found
D) increasing fidelity may distract attention from tasks to be trained

Question 40

Cognitive load theory posits three kinds of load. Which of the following is not one of these three kinds?

A) working memory
B) intrinsic
C) extraneous
D) germane

Question 41

Which statement best characterizes the effects of error prevention training strategies?

A) positive transfer improves as progressively more errors are prevented
B) a few errors in training can be beneficial
C) it has proven to be not effective in transfer
D) allowing perceptual errors can be helpful, but allowing response errors cannot

Question 42

Which type of part task training has proven to be least effective (demonstrating negative transfer)?

A) segmentation over time
B) fractionation between concurrent components
C) adaptive training (adaptively adding parts)
D) none of the above: all produce positive transfer

Question 43

According to research in cognitive load theory, taking practice tests on material to be learned for transfer will:

A) increase intrinsic load
B) increase extraneous load
C) increase germane load
D) all of the above

Question 44

Animation in computer-based instruction has been found to be a source of _____load.

A) extraneous
B) working memory
C) intrinsic
D) germane

Question 45

Which of the following is NOT one of the three factors that are important in determining how well skilled performance is remembered?

A) skill type
B) sequence of practice
C) expertise
D) individual differences

Question 46

When I remember an event in my own life (e.g., starting my first job) I am demonstrating

A) semantic memory
B) implicit memory
C) episodic memory
D) procedural knowledge

Question 47

Concerning active learning, when people make active choices, they are more likely to ___ information about these choices than when they passively witness another agent.

A) misinterpret
B) mix-up
C) forget
D) retain

Question 48

Which stage of memory refers to our ability to get things successfully out of memory.

A) storage (second stage)
B) encoding (first stage)
C) chunking (fourth stage)
D) retrieval (third stage)

Question 49

Results from the remember-know paradigm suggest that:

A) remembering and knowing are independent processes
B) we remember before we know
C) first we know, then we remember
D) remembering and knowing are dependent processes

Question 50

Which of the following skill types is most likely to show good retention:

A) perceptual-motor skills
B) cognitive skills
C) digital skills
D) skills requiring a sequence of discrete steps

Question 51

Describe Baddeley's (1986, 1995) model of working memory.

Question 52

What is the role of the central executive?

Question 53

What are the limitations of working memory?

Question 54

How is working memory disrupted by information learned at another time?

Question 55

What is long-term working memory?

Question 56

How can we improve our ability to remember to remember?

Question 57

What is a transactive memory system?

Question 58

Describe satisficing and opportunistic planning. What are some advantages and disadvantages of these strategies?

Question 59

What two factors trade off in the effectiveness of delivery of feedback? At what time, relative to instruction is feedback delivery optimal as a result of this trade-off?

Question 60

What is an example of a "spinoff effect" in error prevention training?

Question 61

What is an example of a "spinoff effect" in part task (fractionation) training?

Question 62

Describe the relationship between chunking and expertise?

Question 63

How can our understanding of memory contribute to improving teamwork?

Question 64

Why is memory so important to acquiring and maintaining Situation Awareness?

Question 65

What is the training-transfer dissociation discussed by Bjork? How might this affect student and instructor preference for a certain type of training technique or device?

Question 66

Consider the following knowledge representation concepts on interface design: recall versus recognition, mental model, retrieval cues, skill type.