Ch8 Exam Prep Memory Psychology Around Us 4ce Test bank - Test Bank | Psychology Around Us 4e by Nancy Ogden. DOCX document preview.
CHAPTER 8
MEMORY
CHAPTER LEARNING OBJECTIVES
1. Define the basic activities of memory and describe two major models of memory.
- Memory is our faculty for holding on to past events and past learning. It involves three basic activities: encoding, storage, and retrieval.
- Researchers typically take an information-processing approach to memory, talking about different memory stores that work together in a similar way to parts of a computer, each serving particular functions and holding information for varying lengths of time.
- PDP or connectionist models of memory suggest that information is stored not in a particular neuron or location in the brain, but instead across a network of connections.
2. Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
- Encoding refers to taking information in and putting it into memory.
- Encoding can happen either automatically or through effortful processing. Either way, however, a person must attend to something to put it into memory.
- One of the most common means of effortful processing is rehearsal of material.
- Encoding takes place in the form of phonological, sound, or visual codes.
3. Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
- The retention of information in memory is known as storage. Information can be stored in memory for anywhere from fractions of a second to a lifetime.
- Sensory memory is the equivalent of the small buffer on your computer, holding a very brief visual or auditory copy of information so you can decide whether or not to encode it into working or long-term memory. Sensory memory may also help maintain the continuity of your sensory input.
- Working memory is a short-term store of slightly more information that allows us to conduct simple calculations, such as memorizing a phone number so we can dial it immediately, or remembering the beginning of a sentence as we come to the end of the sentence.
- It appears that, without rehearsal, we can hold 7 ± 2 pieces of information in working memory, although we can expand that capacity through techniques, such as chunking.
- Long-term memory appears to be both infinite in capacity and storage time.
- Information taken from working memory into long-term memory appears to be organized according to its meaningfulness and relation to other concepts in long-term storage.
- Information in long-term memory may be stored in the form of explicit memories of facts or in implicit memories, knowledge about how to do something. A person cannot always articulate implicit knowledge.
4. Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
- The access of information from memory is known as retrieval. Retrieval can be facilitated by retrieval cues that make memories easier to access.
- Retrieval cues can include priming, context, and enhancing meaningfulness of the memory by making them more personally or emotionally relevant.
5. Summarize key theories of why we forget information and sometimes distort or manufacture memories.
- Forgetting is the inability to recall information that has previously been encoded.
- Initially, researchers believed that failure to access information regularly led to its loss from awareness, a theory known as decay theory. This theory is less popular now, and researchers instead emphasize other problems with remembering.
- Interference theory suggests that information gets in the way of proper encoding of information, preventing it from being remembered later. Retroactive interference comes from new information that interferes with previous memories. Proactive interference comes from earlier memories that interfere with new ones.
- Motivated forgetting hypothesizes that we try to purposely forget information that is unpleasant, embarrassing, or painful.
- In addition to being forgotten, memories can also be distorted or manufactured. We can make source misattributions, where we forget where information came from. We can also be exposed to new information that distorts previous information (as described in interference theory). Also, our own imaginations can play a role in distorting how our memories play out.
6. Describe how the brain is involved in memory.
- Because scientists have not been able to pinpoint the place where memories are stored in the brain, they have concluded that there is no single storehouse. Instead, memory appears to be a process, resulting from activation patterns throughout the brain.
- However, structures like the prefrontal cortex are extremely important in helping people hold information in working memory and to work with it as long as it is needed. Also, the hippocampus and other parts of the neocortex appear to be important in the transfer of memories into long-term memory.
- Memory itself appears to be a neural circuit, a network of neurons predisposed to trigger one another whenever one is activated. Through a phenomenon called long-term potentiation, repeated stimulation of certain nerve cells increases the likelihood that the neurons will respond strongly whenever stimulated.
7. Describe the kinds of memories and memory changes that characterize early life and later life.
- Babies and toddlers display many memories—from memories of faces, places, and objects, to memories of skills and procedures. But they do not retain memories of life events for very long.
- The slow development of the hippocampus may be responsible for the slow development of life event memories.
- Physical exercise seems to help prevent or slow down memory decline more than cognitive exercise does.
8. Describe physical and psychological disorders that disrupt memory.
- Disorders of memory can come about through aging, brain trauma, or the experience of traumatic events. Organic memory disorders, involving physical causes, include disorders such as amnesia and dementia. Major losses of memory without a clear physical cause are known as dissociative disorders.
- Amnesia refers to the inability to remember things before (retrograde) or after (anterograde) an organic event, such as a head injury or brain surgery.
- The other major class of organic memory disorders is dementia, characterized by severe memory problems combined with losses in at least one other cognitive function, such as abstract thinking or language.
- The most common form of dementia is Alzheimer’s disease, a severe progressive form of dementia that accounts for at least half of all dementia cases.
- The brains of people with Alzheimer’s disease have an extraordinarily high number of neurofibrillary tangles and senile plaques. The disease may stem from malfunctions of certain proteins or neurotransmitters involved in the normal formation of memories. A tendency toward developing these biochemical problems may be genetically inherited.
MULTIPLE CHOICE QUESTIONS
1. The process of retaining information over time is known as ___________________.
a) maintenance
b) elaborative rehearsal
c) sensory retention
d) storage
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
2. In a computer model of memory, _____ would happen at the keyboard, _____ on the hard drive, and _____ on the monitor.
a) retrieval; storage; encoding
b) encoding; storage; retrieval
c) storage; encoding; retrieval
d) encoding; retrieval; storage
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
3. If memory were analogous to a movie, recording would be to ___ as replaying would be to ___.
a) encoding; retrieval
b) storage; retrieval
c) encoding; storage
d) storage, encoding
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
4. Depositing money into your bank account could be compared to ___.
a) encoding information into memory
b) storing information in memory
c)retrieving information from memory
d) both encoding and storing information in memory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
5. If _____ differs, your ability to recall information is lower and therefore your performance on the exam suffers.
a) familiarity
b) emotional state
c) context
d) encoding specificity
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
6. One reason we remember emotionally arousing events better than neutral events is that emotional events are more likely to be
a) effortful.
b) rehearsed.
c) semantic.
d) deliberate.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
7. Martina is studying her psychology notes for the test tomorrow, trying to get everything that she needs to know in her memory. What basic activity of memory is Martina doing?
a) encoding
b) storage
c) retrieval
d) processing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
8.The brain _____________sensory information into a neural code, then _______________ for later use and then ________________ information by searching for the appropriate stored “files.”
a) encodes; stores; retrieves
b) encodes; retrieves; stores
c) stores; encodes; retrieves
d) stores; retrieves; encodes
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
9. The storage systems included in the Three-Stage memory model are ________________.
a) sensory, perceptual, and factual
b) semantic, episodic, and long-term
c) sensory, working, and long-term
d) encoding, storage, and retrieval
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
10. When information is not transferred from sensory memory or short-term memory, it is assumed to be _______________.
a) processed previously
b) irrelevant information
c) old information being replaced by new information
d) lost
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
11. An icon on your computer screen is a small visually descriptive representation of something it represents. This could be an analogy for ___ memory.
a) sensory
b) working
c) long-term
d) short-term
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
12. Shanti was staying at a friend’s house and was unfamiliar with the room she had been given to sleep in. At bedtime, she had to turn off the light by the door and make her way in the dark across an unfamiliar room. So, she took a look around, snapped off the light, and made it to the bed without knocking into anything. Shanti’s ability to recall the spatial layout of the room in the dark was due to her _____ memory.
a) long term
b) declarative
c) working
d) sensory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: What Is Memory?
13. Athena is looking up a postal code for a letter she needs to mail. She finds the postal code and says it repeatedly in her head as she writes it on the envelope. According to the information-processing model of memory, what memory store would Athena be using?
a) sensory memory
b) working memory
c) permanent memory
d) long-term memory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
14. Luke is walking in the park with his mom, and they pass a man wearing a yellow shirt. Luke continues walking for a few minutes, then his mom asks if he liked the shade of yellow the man was wearing. Luke says he does not remember the shirt. What is the most likely explanation for Luke’s lapse in memory?
a) Luke saw the shirt only briefly and did not pay attention to it, so it was not committed to his short-term or long-term memory.
b) Luke saw the shirt but did not encode the memory, so it was not moved to short-term memory.
c) Luke noticed the shirt but cannot retrieve the encoded information from his short-term memory.
d) Luke stored the shirt as an echoic memory and now cannot retrieve it from his long-term memory.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
15. The teacher asks Emil when his birthday is, and he answers “June 13th”. According to the information-processing model of memory, what memory store would Emil be retrieving that information from?
a) sensory memory
b) permanent memory
c) short-term memory
d) long-term memory
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory
16. Which memory systems store memories?
a) Short-term memory and long-term memory
b) Sensory memory and short-term memory
c) Sensory-memory and long-term memory
d) Sensory memory, short-term memory, and long-term memory
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory
17. Working memory and long-term memory linked? Which of the choices below supports this statement?
a) The memory of an item in working memory can be used to cue the memory of an item stored in LTM.
b) We can retain information in working memory by repeating it until we need it.
c) Information eventually drops out of working memory and disappears.
d) Retrieval cues can be forgotten.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
18. Information not sent onto LTM from WM ______________.
a) is lost
b) stays in STM
c) is processed later
d) is sent back to the sensory store
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
19. Visual sensory memory is referred to as _________ memory.
a) echoic
b) iconic
c) impact
d) retinal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
20. Seeing light from a moving lit sparkler in a dark room as a continuous stream of light an example of _______________ memory.
a) lingering
b) 3D
c) echoic
d) iconic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
21. Information-processing is to connectionist as _____ is to _____.
a) network; individual
b) individual; network
c) encoding’ retrieval
d) retrieval; encoding
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
22. Which model of memory supposes that information moves along different memory stores?
a) information-processing model
b) connectionist model
c) executive function model
d) parallel distributed-processing model
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
23. If memories are stored as a network of connections based on our experiences, what would Hanh, a dairy farmer, most likely think of if she were presented with the word ‘milk’?
a) chocolate
b) cow
c) cookies
d) cereal
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
24. Bash argues that memory functions like a computer whereas Sadie argues that new information is stored in the brain with other relevant pieces of information, forming a network. Which model does each of these individuals draw on for their information about memory?
a) Bash advocates for the neural assembly model whereas Sadie advocates for the long term potentiation model.
b) Bash advocates for the information processing model whereas Sadie advocates for the parallel distributed processing model.
c) Bash advocates for the parallel distributed processing model whereas Sadie advocates for the information processing model.
d) Bash advocates for the long term potentiation model whereas Sadie advocates for the neural assembly model.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
25. _________________ is the ability to selectively process, or enhance, specific information for further processing, while simultaneously ignoring other information.
a) Interest
b) Concentration
c) Attention
d) Focusing
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
26. Whereas experimental psychologists refer to attentional control as __________, neuropsychologists refer to it as __________.
a) working memory; short-term memory
b) working memory; working memory
c) executive function; working memory
d) working memory; executive function
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
27. When you mentally rearrange the furniture in your bedroom before physically moving it, you are using ___.
a) your phonological loop
b) your visuospatial sketchpad
c) your central executive
d) maintenance rehearsal
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
28. Isaac is looking at some fabric and imagining the beautiful evening dress he could design out of it. It would have a draping back, fitted around the torso with a long draping skirt that trailed behind. What memory store would Isaac be using to imagine the finished dress?
a) visuospatial sketchpad
b) phonological loop
c) sensory memory
d) long-term memory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
29. In a computer model of memory, ____________ would happen at the keyboard, __________ on the monitor, and ______________ on the hard drive.
a) retrieval; storage; encoding
b) encoding; storage; retrieval
c) storage; encoding; retrieval
d) encoding; retrieval; storage
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
30. According to the parallel distributed-processing model, the networks formed when new information is joined to previously-encountered relevant information results in each of the following EXCEPT
a) sophisticated memories.
b) improved sensory memories.
c) richer memories.
d) broad knowledge.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
31. Payton’s mother came to stay with her for a few days. Payton loved her mother but was frustrated because her mother did not like the way Peyton had her living room set up and kept shifting Peyton’s furniture a bit to the right or left or closer of further from the wall. Consequently, Peyton kept stubbing her toe or knocking her knee or elbow into the moved furniture. Peyton could see the new placement of the items in her living room so why did she keep knocking into it?
a) The information is difficult to retrieve because it is stored along with so many other pieces of information in Peyton’s long-term memory.
b) The information was learned so long ago that it is no longer stored in Peyton’s long-term memory.
c) The information was not encoded because Peyton never really paid attention to where her furniture was placed.
d) The information was immediately displaced from Peyton’s working memory after it was encoded.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
32. The encoding of information through careful attention and concentration is called
a) implicit memory.
b) explicit memory.
c) effortful processing.
d) conscious encoding.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
33. When information is encoded with little effort or awareness, this is called
a) automatic processing.
b) effortful processing.
c) mnemonic devices.
d) schematic encoding.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
34. Which of the following statements is NOT true regarding automatic processing?
a) We are less aware of the attention we devote to automatic than to effortful processes.
b) Automatic processing does not require attention.
c) We are more aware attention in automatic versus effortful processing.
d) Effortful processing requires more attention than does automatic processing.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
35. Bethany is watching a movie on television with a very complex plot. She is also knitting a sweater at the same time. Miraculously, Bethany never misses a stitch of her knitting. This is because knitting used _________________ and watching the movie uses _________________.
a) sensory memory; working memory
b) working memory; sensory memory
c) automatic processing; effortful processing
d) effortful processing; automatic processing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
36. Which of the following statements is FALSE regarding automatic processing?
a) We are less aware of the attention we devote to automatic than to effortful processes.
b) Automatic processing does not require attention.
c) Automatic processing is only slightly disrupted by attention to other tasks.
d) Effortful processing requires more attention than automatic processing.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
37. Kelly has just asked Amanda how many times she has been to a local restaurant. Amanda is able to say “about four times” because she encoded the information using ______________.
effortful processing
a) subconscious processing
b) automatic processing
c) sensory processing
d) intentional processing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
38. Sarah is assessing attentional function and processing to encode. Sarah will likely find a ___ correlation coefficient if the participant were doing an effortful processing task and a ___ correlation coefficient on an automatic processing task.
a) low positive; high positive
b) near zero; near zero
c) high positive; low positive
d) high positive; high positive
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
39. Six-year-old Keegan was desperate to ride a bike, so his mother ran up and down the street with him until he was proudly able to pedal on his own, tongue between his teeth, focusing on maintaining a straight line and remaining upright. Now, nine-year old Keegan rides on dirt paths, drives over objects in order to be airborne, and so on, and does all this while talking to his friends about his next daredevil trick. For Keegan, initially riding a bike required ___ processing, now it requires ___ processing.
a) effortful; automatic
b) automatic; effortful
c) effortful; effortful
d) automatic; automatic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
40. Tahira is reading through her psychology notes and text in preparation for the upcoming midterm. She is trying her best to get the information into her memory, so she can do well. What kind of processing is Tahira doing?
a) automatic
b) implicit
c) effortful
d) mnemonic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
41. Which of the following does NOT reflect a true difference between effortful and automatic processing?
a) When Thomas first learned to drive, he found it distracting to play the radio. After driving five years, he can drive and sing along with the radio.
b) When Kylie was younger, she could not study while music was playing; now she finds she can study and have a conversation with her roommate at the same time.
c) Candace remembers some of the information she read in her textbook, but she remembers much more of what she read if she also attended the class lecture on the topic.
d) Terrance is able to fold his clean clothes and talk on his cell phone at the same time.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
42. Which notable researcher studied memory capacity by briefly presenting an array of 12 letters and asking participants to recall the top, middle, or bottom rows of letters as presented?
a) Henry Molaison
b) Hermann Ebbinghaus
c) George Sperling
d) Endel Tulving
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
43. When George Sperling flashed a chart of twelve letters for 1/20 of a second, how many letters did he find that his participants were able to remember?
a) three
b) six
c) nine
d) twelve
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
44. How did Sperling’s study establish that the length of iconic memory was about half a second?
a) He found that participants could report about half of a grid of 12 letters flashed for half a second.
b) He found that participants could report any stimulus in their visual field that was presented for at least half a second.
c) He found that participants could report stimuli in their dominant visual field for up to half a second.
d) He found that participants could report any stimulus flashed in their visual field if cued to do so within half a second.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
45. Which of the following is NOT a function of working memory?
a) It enables us to hold on to information that we need for short periods of time.
b) It helps move information into sensory memory for long-term storage.
c) It enables us to keep the beginning of a sentence in mind while we read the last part of the sentence.
d) It enables us to relate new sentences to previous sentences we have just read.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
46. Working memory is
a) memory for facts, images, thoughts, feelings, skills, experiences that may last a lifetime
b) memory specifically dedicated to working with facts
c) memory that is acquired through conditioning
d) temporary storage and processing of information that can be used to solve problems, respond to environmental demands, or achieve goals
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
47. The conscious repetition of information to ensure its encoding is called ___.
a) effortful processing
b) rehearsal
c) semantic coding
d) active encoding
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
48. Jonah’s wife left a voice mail for him for what he needs to pick up at the store. He repeats the list over and over in his head until he finds a place to write it all down. What strategy is Jonah using?
a) automatic processing
b) mnemonic devices
c) semantic encoding
d) rehearsal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
49. While driving to school, Mallory’s car broke down. She called her father on her cell phone and he told her the phone number of a towing company to call. Just then another motorist pulls up to ask if she needs help. After declining his help, she starts to call the towing company but finds she cannot remember the number. Which of the following would most likely explain Mallory’s memory lapse?
a) The phone number was only held in sensory memory.
b) Mallory did not transfer the phone number into long-term memory.
c) The motorist distracted Mallory and prevented her from rehearsing the number to move it from working memory to sensory memory.
d) Mallory was prevented from rehearsing the number so was unable to hold it in working memory.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
50. When you study in long, unbroken intervals of time, you are engaging in _____.
a) massed practice
b) distributed practice
c) long-term potentiation
d) the Ebbinghaus principle
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
51. Students who study for a test in long, unbroken intervals are engaged in _____ and are likely to perform _____ on that test.
a) mass review; better
b) review; perfectly
c) extended review; better
d) massed practice; poorly
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
52. Brady and Brody are taking the same psychology course, and each studied for 8 hours for the upcoming test. Brady studied 8 hours in a row the day before, and Brody studied 2 hours per day for the last 4 days. Which student will likely do better on the test and why?
a) Brady, because he learned everything at once
b) Brady, because he learned everything more recently
c) Brody, because his learning was spaced
d) Brody, because he engaged in automatic processing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
53. On weeknights, Jora studies in the early evening and uses the strategies of rehearsal and elaboration as she studies. Then she spends a few hours relaxing for bed, showers, and then settles into bed to sleep. Jora’s friend Sameer makes fun of her, telling her hat she is spending too much time studying, He covertly tapes his lectures and then plays them while he sleeps, leaving his free time as “fun time.” Who do you think is getting better marks and why?
a) Sameer is getting better marks. Jora cannot retain the material she encodes prior to sleep. Sameer is making efficient use of his time.
b) Jora is getting better marks. Her study strategy is good because information learned hours before falling asleep tends to be encoded in long term memory. Sameer will not learn the material on his tapes as information that comes to us when sleeping is not encoded.
c) Neither will be getting good grades. Jora is learning material encoded immediately prior to sleep and therefore it is unlikely to be rehearsed sufficiently encoding. Sameer will not learn the material on his tapes as information that comes to us when sleeping is not encoded.
d) Both would be getting good grades. Jora’s study strategy is good because information learned hours before falling asleep tends to be encoded in long term memory. Sameer is making efficient use of his time.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
54. Lynda is trying to hold a phone number in memory. The type of code Lynda would most likely be using is a ______________ code.
a) visual
b) phonological
c) semantic
d) rehearsal
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
55. Hana was in a hotel that used keypad access for entry into its shared rooms. She forgot the code for the office where she needed access to print a boarding pass. She went to the front office and asked the code. As she made her way back to the office, she continuously repeated the numbers until she got a chance to use them. Hana was making use of a _____.
a) phonological code
b) semantic code
c) syntactic code
d) linguistic code
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
56. One study asked participants to memorize 200 words of poetry, 200 nonsense syllables, and a 200 word prose passage. From shortest to longest how long did each set of material take to learn?
a) prose🡪 nonsense 🡪 poetry
b) prose 🡪 poetry 🡪 nonsense
c) poetry 🡪 prose 🡪 nonsense
d) nonsense 🡪 prose 🡪 poetry
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
57. Non-verbal information is to ________________ codes as verbal information is to ___________codes.
a) semantic; visual
b) semantic; phonological
c) phonological; visual
d) phonological and visual; semantic
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
58. Elodie needed an unbreakable pin number for her TSFA account but knew she always had trouble remembering pin numbers. She decided to create a pin combined from the digits representing the days of the month her nieces were born, from oldest to youngest. Which type of coding is Elodie using?
a) phonological
b) visual
c) semantic
d) eidetic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
59. Violet is describing to her co-worker the plot of the new movie she saw in the theater on the weekend. Violet probably encoded the information about the plot using ______________ code.
a) visual code
b) phonological
c) semantic
d) eidetic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
60. Ruby was in a hurricane that destroyed her family’s home, killed their pet, and badly injured her parents. There was a violent thunderstorm ahead of the hurricane and now whenever Ruby hears claps of thunder she is reminded of that day. Ruby encoded the tornado using _____ coding.
a) phonological
b) visual
c) semantic
d) long-term
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
61. ________ is a vivid memory of circumstances associated with strongly emotional or surprising events that trigger hormone release.
a) A photographic memory
b) A flashbulb memory
c) An eidetic memory
d) An effortful memory
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
62. Selma can recall what her friend Toni said to her a few seconds ago about going shopping together even though Selma was busy sending a text to her boss. What type of recall or memory is Selma using?
a) distributed recall
b) iconic memory
c) eidetic memory
d) echoic memory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
63. While learning the colours associated with our perception of the visual spectrum, Susan memorized “ROY G BIV.” What type of memory aid is this an example of?
a) aide-mémoire approach
b) mnemonic device
c) iconic encoding
d) episodic encrypting
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
64. Techniques used to enhance the meaningfulness of information as a way of making them more memorable are called _____________________.
a) semantic devices
b) mnemonic device
c) eidetic device
d) semantic code
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
65. Djeneba is studying for a geography test and is trying to remember the names of the Great Lakes. Her mother tells her to remember the word HOMES, which means Lakes Huron, Ontario, Michigan, Erie, and Superior. Djeneba’s mother has given her a(n)____________ to help her remember the Great Lakes.
a) semantic device
b) retrieval cue
c) mnemonic device
d) elaborative technique
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
66. Lila and Rudy are preparing for a history exam. They are working to remember the events leading up to World War II. Rudy says it is best to remember it in steps: first Germany invaded Poland, etc. Lila says it is easier for her to remember the events when she thinks of their similarity to World War I. What is the difference between Lila and Rudy?
a) Lila is using elaborate rehearsal to remember, whereas Rudy is using organization.
b) Lila is using rote rehearsal to remember, whereas Rudy is using elaborate rehearsal.
c) Rudy is using retrieval cues to remember, whereas Lila is using elaborate organization.
d) Rudy is using the acronym model to remember, whereas Rudy is using outline organization.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
67. What is the best way to learn a new concept and remember it during an exam?
a) method of loci
b) maintenance rehearsal
c) elaborative rehearsal
d) encoding specificity
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
68. Imagine you are at a conference in which you are introduced to several new people. Which strategy would most likely help you remember their names?
a) repeat the names silently or aloud while focusing on some unique aspect of the person
b) review a list of the names of participants in advance
c) focus on what you can say to each individual, so you forge a connection
d) visualize details of the various faces without practicing the names
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
69. After your friend breaks her leg skiing, you go to her home to make her something to eat. While she is napping, you open the top drawer of the kitchen cabinets to get a spoon. Then you reach up to the cupboard above the counter, expecting to find a plate and a glass. As you worked on serving your friend a meal, you relied on your __________of a kitchen.
a) schema
b) implicit knowledge
c) explicit knowledge
d) latent knowledge
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
70. You decide to go to your professor’s office to discuss your upcoming midterm. When you arrive, you are surprised to find that he has no books in his office and he has a big easy chair instead of the usual office chair. At first you think you might be in the wrong place because these items do not match your __________ of a professor’s office.
a) implicit understanding
b) schema
c) explicit understanding
d) latent knowledge
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
71. In the PQRST method for studying, what do each of the letters in the mnemonic stand for?
a) perform, question, review, self-recitation, teach
b) preview, question, read, self-recitation, test
c) prepare, query, review, source, trial learning
d) preview, quiz, read, scrutinize, teach
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Reference: How Do We Encode Information into Memory?
72. The maximum number of items that can be recalled in the correct order is called the
a) storage limit.
b) memory span.
c) memory limitation.
d) memory duration.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
73. Working memory can be considered an active temporary memory system that is analogous to the ___ in a computer.
a) RAM
b) hard drive
c) power supply
d) video card
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
74. Which of the following is NOT required for information to be stored in LTM?
a) New information must be attended to.
b) New information must be encoded and stored in sensory memory.
c) New information must be briefly stored in working memory.
d) New information must be encoded in working memory.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
75. Which of the following statements describes long-term memory (LTM), but NOT sensory or short-term memory?
a) LTM has unlimited capacity and duration.
b) Memories are more easily retrievable from LTM.
c) LTM requires maintenance and rehearsal of information to retrieve it.
d) Information from LTM is more readily forgotten.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
76. The key purpose of chunking is to
a) increase the duration of working memory.
b) increase memory for items by grouping them together based on sound.
c) develop a phonological code to supplement the visual code for information.
d) increase the capacity of working memory.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
77. Sean needed to memorize his Act III speech for Hamlet prior to the next rehearsal. In attempting to memorize the opening soliloquy, Sean focuses on the ___________ of what is being said in order to transfer the speech into his long-term memory.
a) superficial characteristics
b) emotional content
c) meaning
d) contextual implications
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
78. With regards to extending working memory, duration is to ______________ as capacity is to _____________.
a) maintenance rehearsal; chunking
b) elaborative rehearsal; maintenance rehearsal
c) chunking; maintenance rehearsal
d) chunking; elaborative rehearsal
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
79. In the words of George Miller, the capacity of working memory is the “magical number ___.”
a) nine, plus or minus two
b) six, plus or minus one
c) five, plus or minus two
d) seven, plus or minus two
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
80. Olavi’s eight year old daughter is having a birthday party with all fourteen of the girls from her class. Olavi has met two of the girls but none of the others. He is trying to remember all of their names. If Olavi has an average memory, how many of the new girls’ names he is likely to recall?
a) 3
b) 5
c) 7
d) 12
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
81. George Sperling presented a grid of letters for very brief periods of time to study sensory memory. He found that
a) even without a tone, participants were able to report most or all of the letters in the grid after a brief exposure.
b) the longer the delay between the appearance of the grid and the sound of the tone the greater the decline in performance.
c) the shorter the delay between the appearance of the grid and the sound of the tone the greater the decline in performance.
d) participants struggled with the task and reported few or no letters in the grid.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
82. Which psychologist is correctly matched with the memory stage he or she studied?
a) Sperling; sensory memory
b) Loftus; working memory
c) Ebbinghaus; long-term memory
d) Miller; sensory memory
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
83. You can extend the duration of WM through __________ and the capacity of WM through ______________.
a) maintenance rehearsal; chunking
b) elaborative rehearsal; maintenance rehearsal
c) chunking; maintenance rehearsal
d) chunking; elaborative rehearsal
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
84. Football experts looking at a playbook have an advantage over non-experts because the experts tend to use which strategy?
a) maintenance rehearsal
b) chunking
c) constructive processing
d) selective attention
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
85. Elite athletes who play team sports can quickly evaluate game dynamics and respond more quickly than novice players because they see meaningful patterns in the locations of opposing players. This is an example of ___.
a) eidetic memory
b) visuospatial sketchpad
c) chunking
d) elaboration
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
86. Which of the following best describes the process of chunking?
a) Anna listens to her mother’s grocery list and in her mind, she groups all the fruits together, then all the vegetables so she can easily remember what to get at the store.
b) Anna listens to her mother’s grocery list and then repeats the items aloud over and over again while driving to the store.
c) Anna listens to her mother’s grocery list and memorizes each item on the list in order.
d) Anna listens to her mother’s grocery list and creates an image in her head of each item, so she can easily remember what to get at the store.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
87. Riley is trying to impress his friends and his teacher. A challenge was proposed in class the other day, asking who could remember the most numbers in the pi sequence. Riley is trying to remember as many as possible. What would be the best way for him to commit this information to memory?
a) Riley should begin chunking the information to remember it in groups.
b) Riley should start chunking the information so that it will stay in his sensory memory.
c) Riley should practice rote rehearsal so that the information will be stored in his long-term memory.
d) Riley should practice rote rehearsal so that he can encode the information in groups.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
88. According to Elizabeth Loftus, our long-term memory system may hold as many as _______________ separate pieces of information.
a) one million
b) one billion
c) one trillion
d) one quadrillion
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
89. Which of the following would be least likely to be stored in long-term memory?
a) your license plate number
b) a song playing in the grocery store while you shopped
c) the events surrounding your grandmother’s illness and death
d) concepts you have studied for several weeks over several study sessions
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
90. Long-term memory be considered the memory system in which we hold all the information we have previously encoded and is now available for retrieval. It is analogous to the ___ in a computer.
a) RAM
b) hard drive
c) power supply
d) video card
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
91. Semantic is to ___ memory, as episodic is to ___ memory.
a) explicit; implicit
b) implicit; explicit
c) explicit; explicit
d) implicit; implicit
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
92. Hippocampus is to ___ memory, as striatum is to ___ memory.
a) implicit; semantic
b) explicit; semantic
c) implicit; explicit
d) explicit; implicit
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
93. A person’s memory of general knowledge of the world is called ______________ memory and is stored in the ____________ of the brain.
a) episodic; striatum
b) semantic; striatum
c) episodic; hippocampus
d) semantic; hippocampus
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
94. Salman knows that the capital of Newfoundland is St. John’s. This is an example of a(n) ___ memory.
a) implicit
b) semantic
c) episodic
d) procedural
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
95. ______________ is an example of episodic memory.
a) Remembering that Wundt is considered the father of modern psychology
b) That Tuesday comes after Monday
c) The CFL hockey scores for the week
d) The events on the day of your high school graduation
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
96. A person’s memory of personal events from his life is called ______________ memory and is stored in the __________ of the brain.
a) episodic; hippocampus
b) episodic; striatum
c) semantic; hippocampus
d) semantic; striatum
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
97. Clarissa is watching her daughter get ready for her wedding, and it is making her remember her own wedding day. She tells her daughter about how it was raining in the morning, and they were planning on being outside, so it was a concern, but then the sun came out and everything went ahead as planned. What type of memory would Clarissa be using to remember her wedding day?
a) episodic
b) semantic
c) procedural
d) implicit
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
98. Little Albert’s fear of the white rat is called _____________ memory and would be stored in the ___________ of his brain.
a) priming; hippocampus
b) priming; striatum
c) classically conditioned; hippocampus
d) classically conditioned; striatum
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
99. Kelsea has not ridden a bike in years, but when her and her husband rent bikes in Jamaica, she easily balances, turns, and stops her bike. What type of memory is Kelsea using?
a) procedural
b) semantic
c) episodic
d) classically conditioned
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
100. Josef has not been on skis since he was eleven years old. However, at forty, he found he was able to ski without any difficulty. This is because skiing requires the use of _____.
a) explicit memory
b) procedural memory
c) classically conditioned memory
d) semantic memory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
101. Prior exposure to a stimulus that facilitates or inhibits the processing of new information even when there might be no conscious memory of the exposure is called __________________.
a) priming
b) procedural memory
c) automatic processing
d) episodic memory
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
102. Matilde has met someone who she likes very much. However, this person has blonde curly hair, which reminds her of her last partner. This characteristic is getting in the way of Matilde’s physical attraction to this person. In this example the blonde curly hair is a ___.
a) prime
b) retrieval cue
c) tip-of-the-tongue cue
d) activation cue
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
103 Sophia arrives at her friend’s house for a dinner party. A storm is brewing and as she walks up to the darkened house, she remembers that the house reminds her of one she saw in a scary vampire movie. She knocks on the door, and when the door opens on its own Sophia screams. What is a reasonable explanation for her fears?
a) Sophia’s reaction has been primed by the movie she saw.
b) Sophia’s reaction is the result of classically conditioned memory based on her own fears.
c) Sophia’s fear is the result of an episodic memory of the vampire movie.
d) Sophia’s fear is the result of a semantic memory about where vampires live.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
104. The fact that we have ___ suggests that long-term memory is made up of a network of related associations. This concept of network is related to the _____ model of memory.
a) priming; connectionist
b) flashbulb memories; information processing
c) encoding specificity; PDP
d) primacy and recency effects; information processing
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
105. Semantic memory is to a(n) ___________, as episodic memory is to a(n) ________________.
a) dictionary; thesaurus
b) encyclopaedia; journal
c) diary; encyclopaedia
d) biography; novel
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
106. When you blow dry or straighten your hair in the morning, you are using _____________________.
a) priming
b) procedural memory
c) explicit memory
d) semantic memory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
107. Antonella and Enzo have been presented with a list of words. Antonella is asked to only look at whether the words are written in upper or lower case letters. Enzo, on the other hand, is asked to look at whether the words refer to a food or drink. Antonella will remember _________of the words because she processed them at a _________ level whereas Enzo processed them at a ___________ level.
a) more; deeper; shallow
b) more; shallow; deeper
c) fewer; deeper; shallow
d) fewer; shallow; deeper
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Reference: How Do We Store Memories?
108. The serial position effect suggests that people will remember ___________ items better than ___________ items on a list.
a) middle and end; beginning
b) beginning and end; middle
c) beginning; middle or end
d) end; middle or beginning
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
109. Rupert was asked to study a list of 12 words then write down as many of the words as he could remember. He found that he was able to remember the last four words better than the rest of the words. This is called the ___ effect.
a) recency
b) primacy
c) ordering
d) serial position
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
110. Anjali was the chair of a hiring committee. She was very concerned because the members of the committee seemed able to recall many more details about the first candidate interviewed than any details about the other four candidates who followed. This example demonstrates the _____.
a) primacy effect
b) retrieval failure
c) tip-of-the tongue phenomenon
d) recency effect
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
111. Damian’s pregnant wife lists off a dozen baby names that she likes, but then the doorbell rings and Damian must sign for a package. After he closes the door, his wife accuses him of not listening. To prove he had been listening and was able to remember the baby names, Damian begins to list the names he can remember. How is he likely to do?
a) He will not remember any of the names.
b) He will remember the names at the beginning of the list.
c) He will remember the names at the end of the list.
d) He will remember all the names.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
112. Which of the following is an example of the tip-of-the-tongue phenomenon?
a) Alonso said “poops” instead of “oops.”
b) Kaleb knows that there is a Toronto Raptor player, whose last name starts with an “L”, who played college ball for the San Diego State Aztecs, who came to Toronto in 2018, and who left to joining the Los Angeles Clippers, but he cannot remember his name.
c) Art remembered the name of his new neighbor, forgot it, then recalled it again, and decided to record it in his phone so if he forgot again, he could look it up the next time.
d) Lucas can remember all the lyrics to a song he has not heard in 25 years.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
113. Mara is trying to remember a word that means comparing two contradictory terms. She knows the word, uses it all the time, but CANNOT remember it. Mara says it is on the tip of her tongue. What is this an example of?
a) retrieval failure
b) encoding failure
c) interference theory
d) decay theory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
114. The _______________________phenomenon is the feeling that you can almost remember a word or event.
a) déjà vu
b) tip-of-the-tongue
c) retroactive interference
d) memory escape
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
115. Words, sights, or other stimuli that help us to recall information we need to retrieve from our memory are called _____.
a) mnemonic devices
b) retrieval cues
c) memory hints
d) primes
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
116. __________________ cues help us remember information that has been stored in memory.
a) Retrograde
b) Encoding
c) Retrieval
d) Processing
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
117. Gregor is going through some old photographs. He often sees people who looked familiar but cannot recall who they are and asks his mother for help. In this example finding familiar faces is a ___________task but being able to identify who the people are is a _______ task.
a) recall; recognition
b) recognition; recall
c) priming; recognition
d) recognition; priming
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
118. A memory task in which people are asked to produce information using no or few retrieval cues is called a(n) ___________ task.
a) recall
b) recognition
c) uncued
d) memory span
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
119. _____________ is easier compared to ____________ in tests of memory.
a) Recall; recognition
b) Recognition; recall
c) Recall and recognition produce the same results.
d) Recitation; regurgitation
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
120. Wyatt took a history exam that required him to remember names and dates from “scratch.” This lack of retrieval cues identifies what type of memory task format?
a) recognition
b) recall
c) essay
d) short answer
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
121. The original location where you first learned a concept or idea that will make it more likely to recall that information later if you are in the same location is called
__________.
a) a retrieval cue
b) a cued location
c) a context effect
d) specified encoding
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
122. For best retrieval, according to the encoding specificity hypothesis, it would be best to study for your psychology final exam _________________.
a) in the same room that the exam is being held
b) while watching television
c) in a study group
d) while lying on your bed relaxed
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
123. ___________ occurs when activation of one piece of information, leads to activation of another piece, and ultimately to the retrieval of a specific memory.
a) Retrieval cueing
b) Priming
c) Activation synthesis
d) Classical conditioning
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
124. Tomas bought a new red sports car last week. He only recalled seeing a few cars like it before he purchased his. However, since then he notices dozens of this same car on the road when he drives to and from work every day. Which of the following terms describes what Tomas is experiencing?
a) priming
b) unconscious coding
c) primary processing
d) declarative memory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
125. In answering this question, the correct multiple-choice option may serve as a _____ for recalling accurate information from your long-term memory.
a) specificity code
b) priming pump
c) retrieval cue
d) flashbulb stimulus
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
126. Mabel has both her laundry room and food storage in the basement of her home. Sometimes she will go downstairs and enter the laundry and storage area but then forget what she went to get. However, once she goes back upstairs, she immediately recalls what she had intended to find. Which of the following is the most likely explanation for Mabel’s enhanced recall once back upstairs?
a) Mabel benefits from implicit memory upstairs but not in the laundry/storage area.
b) Mabel is exposed to retrieval cues once she gets back upstairs where she encoded the memory.
c) Mabel’s arousal is lower in the laundry/storage area.
d) Mabel experiences less interference in the basement laundry/storage area than she does upstairs.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
127. If when you study you are rested and you study in an environment that keeps you relaxed but alert, the encoding specificity principle suggests you will do best when tested if you _____.
a) drink coffee before the test
b) use ear plugs during the test
c) study your notes just before the test
d) are relaxed and alert and have slept well the night before the test
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
128. If you drink coffee while you study for a test, according to state-dependent learning, what should you do when you are taking the test?
a) not drink coffee, because it will make you anxious
b) drink coffee to re-create the physiological state you were in while studying
c) not drink or eat anything; devote your entire focus on taking the test
d) drink coffee and wear ear plugs to tune out other noise and tune into the exam
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
129. Which example below best demonstrates mood-congruent memory?
a) Gene ran into a woman at the airport that he took a class with three semesters ago. He recognized her right away.
b) Even though Theresa moved away from New Brunswick when she was a child, she still has many fond memories of time spent there.
c) Whenever Penny is angry, she cannot help but remember the times her boyfriend lied to her.
d) Roman drank four cups of coffee so he could stay up late to study for his psychology test. He also drinks four cups of coffee before he goes in to write his test.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
130. Adam is at a gymnastics competition getting ready to perform. All of a sudden, he thinks about his first competition, in which he froze during part of his routine and ended up losing a lot of points. He is now convinced he will freeze during this competition as well. Why does Adam think of these two competitions together?
a) Adam is nervous, which triggered a memory from his past when he was nervous about a similar event.
b) Adam has linked the two memories through elaborate rehearsal, so when one event occurs the other is brought to mind.
c) Adam is activating general cues regarding his earlier experience, which has increased his anxiety about the competition.
d) Adam is nervous, which has caused a priming reaction bringing his repressed fears to surface.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
131. You have been studying psychology all semester and find you are very interested in the topic. Each night, you put on t-shirt and sweatpants, get comfortable in your favourite chair, and study for the next day’s class. Research on memory suggests that when you take your test, you should be in a ____________ state of mind.
a) excited
b) relaxed
c) nervous
d) neutral
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
132. Which of the following is NOT a way that researchers believe that emotions improve memory?
a) Processes of attention, organization and distinctiveness contribute to immediate effects of emotion on memory.
b) Short-term effects of emotion on memory are due to GABA.
c) Long-lasting emotional effects on memory can be attributed to the amygdala.
d) Emotionally-laden events are more likely to be rehearsed.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
133. According to the modulation hypothesis, long-lasting emotional effects on memory can be attributed to activation of the ________, and the immediate effects can be attributed to _____________.
a) amygdala; the hippocampus
b) hippocampus; attention, organization, and distinctiveness
c) hippocampus; recency effect
d) amygdala; attention, organization, and distinctiveness
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
134. Detailed and near-permanent memories of an emotionally-significant event, or of the circumstances surrounding the moment we learned about the event are called _____________.
a) photographic memories
b) retrieval cues
c) flashbulb memories
d) emotionally-enhanced memories
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
135. Cassidy will never forget the details of the day she found out that her best friend had died in an accident. Cassidy is experiencing a _____________ memory.
a) flashbulb
b) emotionally-dependent
c) state-dependent
d) snapshot
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
136. Many adults can vividly remember where they were when they learned of the March 11, 2011 earthquake and tsunami in Tōhoku, Japan. What is this type of memory called?
a) flashbulb memory
b) misinformation
c) long-term potentiation
d) source amnesia
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
137. The accuracy of flashbulb memories for specific details is generally ________.
a) lower than for other memories
b) the same as other memories
c) higher than other memories
d) varied, depending on circumstances
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
138. Ruban remembers the day of the 9/11 attacks with extreme vividness and clarity. He recalls that he was late for work that day, and that he was eating breakfast in front of the weather channel. Then the program was interrupted, and he remembers the images he saw on TV. He remembers feeling like he wished someone else was home to share this with, to verify that this was really happening. What is likely true about Ruban’s memory of the morning of 9/11?
a) His memory is accurate, and he is very confident about its accuracy.
b) His memory is accurate, but he is not very confident about its accuracy.
c) His memory is not accurate, but he is very confident about its accuracy.
d) His memory is not accurate, nor is he very confident about its accuracy.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
139. Your text describes a study (Cahill et al., 1994) in which participants either received a tranquilizer or a placebo and heard either an emotional or a neutral story. The accuracy of participants’ story recall was then assessed. Which alternative below correctly names and identifies the variables in this study?
a) independent variables – drug and story type; dependent variable – story recall accuracy
b) experimental variables – tranquilizer and story type; control variable – placebo
c) dependent variables – drug and story type; independent variable – story recall accuracy
d) experimental variables – tranquilizer and emotional story; control variables – placebo and neutral story
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how we retrieve information from memory and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Reference: How Do We Retrieve Memories?
140. The inability to recall information that was previously encoded is termed ___.
a) forgetting
b) retrieval failure
c) repression
d) interference
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
141. Decay theory is built on the notion that memories leave a ___________ in the brain when they are acquired which fades away over time if the person does not use it.
a) memory imprint
b) trace element
c) memory trace
d) weak memory
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
142. According to Ebbinghaus's forgetting curve, forgetting ___________________.
a) is initially rapid, then slows down
b) is initially slow, then speeds up
c) occurs at a steady rate over time
d) is rapid in the first half hour and then levels off
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
143. Which change in Ebbinghaus’ experiment would likely have helped him remember more of the material?
a) If the syllables had meaning.
b) If the syllables were longer.
c) If he had practiced them sooner.
d) If he had practiced them later.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
144. Aislinn returned home from her trip abroad after being away for six months and was excitedly talking to friends and family, catching up, as she unpacked. Unfortunately, for weeks afterward Aislinn had difficulty locating where she had put things. Which of the following might be an explanation for Aislinn’s problems finding her belongings?
a) a failure of retrieval
b) a failure of attention
c) a decay of memory
d) proactive interference
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
145. The ___________ theory of forgetting suggests that memories fade over time due to neglect or failure to access over a long period of time.
a) interference
b) proactive degradation
c) decay
d) retroactive degradation
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
146. Which theory of forgetting has to assume that there are physical memory traces?
a) interference
b) decay
c) motivated forgetting
d) repression
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
147. According to decay theory, we forget:
a) as our brains age and plasticity is largely diminished
b) due to physiological deterioration that is associated with information
c) because our association network becomes too complex and interconnected
d) as we learn new material of a similar nature
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
148. Decay is to interference as _____ is to _____.
a) competition; fading
b) fading; competition
c) repression; distortion
d) distortion; repression
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
149. The ___________ theory suggests that forgetting is influenced by what happens to people before or after they take information in.
a) decay
b) interference
c) retrograde
d) retroactive
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
150. Yasar’s paper on World War II was lost when a computer virus corrupted all his files. Jiayi cannot recall what she named the file for her paper and therefore cannot locate it on her hard drive. Yasar’s failure to retrieve his paper is analogous to the ___ theory of forgetting, whereas Jiayi’s failure better resembles the ___ theory.
a) interference; decay
b) repression; interference
c) decay; interference
d) decay; repression
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
151. Lucy found that studying for her philosophy exam made it more difficult to remember some of the information she had just studied earlier in the day for her psychology exam. Lucy was experiencing
a) retroactive interference.
b) proactive interference.
c) memory-trace decay.
d) retrograde interference.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
152. When Emmanuel called his new partner by his old partner’s name, it was an example of ____________.
a) proactive interference
b) retroactive interference
c) retrograde amnesia
d) anterograde amnesia
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
153. Rabiha was getting bombarded with telemarketer calls, so she eventually decided to change to an unlisted phone number. She then had to tell everyone her new number, and she was surprised at how often she would automatically say the old number. What kind of forgetting is Rabiha experiencing?
a) decay
b) retroactive interference
c) proactive interference
d) motivated forgetting
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
154. Owen has trouble remembering a friend’s new phone number; he keeps recalling the old number instead. Completing a rental application, Pippa finds she cannot recall one of her previous addresses, as she has had several addresses since. Owen is experiencing ___ interference; Pippa is experiencing ___.
a) retrograde; anterograde interference
b) proactive; retroactive interference
c) proactive; proactive interference as well
d) retroactive; proactive interference
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
155. New information interfering with old information is to _________ interference as old information interfering with new information is to ____________ interference.
a) proactive; retrograde
b) retrograde; proactive
c) retroactive; proactive
d) proactive; retroactive
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
156. The elderly show declines in __________ memory but not in ___________ memory.
a) retroactive; proactive
b) proactive; retroactive
c) prospective; retrospective
d) retrospective; prospective
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
157. Linette has had to learn the names of the new grade one students in her class for this year but is horrified to discovered that she keeps forgetting the names of the now grade-two children she taught the year before. Linette’s problem is an example of _____.
a) partial amnesia
b) forgetting
c) retroactive interference
d) proactive interference
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
158. Jessi was cyberbullied and persecuted in her middle school to the point of needing to be home schooled and then needing to be moved to a high school in another district. However, at this point, early in university, she has very little recollection regarding the details of these events. Jessi has been getting help from two different therapists in the health centre for generalized anxiety disorder. Dr. Durand has told Jessi that she most probably unconsciously pushed these events into her unconscious. Dr. Bertrand told her that it is probable that Jessi has little recall because she deliberately avoided thinking about these upsetting events and avoided anything that might make her recall them. Dr. Durand is probably a ___ psychologist, while Dr. Bertrand is likely a ___ psychologist.
a) psychodynamic; behavioural
b) cognitive; behavioural
c) psychodynamic; cognitive
d) cognitive; psychodynamic
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
159. Reasons for the distortion or manufacture of memories include all the following EXCEPT ___.
a) repression
b) source misattribution
c) misinformation
d) imagination
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
160. _____ is the unconscious process whereby disturbing or traumatic memories are hidden from consciousness.
a) Repression
b) Denial
c) Projection
d) Suppression
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
161. Which of the following is an example of motivated forgetting?
a) You accidentally called your partner by your ex's name.
b) You totally forgot about the time your bathing suit fell off when you dove into the pool in gym class.
c) Even though you have been there many times, you cannot remember how many windows are in your grandmother's living room.
d) You got high marks in high school math, but now you can hardly remember the quadratic equation.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
162. According to Freud, the function of repressed memories is to
a) prevent us from telling others about painful events.
b) prevent us from repeating our mistakes.
c) prevent us from experiencing anxiety or blows to our self-concept that the memories would bring.
d) to prevent others from finding out about things that have caused us pain.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
163. Will served two tours in Afghanistan, and on the last one, he saw a friend, Felix, get killed by a roadside bomb. Back in Canada, a therapist asked about Felix and Will had difficulty recalling details about his friend. Which type of forgetting may Will be experiencing?
a) suppression
b) repression
c) decay
d) interference
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
164. Although repression as a coping mechanism is considered possible in psychology, the concept of repressed memories of ________________, and their storage in the unconscious mind, is highly questionable by some researchers.
a) painful experiences
b) flashbulb memories
c) episodic memories
d) implicit memories
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
165. Tyler is telling his friend about the time he fell off his bicycle and had to get stitches in his chin. His mother interrupts him to tell him that it was actually his brother who had experienced this accident. Tyler had experienced
a) a source misattribution.
b) the misinformation effect.
c) proactive interference.
d) retroactive interference.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
166. When subsequent information distorts our memory of a previous experience, this is known as ______________________.
a) the sleeper effect
b) source amnesia
c) the misinformation effect
d) serial position effect
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
167. Will suffers from migraine headaches. While he is waiting to see the doctor, he sees an ad in a magazine for an over-the-counter migraine medication. Even though his doctor never gave him a prescription for his headaches, a week later he buys the over-the-counter medication because he is sure his doctor suggested it. This example illustrates
a) the misinformation effect.
b) a source misattribution.
c) retroactive interference.
d) proactive interference.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
168. Former US President Ronald Regan once talked about awarding a medal to a heroic pilot. It was later discovered that, although he truly believed he had experienced the event, it was actually the plot of a stage play. Which of the following best explains President Regan’s mistake?
a) He had experienced proactive interference.
b) He had experienced retroactive interference.
c) He made a source misattribution.
d) He had been exposed to misinformation.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
169. Remembering information, but not where it came from can lead to a distortion of memory known as _____________.
a) proactive interference
b) source amnesia
c) the misinformation effect
d) a source misattribution
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
170. If you frequently experience source misattribution, it is probably because
a) unreliable information that you previously dismissed is no longer discounted once you have forgotten the source.
b) you process so much information each day that it is hard to keep track of who said what.
c) you are more likely to forget items in the middle of a long list than items at the beginning or end of the list.
d) your memories are fallible and filled with personal constructions.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
171. ___ has studied the impact of misinformation on memory.
a) Bower
b) Miller
c) Sperling
d) Loftus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
172. After observing an uneventful interaction between two spouses, participants who were told that one of the spouses is a hostile person or an amorous person or a devious person, later remembered the actions of the spouse in a way that was congruent with the description they were given of the person. This illustrates
a) a source misattribution.
b) source amnesia.
c) the misinformation effect.
d) the recovery of repressed memories.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
173. Emilie is one of several witnesses to a store robbery and is asked to wait to talk to the detective and give her account of what happened. As she is waiting, she cannot help but overhear the witness who was ahead of her in line describe the mugger as a tall dark-haired man with an anchor tattoo. If Emilie is now more likely to remember the mugger in a similar way, what memory error is this?
a) source misattribution
b) motivated forgetting
c) the effect of imagination
d) exposure to misinformation
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
174. Loftus and her colleagues were able to demonstrate that simply changing one word in a question, for example, “smashed” from “hit”, had the effect of
a) causing participant “witnesses” to unknowingly distort their ‘evidence” to match the question.
b) causing participant “witnesses” to deliberately distort their ‘evidence” to match the question.
c) helping women to recall details of the accidents more accurately, but had no effect for men
d) helping men to recall details of the accidents more accurately, but had no effect for women
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
175. In a classic study on misinformation (Loftus et al., 1978), participants first viewed a brief film of a car accident. Some participants were then asked how fast the cars were going when they “hit” each other; other participants were then asked how fast the cars were going when they “smashed” into each other. Finally, all participants were asked if they saw broken glass in the film. The participants who were asked how fast the cars were going when they “smashed” each other remembered the cars as travelling faster than did participants who were asked how fast the cars were going when they “hit” each other. What did Loftus attribute this finding to?
a) source misattribution
b) motivated forgetting
c) the effect of imagination
d) exposure to misinformation
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
176. In the study outlined in the text where university students were instructed to recall events that had not actually occurred, which of the following explanations were offered as to why so many of the students were able to provide details of a false event?
a) Source misattribution and misinformation from others.
b) Source misattribution and imagination.
c) Misinformation from others and recovered memories.
d) Misinformation and imagination.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
177. How does previous learning impact relearning?
a) Previous learning has no impact on relearning.
b) Previous learning makes relearning slower.
c) Previous learning makes relearning faster.
d) Previous learning makes relearning more forgettable.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
178. In the study outlined in the text where university students were instructed to recall events that had not actually occurred, what proportion of the students actually believed the events had occurred and could “remember” details of the false events?
a) 1/8
b) 1/4
c) 1/3
d) 1/2
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
179. Skills such as encoding of explicit memories, storage of episodic and semantic memories, and implicit/nondeclarative retrieval occur in the ________.
a) basal ganglia and cerebellum
b) amygdala
c) thalamus
d) cerebral cortex
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
180. Since his motor vehicle accident, Eitan has experienced problems with acquiring new information, holding onto information temporarily, and working with information. Eitan has most likely sustained damage to his ___________ and it has affected his __________ memory.
a) hippocampus; long-term
b) hippocampus; working
c) prefrontal cortex; long-term
d) prefrontal cortex; working
Difficulty: Medium
Bloomcode: Application
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
181. Memories tend to be _____.
a) localized in the brain
b) distributed throughout the brain
c) localized in the hippocampus and amygdala
d) localized only in the hippocampus and prefrontal cortex
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
182. _____ work on maze memory in rats _____ for _____ models of memory.
How do the results of Lashley’s classic research on maze memory among rats inform an evaluation of connectionist models of memory?
a) Hebb’s; presents a challenge; three-stage.
b) Hebb’s; offers support; three-stage.
c) Lashley’s; presents a challenge; connectionist
d) Lashley’s; offers support; connectionist.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
183. Natasha is a graduate student who is replicating Lashley’s work as part of her thesis. She first teaches rats a complex maze and then removes various parts of their brains. Finally, she tests them again on the maze to see how much they remember. If she replicates Lashley’s results, what did she find?
a) that none of the rats remember the maze after brain surgery
b) that some of the rats remember the maze after brain surgery and some of the rats do not
c) that all rats retained at least some memory of the maze, no matter what part of the brain she removed
d) that the memory of the maze depending on the area of the brain removed
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
184. The prefrontal cortex is to _____________ as the hippocampus is to _______________.
a) sensory memory; long-term memory
b) long-term memory; working memory
c) working memory; long-term memory
d) working memory; working memory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
185. Research has shown the brain area that is especially active when acquiring new information is the ________________________.
a) prefrontal cortex
b) hippocampus
c) association area
d) thalamus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
186. Fiona is calculating the tip for her meal in her head and doing so requires her to hold some numbers in place while she manipulates others. What part of her brain will be especially active during this type of task?
a) amygdala
b) hippocampus
c) cerebellum
d) prefrontal cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
187. Farvell suffered a stroke and as a result his hippocampus was destroyed. How will this affect Farvell’s memory?
a) He will no longer have any long-term memories.
b) He will no longer be able to form any new long-term memories.
c) He will no longer have working memory.
d) He will no longer be able to retrieve any long-term memories.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
188. The process whereby repeated stimulation of certain nerve cells in the brain greatly increases the likelihood that the cells will respond strongly to future stimulation is referred to as _____________.
a) activation synthesis
b) parallel distributed-processing
c) neural activation integration
d) long-term potentiation
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
189. Which of the following questions regarding long term potentiation (LTP) is NOT accurate?
a) LTP creates a pattern that help memories form.
b) The effects of LTP last for quite a long time.
c) LTP memory traces are fairly static, existing in a fixed state.
d) LTP involves repeated stimulation of specific networks of neurons.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
190. Long-term potentiation (LTP) plays an important role in
a) transferring information from working memory to long-term memory and in improving the acquisition of long-term memories.
b) facilitating the movement of information through the memory system, from encoding to the formation of long-term memories.
c) encoding, especially in transferring information from sensory memory to working memory.
d) retrieving long-term memories, so they can be processed in working memory.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
191. Dr. Zimmerman is interested in the potential contribution of long-term potentiation to learning and memory. He administers one group of rats a drug that blocks long-term potentiation. Another group of rats receives an injection of an inert substance, such as sugar water. Next, he examines the rats’ maze-running performance. Dr. Zimmerman measures two dependent variables: trials-to-criterion (the number of trials the rats require before they can run the maze without making any wrong turns) and savings-on-relearning (the reduction in trials-to-criterion when the rats’ performance is examined several days later, after having had a break from the maze). Dr. Zimmerman finds that trials-to-criterion is higher among the rats given the drug than among the rats given the inert substance. Savings-on-relearning, though, is the same in the two groups of rats. How might Dr. Zimmerman interpret these results? Based on your text’s discussion, is this result consistent or inconsistent with existing research on long-term potentiation?
a) The results suggest that long-term potentiation aids learning, but not memory. This is inconsistent with the body of research on long-term potentiation.
b) The results suggest that long-term potentiation aids memory, but not learning. This is inconsistent with the body of research on long-term potentiation.
c) The results suggest that long-term potentiation aids learning, but not memory. This is consistent with the body of research on long-term potentiation.
d) The results suggest that long-term potentiation aids memory, but not learning. This is consistent with the body of research on long-term potentiation.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
192. Long-term potentiation is to ____________, as separating the encoding of new information from the retrieval of existing memories is to ____________.
a) dopamine; glutamate
b) glutamate; dopamine
c) dopamine; acetylcholine
d) glutamate; acetylcholine
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
193. In what way do manipulations of LTP in experimental animals affect memory?
a) Decreasing LTP decreases short-term memory capacity.
b) Decreasing LTP increases transfer from short-term memory to long-term memory.
c) Increasing LTP leads to better long-term memory.
d) Increasing LTP decreases susceptibility to decay of memory traces.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
194. Which of the following is NOT accurate regarding acetylcholine?
a) It separates the encoding of new memories and the retrieval of existing memories.
b) It is involved in working memory, but not long-term memory.
c) It controls the wake/sleep cycle.
d) It plays a role in the consolidation of memories.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
195. Which of the following neurotransmitters has/have been found to play a key role in memory?
a) glutamate
b) acetylcholine
c) glutamate and dopamine
d) acetylcholine and glutamate
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
196. Which of the following accurately shows the progress of memory development?
a) procedural memory – memory for novel objects – episodic memory – semantic memory
b) memory for novel objects – procedural memory – episodic memory – semantic memory
c) procedural memory – memory for novel objects – semantic memory – episodic memory
d) memory for novel objects – procedural memory – semantic memory – episodic memory
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
197. The preferential looking task suggests that
a) infants prefer to look at objects they have seen before.
b) infants prefer to look at objects they have not seen before.
c) infants prefer to look at human faces rather than objects.
d) infants prefer to look at animals rather than human faces.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
198. Gabby is your typical 1-year old. Which of the following is she LEAST likely to remember?
a) her grandmother’s face
b) her favourite cup
c) how to say ‘nana’
d) that grandma visited last week
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
199. Researchers believe as adults we usually cannot remember childhood events prior to our third birthday because ______________.
a) nothing remarkable usually happens to very young children
b) the brain circuits involved in memory develop slower than the brain structures
c) newer memories later in childhood crowd out the early ones due to retroactive interference
d) all memories eventually decay
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
200. Rosalee’s earliest non-emotional memory is of picking strawberries at her grandmother’s farm. Rosalee would most likely have been around the age of
a) 2.
b) 3.
c) 4.
d) 5.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
201._______________________ is the inability to look back into our childhood and remember important developmental milestones that occurred before our third birthday.
a) Infantile amnesia
b) Retroactive amnesia
c) Hippocampal developmental deficiency
d) Confabulation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
202. Dr. Clausen is interested in memory development in young children. How does she know that the episodic memory system is helped early in life by the amygdala?
a) We remember more early life memories from first thing in the morning.
b) Most early life memories are from a daily routine that gets repeated.
c) Most early life memories are emotional.
d) We remember more early life memories from talking to friends and family.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
203. Omar is going to be 67 years old this spring and is aging as an average adult of his age would. If his memory is also aging in an average way, which type of memory can he expect to see improvements in?
a) semantic memory
b) episodic memory
c) working memory
d) memory for negative events
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
204. Which of the following is true of young children and episodic memory?
a) They are capable of forming episodic memories, but not capable of storing them.
b) They develop episodic memory before they develop language.
c) Their hippocampus is fully developed, but the areas that the hippocampus send information to in the neocortex are not sufficiently developed to form episodic memories.
d) Young children are capable of storing episodic memories if adults help them rehearse the information.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
205. Seventy-year-old Clarissa is getting ready to go to a dinner party when she realizes she forgot to pick her dress up at the dry cleaners earlier in the day. Clarissa has had a failure of __________ memory.
a) prospective
b) retrospective
c) episodic
d) retroactive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
206. With regard to memory and the elderly, decline is to ___________ memory, as little decline is to ____________ memory, as improvement is to _________ memory.
a) procedural; semantic; working
b) procedural; working; semantic
c) working; procedural; semantic
d) working; semantic; procedural
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
207. Young children develop ____________ memory before they develop ____________ memory.
a) working; long-term
b) semantic; procedural
c) semantic and procedural; episodic
d) explicit; implicit
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
208. Madison is getting ready to go on a weekend camping trip. As she is leaving work on Friday, she remembers she has to stop to pick up food, bugs spray and bottled water. Madison is using her _____________ memory to prepare for her camping trip.
a) retrospective
b) prospective
c) retroactive
d) proactive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
209. Which of the following accurately matches the type of memory and the pattern associated with normal ageing?
a) Procedural memory – significant decline; semantic memory – slight decline; working memory – slight improvement
b) Procedural memory – significant decline; working memory; slight decline; semantic memory – slight improvement
c) Working memory – significant decline; semantic memory – slight decline; procedural memory – slight improvement
d) Working memory – significant decline; procedural memory – slight decline; semantic memory – slight improvement
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Reference: Memories in the Young and Old
210. The two basic groups of memory disorders are
a) anterograde and retrograde.
b) retrospective and prospective.
c) prospective and dissociative.
d) dissociative and organic.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
211. Which type of memory disorders are associated with physical causes?
a) dissociative
b) organic
c) retrieval
d) libidinal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
212. Which of the following is a TRUE statement regarding organic memory disorders?
a) Organic disorders primarily affect emotional stability and personality.
b) Organic disorders are associated with mental illness.
c) Organic disorders include brain injuries and medical conditions.
d) Organic disorders lack a clear physical cause.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
213. The most common types of organic memory disorders are
a) retrospective and prospective.
b) retrograde and anterograde.
c) amnestic and dementias.
d) cognitive and dementias.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
214. Loss of memory as a result of brain injury or trauma is called ___________________.
a) morbid forgetting
b) pathological retrieval failure
c) amnesia
d) Alzheimer's disease
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
215. Jack fell through the floor of his tree house and found himself in the hospital. He had no memory of his hospital stay and of events following his accident, which suggests he has developed ________________ amnesia.
a) retroactive
b) proactive
c) anterograde
d) retrograde
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
216. Loss of memory of events before an injury is known as __________________ amnesia.
a) Alzheimer's
b) retrograde
c) anterograde
d) retroactive
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
217. Retrograde amnesia is analogous to
a) having your hard drive erased.
b) disconnecting your keyboard from your computer.
c) neglecting to update your software to the latest version.
d) having a virus disrupt your operating system.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
218. Harry suffered some oxygen deprivation during a routine surgery and as a result he is no longer able to form new memories. He can read the same magazine repeatedly, hear the same jokes, or meet the same people – to him it is all like the first time. What kind of memory problem does Harry have?
a) retrograde amnesia
b) anterograde amnesia
c) dementia
d) dissociative memory disorder
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
219. Anterograde amnesia is analogous to
a) having your hard drive erased.
b) disconnecting your keyboard from your computer.
c) neglecting to update your software to the latest version.
d) having a virus disrupt your operating system.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
220. People with anterograde amnesia can often still demonstrate an ability to learn and form new _____________ memories.
a) semantic
b) episodic
c) procedural
d) autobiographical
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
221. Henry Molaison, the famous memory patient, had portions of his ______________ and _____________ removed as a treatment for severe epilepsy.
a) parietal lobes; amygdala
b) temporal lobes; hippocampus
c) frontal lobe; temporal lobe
d) thalamus; hippocampus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
222. Which of the following is true about Henry Molaison (H.M.)?
a) He had the left hippocampi, left amygdala, and parts of his left temporal lobes removed.
b) He had severe retrograde amnesia.
c) His procedural memory was damaged.
d) He was unable to recognize anyone he met after the surgery.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
223. The difference between retrograde amnesia and anterograde amnesia is that retrograde amnesia is ___ and anterograde amnesia is ___.
a) the inability to remember personal details; the inability to remember facts
b) gets progressively worse over time; shows improvements over time
c) due to an organic event; due to a dissociative event
d) the inability to remember things from before an organic event; the inability to form new memories after an organic event
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
224. Eighty-one year old Neena is exhibiting memory loss as well as difficulties with language and abstract reasoning. How would you identify Neena’s memory disorder, and why?
a) She may be suffering from amnesia. Memory loss is her primary symptom.
b) She may be suffering from dementia. She is experiencing memory loss, but she is also demonstrating other cognitive losses.
c) She may be amnesic. She is over 80.
d) She may have dementia. She is over 80.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
225. Severe memory problems combined with losses in at least one other cognitive function that occurs most commonly in old age is called _____.
a) senility
b) brain injury
c) dementia
d) age-related amnesia
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
226. The most common form of dementia is
a) chronic traumatic encephalopathy.
b) global dementia.
c) Alzheimer’s disease.
d) Retrograde amnestic dementia.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
227. Felix has Alzheimer's disease. Which of the following is he most likely to forget?
a) why his sisters tease him about his “many” girlfriends
b) how to tie his shoes
c) how to shift gears in his truck
d) how to use a razor
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
228. Eighty-year-old Hector has difficulty communicating, is very withdrawn, and does not recognize his daughter when she comes to see him in the nursing home. Additionally, when she tries to help him, Hector will often yell at her and try to strike her. Which of the following would most likely be true of Hector?
a) Hector is suffering from global dementia.
b) Hector has schizophrenic-related dementia.
c) Hector has moderate level Alzheimer’s disease.
d) Hector has advanced Alzheimer’s disease.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
229. Twisted protein fibres found within the cells of the hippocampus and certain other brain areas are called
a) neuronal knots.
b) neurofibrillary tangles.
c) senile plaques.
d) neuronal strands.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
230. Brain autopsies of patients with Alzheimer’s disease typically show _______________.
a) plaques and tangles
b) microscopic tears
c) tumours
d) evidence of seizure activity
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
231. Which of the following is at greater risk of developing Alzheimer’s disease?
a) Sukhbaatar, whose mother suffered from dementia due to stroke.
b) Beverly, whose mother suffered from dementia due to stroke.
c) Michael, who has suffered with depression.
d) Ebba, who has suffered with depression.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
232. Jan noticed her mom was constantly forgetting where she put her glasses. This did NOT alarm Jan at first, but over time she noticed the forgetfulness was worsening. Her mom would forget to turn off the stove or to lock the door — worst of all, she would forget the names of her beloved grandchildren. You know that Jan is concerned and advise her to research information about
a) early-stage Alzheimer’s disease.
b) retrograde amnesia.
c) cortisol deficiency.
d) late-stage consolidation.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
233. Sal and Riley are in a rehabilitation facility together. Both of their families come to visit them often. Sal calls his wife and children by name and recognizes them, but when they discuss the past, he sometimes does NOT remember the event. Riley does NOT recognize his wife most days, and rarely gets out of bed anymore. How are Riley and Sal different?
a) Sal has early-stage Alzheimer’s disease and Riley has late-stage Alzheimer’s disease.
b) Sal has early-stage Alzheimer’s disease and Riley has anterograde amnesia.
c) Sal has late-stage Alzheimer’s disease and Riley has anterograde amnesia.
d) Sal has anterograde amnesia and Riley has retrograde amnesia.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
234. Jason’s wife Claire does NOT have the same personality that she used to. Claire used to be kind and easygoing, but now she gets angry with Jason for no reason. She also used to love to play cards, but recently she has started to forget the rules and no longer wants to play. What is happening to Claire?
a) She is in the early to mid-stages of Alzheimer’s disease.
b) She is in the late stages of Alzheimer’s disease.
c) She is recovering from retrograde amnesia.
d) She is recovering from an injury to her cerebral cortex.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
235. Jelena and Bruno have both been diagnosed with Alzheimer’s. Which of the following would not be a possible difference between the two?
a) Jelena would have lower levels of sex hormones than Bruno.
b) Jelena would have more neurofibrillary tangles than Bruno.
c) Bruno would become more aggressive than Jelena.
d) Bruno would have lower levels of acetylcholine than Jelena.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
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