Full Test Bank Memory Ch.8 Ogden - 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.
TRUE-FALSE STATEMENTS
1. Storing is the first step in the memory process and involves recoding information in the brain.
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. Working memory and short-term memory serve the same function.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
3. Automatic processing refers to the process by which we attend to environmental information with little or no conscious effort or thought.
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?
4. Sperling provided important insights into how working memory operates.
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?
5. Photographic or eidetic memories usually occur in adults.
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?
6. Mnemonic devises are examples of elaborative rehearsal.
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?
7. Information stored in long-term memory must enter working memory for it to be active for use in an ongoing task.
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?
8. Neuroimaging studies of brain-damaged patients suggest that implicit and explicit memories are stored using the same mechanisms.
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?
9. Episodic memory is a type of implicit 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?
10. Retrieval cues help people to remember information they are searching for.
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?
11. Recognition tasks are often harder than recall tasks.
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?
12. A feeling can serve as a cue for remembering information if that same feeling was present when encoding the information.
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?
13. Recent memory research suggests that flashbulb memories may NOT be as accurate as was once thought.
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?
14. According to interference theory, forgetting is dependent on what happens before or after information is learned.
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?
15. According to Freud, repressed memories are lost forever and NOT be retrieved.
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?
16. When false information is derived from an internal source (namely our own minds), it is referred to as memory distortions due to imagination.
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?
17. The association areas of the visual cortex are activated in both accurate and inaccurate memories.
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?
18. In the early work of Karl Lashley, it was determined that memory resides in one central storehouse within the brain.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
19. One of the most important brain structures involved in working memory is the prefrontal cortex.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
20. Long-term memory largely involves the hypothalamus.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
21. Neurons that use GABA are particularly likely to exhibit long-term potentiation.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
22. Neurons that exhibit long-term potentiation are commonly found in the hippocampus and neocortetx.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
23. As we age, we become more susceptible to forgetting and misremembering information.
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
24. Infants do NOT show any indication of memory until they are almost 6 months old.
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
25. After his surgery, Henry Molaison (H.M.) suffered from retrograde amnesia.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
26. Dementias only affect memory, NOT other cognitive functions.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
27. Older women are more likely to suffer from dementia than older men.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
MULTIPLE CHOICE QUESTIONS
28. All the following are basic activities of memory EXCEPT
a) encoding.
b) retrieval.
c) consolidating.
d) storage.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
29. Which of the following memory processes is associated with retaining memories for future use?
a) encoding
b) storage
c) retrieval
d) memorization
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
30. Saving money for retirement 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: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
31. Kamiko remarks that she needs to learn her text’s section on the structures of the brain for an upcoming test. Nikolas responds that he could not remember the function of the hippocampus on a test the preceding day. With respect to the three activities of memory described in the chapter, Kamiko is referring to ___, and Nikolas is referring to ___.
a) encoding; storage
b) retrieval; encoding
c) retrieval; storage
d) encoding; retrieval
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
32. Alina and her husband are buying their first home, and their agent is about to show them a listing. As Alina walks in, she quickly scans the environment and tries to take everything in. She knows that she will be relying on this memory when it comes to deciding, so she wants to make sure she remembers every detail. What basic activity of memory is Alina 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?
33. Which activity of memory involves recording new information in our brain?
a) encoding
b) processing
c) storage
d) retrieval
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
34. Which activity of memory involves recovery of information when it is needed?
a) encoding
b) processing
c) storage
d) retrieval
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
35. Ace is writing his psychology test and is trying to recover some specific information that he studied last night. What basic activity of memory is Ace 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?
36. Which of the following is a basic memory operation?
a) executive functioning
b) encoding
c) sensory memory
d) forgetting
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
37. Which of the following statements about encoding is accurate?
a) Encoding requires effort.
b) We must be aware of what we are attending to in order to encode it.
c) Encoding is automatic and does not require attention.
d) We do not encode most of the things we experience.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
38. Pawel is stopped on the street by a passer-by who wants to know if he knows of a good Thai restaurant in the neighbourhood. Pawel tries to recall the closest Thai restaurant. What basic activity of memory is Pawel engaged in?
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?
39. Which of the following sequences best reflects the order of stages in the three-stage memory model, from first to last?
a) sensory memory working memory long-term memory
b) working memory sensory memory long-term memory
c) sensory memory long-term memory working memory
d) working memory long-term memory sensory 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?
40. When we focus our attention on sensory memories, they
a) enter semantic memory.
b) bypass working memory and enter long-term memory directly.
c) enter working memory.
d) enter a feedback loop and continually re-emerge in sensory 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?
41. Information may last for ___ seconds in sensory memory. The capacity of sensory memory is ___.
a) a few; small
b) a few; large
c) about 30; small
d) about 30; large
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
42. According to the information-processing model of memory, which memory store holds a virtual copy of the environmental stimulus for a very brief amount of time?
a) sensory memory
b) working 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
43. Saville is driving with his wife Arielle when they pass an old Victorian house painted green and purple. They both look at the house as they pass, and Arielle finds it fascinating. Later, Arielle asks Saville if he liked the house, and he tells her he does not remember seeing it. What explains Saville’s forgetfulness?
a) Saville saw the house only briefly because he was driving, he did not attend to it as his wife did, so it was not committed to his short-term or long-term memory.
b) Saville saw the house but hated it and repressed the memory.
c) Saville noticed the house but cannot retrieve the encoded information from his short-term memory.
d) Saville stored the house as an echoic memory and now cannot retrieve it from his 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
44. On Canada Day, Ignas “wrote” his name in the air with a sparkler, and for a few hundred milliseconds he could see his name in the air. This example illustrates the brief visual storehouse associated with what memory store?
a) sensory
b) declarative
c) working
d) short-term
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: What Is Memory?
45. Sidney is driving home from work. She has travelled this route many times, so, although she is constantly scanning her environment, she is not really focusing her attention on it. Which of the following statements most accurately describes Sidney’s memory for the drive home?
a) She would remember everything she saw because it would be stored in sensory memory.
b) She would remember some of the things she saw because it would have been automatically transferred to working memory.
c) If prompted, she would be able to recall most of what she saw.
d) Anything she did not pay attention to would not have been moved from sensory memory and would be lost.
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?
46. Which memory store is paired with the correct fact?
a) sensory memory – large capacity
b) long-term memory – temporarily holds on to information for analysis
c) working memory – lasts a few seconds
d) short-term memory – relatively permanent
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
47. Isabella is watching late-night tv when suddenly an ad comes on for the most amazing non-stick frying pan that she has ever seen, and for only $19.99! She waits for the number to appear, then repeats it repeatedly in her head until she gets to her iPhone. According to the information-processing model of memory, what memory store would Isabella 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?
48. What type of memory storage is temporary memory that will be lost if it is NOT repeated before being passed on to long-term memory?
a) sensory
b) long term
c) working
d) episodic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
49. Which memory store is NOT paired with the correct fact?
a) sensory memory – large capacity
b) long-term memory – relatively permanent
c) working memory – lasts a few seconds
d) short-term memory – temporarily holds on to information for analysis
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
50. Which of the following is true about working memory?
a) It has a relatively large capacity.
b) Its capacity is limited to 5-9 items.
c) It maintains information for a few seconds or less.
d) It receives all its information from sensory 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?
51. Clarice presses <Ctrl-S> on her keyboard to save a document she has been editing. A file is then created on her computer’s hard drive. Clarice’s action is most nearly analogous to the memory activity of ___. The computer’s hard drive is like ___ memory in the three-stage memory model.
a) storage; long-term
b) storage; working
c) encoding; long-term
d) encoding; working
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
52. Phong worked long hours off and on for a couple of weeks on a paper. He now wants to access the paper to put the finishing touches on it before handing it in. However, he cannot recall what he named the file and therefore cannot retrieve the paper. The process of saving the paper is equivalent to the memory activity of ______ in the three stage model. Moreover, the paper’s virtual existence in the computer is equivalent to Phong’s ____ in the three-stage memory model.
a) storage; long-term memory
b) storage; working memory
c) encoding; long-term memory
d) encoding; working 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?
53. According to the information-processing model of memory, which memory store holds a relatively permanent record of a seemingly unlimited number of pieces of information?
a) sensory memory
b) working 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
54. Ivan is filling out a job application and is asked for his address and phone number. He quickly provides them for the receptionist to write down. According to the information-processing model of memory, what memory store would Ivan be retrieving that information from?
a) sensory memory
b) permanent memory
c) short-term 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
55. Which of the following statements about the information-processing model is accurate?
a) It has done little to spark interest in research.
b) It underestimates the number of basic activities involved in memory function.
c) It has been shown that particular brain areas correspond to each of the three processes.
d) It is a metaphor.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory
56. Long-term memory is like sensory memory in that they both
a) contain a visuospatial sketchpad and a phonological loop.
b) temporarily hold information for analysis.
c) have a very long duration.
d) have a very large capacity.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
57. According to the three-stage memory model, information must first enter _______________ memory, and transfer to ____________ memory, and then to ___________ memory.
a) sensory; working; permanent
b) working; sensory; long-term
c) sensory; working; long-term
d) working; working; long-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?
58. The role of attention in short term memory
a) is unimportant to the encoding process.
b) is crucial as it simultaneously enhances and inhibits incoming information.
c) is minor, its primary role is in long term memory.
d).is more bottom-up than top-down.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
59. As you drive down the street, you see many things but remember only a few. Which of the following might explain this?
a) You need to rehearse items to retain them in short-term memory.
b) Although you held it in working memory, you never stored it in long-term memory.
c) Most of the items you saw were only held in iconic memory which is very short.
d) You did not need the information, so you took it out of 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?
60. If you are in a shopping mall and you are trying to remember how to get to your favourite coffee shop, which part of memory are you using?
a) phonological loop
b) executive function
c) visuospatial sketchpad
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?
61. Which of the following is the most accurate description of the relationship between the information-processing and connectionist models of memory?
a) They are different models.
b) They are identical models.
c) They are similar models.
d) They model unique aspects of 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?
62. Information-processing is to connectionist models of memory as _____ is to _____?
a) stages; networks
b) networks; stages
c) visual; auditory
d) auditory; visual
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
63. Which model of memory supposes that information is represented in the brain as a pattern of activation across an entire neural network?
a) information-processing model
b) connectionist model
c) executive function model
d) 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?
64. Which of the following correctly describes the parallel distributed-processing model?
a) We store and retrieve memories piece by piece.
b) When we encounter new information, it is joined with other information in memory and neural networks are either newly formed or expanded.
c) It has three stages: sensory, short-term, and long-term memory.
d) It is like the information-processing model but includes working 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?
65. When Baddeley and Hitch asked participants to complete two tasks at the same time they found that as long as the two tasks were ____________they were successful. This finding supported the _____________ model of memory.
a) the same; three-stage
b) the same; information processing
c) the same; parallel distributed-processing
d) different; parallel distributed-processing
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
66. The fact that people can do two different tasks at once (e.g.: visual and auditory) but NOT two of the same tasks at once (e.g.: two visual) suggests that
a) information is processed in parallel.
b) processing of information is a serial event.
c) the flow of information passes from one memory store to the next.
d) visual information is processed with priority over auditory information.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
67. What evidence suggests that information is processed in parallel?
a) People can do two different tasks at once (e.g., visual and auditory) but not two of the same tasks at once (e.g., two visual).
b) People can do two of the same tasks at once (e.g., two visual) just as easily as they can do one of the tasks (e.g., one visual).
c) People can do two different tasks at once (e.g., visual and auditory) just as easily as they can do two of the same tasks at once (e.g., two visual).
d) People can do two of the same tasks at once (e.g., two visual) but not two different tasks at once (e.g., visual and auditory).
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
68. In the computer analogy, which of the following describes a key difference between the information-processing model and an actual computer?
a) A computer does not have a function that is like working memory.
b) A computer does not have specific structures that correspond to each function whereas memory involves a specific brain structure for each stage of memory.
c) A computer has specific structures for each function, whereas there are no specific brain structures for short-term and long-term memory.
d) With a computer, you can change the information in storage whereas memory is like an exact copy of what happened and NOT be changed.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
69. According to the ________________________, the barrage of information we encounter every day goes through three basic processes: encoding, storage, and retrieval.
a) three-stage model
b) tri-processing model
c) computer model
d) information-processing model
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
70. If memories are stored as a network of connections based on our experiences, what would Irena, an egg farmer, most likely think of if she were presented with the word ‘chicken’?
a) orange glazed chicken with stuffed rice
b) someone who is cowardly
c) eggs
d) rooster
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
71. For encoding to occur, individuals need to focus on environmental stimuli. This “focus” refers to what cognitive process?
a) attention
b) storage
c) retrieval
d) invigoration
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: What Is Memory?
72. You are comparing what you have read about a newly released movie with images you can recall from its advertising trailer and trying to decide whether to go see the movie. This is an example of how you might use your ___ component of working memory.
a) visual sketchpad
b) sensory memory
c) phonological loop
d) 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?
73. To decide which person to hire, Aislinn is reviewing her notes and thinking back on interviews she had with four potential job candidates. This is an example of how Aislinn is using her ___ component of working memory.
a) visual sketchpad
b) sensory memory
c) phonological loop
d) 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?
74. The visuospatial sketchpad and phonological loop are similar in that they are both
a) processed in parallel.
b) memory stores of working memory.
c) retrieval strategies for long-term memory.
d) unlimited in capacity.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
75. In what way are the phonological loop and visuospatial sketchpad similar?
a) They are both processed in parallel.
b) They are both memory stores of working memory.
c) They are both retrieval strategies for long-term memory.
d) They both have unlimited capacity but a limited duration.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
76. Mila has just witnessed a car hit a parked car and then speed off. She quickly makes note of the licence plate and says it repeatedly in her head. What memory store would Mila be using to rehearse the licence plate in her head?
a) visuospatial sketchpad
b) phonological loop
c) long-term memory
d) sensory 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?
77. Chania is in a play and is just about to go on stage. She starts thinking about her first line and how she will say it. What memory store would Chania be using to practice her lines in her head?
a) visuospatial sketchpad
b) phonological loop
c) long-term memory
d) sensory 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?
78. Alba is imaging now she will remodel her house. She knows she wants to knock out a kitchen wall to open the dining area, and then she knows that she will have a magnificent view out the front window. What memory store would Alba be using imagine her remodelled house?
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?
79. Drew is unable to recall whether Queen Elizabeth’s head faces left or right on the twenty-dollar bill. Which of the following is probably the best explanation for Drew’s memory failure?
a) The information is difficult to retrieve because it is stored along with so many other pieces of information in Drew’s long-term memory.
b) The information was learned so long ago that it is no longer stored in Drew’s long-term memory.
c) The information was not encoded because Drew never really paid attention to Queen Elizabeth’s head on the twenty-dollar bill.
d) The information was immediately displaced from Drew’s working memory after it was encoded.
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?
80. Gemma studies history immediately before she falls asleep, so that it will be the last thing that she learns each day. Holt plays tapes of his professor’s economics lectures while he sleeps, thinking he will absorb the material “subconsciously.” Armed with your knowledge of the psychology of memory, what might you tell Gemma and Holt?
a) I would tell Gemma that material encoded immediately prior to sleep is unlikely to be rehearsed sufficiently for its optimal retention. I would tell Holt that he will learn a surprising amount that way.
b) I would tell Gemma that she has a clever idea, because learning material immediately prior to sleep minimizes interference. I would tell Holt that the material on his tapes will not be encoded while he sleeps.
c) I would tell Gemma that material encoded immediately prior to sleep is unlikely to be rehearsed sufficiently for its optimal retention. I would tell Holt that the material on his tapes will not be encoded while he sleeps.
d) I would tell both Gemma and Holt that the material they are trying to learn is unlikely to be encoded given their strategies.
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?
81. Which statement best expresses the relationship between attention and the memory activity of encoding?
a) Attention is a by-product of encoding.
b) Attention is unrelated to encoding.
c) Attention is synonymous with encoding.
d) Attention is necessary for 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?
82. ___ occurs when information is encoded with little effort or awareness.
a) Automatic processing
b) Effortful processing
c) Mnemonic application
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?
83. Which of the following activities is correctly identified as either an automatic processing task or an effortful processing task?
a) memorizing a sonnet — automatic processing
b) estimating how long you have been studying English this evening — automatic processing
c) solving an algebra problem — automatic processing
d) driving a familiar route — effortful 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?
84. Erik has played the piano since he was four-years old. Now at age twenty, he plays in a local piano bar where he often chats with the customers while he is playing. Which of the following accurately explains Erik’s ability to do both tasks at the same time?
a) Erik does not require attention to talk to the customers.
b) Erik is using effortful processing to play the piano which does not require attention, so he is able to engage in the automatic task of talking.
c) Erik is using automatic processing to play the piano, so he is able to engage in the effortful task of having a conversation.
d) Erik was accustomed to his piano teacher talking to him, so he learned how to play and talk at the same time.
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?
85. A significant difference between effortful processing and automatic processing is
a) effortful processing is disrupted when a person performs other tasks or must attend to other information.
b) effortful encoding is not enhanced by extra work.
c) effortful processing is based on implicit learning.
d) effortful processing is largely reflexive.
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?
86. Which of the following statements is 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 just as aware of the attention we devote to automatic as to effortful processes.
d) Automatic processing requires more attention than does effortful 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?
87. You desperately need to study French vocabulary. Your roommate recommends that you sit at your desk and turn off the TV and your phone. Is this good advice?
a) Yes, it is good advice. Automatic processes are susceptible to interruption by distractions.
b) Yes, it is good advice. Effortful processes are susceptible to interruption by distractions.
c) No, it is not especially good advice. Automatic processes are not susceptible to interruption by distractions.
d) No, it is not especially good advice. Effortful processes are not susceptible to interruption by distractions.
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?
88. Joaquin is starting a job as a server in a high-end restaurant. He has taken the menu home so he can memorize all the dishes and prices. To do this, he has made flash cards and is continually studying and testing himself repeatedly. What kind of processing is Joaquin 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?
89. Talyah is preparing to drive to see her brother who has moved to an unfamiliar part of the city. She is trying her best to memorize the directions he is giving her for how to get to his house so she will not get lost. She is What kind of processing is Talyah engaged in?
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?
90. Dr. Simard measures the effort participants are devoting to a task using the product of heart rate and blood pressure. Dr. Simard would likely find a ___ correlation coefficient if the participant were doing an effortful processing task and a ___ correlation coefficient on an automatic processing task.
a) positive; positive
b) near zero; near zero
c) positive; near zero
d) near zero; positive
Difficulty: Hard
Bloomcode: Synthesis
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?
91. When you first learn to drive a car, you may have had to think about every step in the driving process. Now, after driving for five years, you find that you are usually able to drive without thinking about it. Initially driving required ___ processing, now it requires ___ processing.
a) effortful; automatic
b) automatic; effortful
c) effortful; effortful
d) automatic; automatic
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?
92. The difference between automatic processing and effortful processing is that automatic processing ___ and effortful processing ___.
a) does not allow for multitasking; does
b) does not require undivided attention; does
c) benefits from extra effort; does not
d) encodes sensory information; encodes cognitive information
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?
93. What is the difference between automatic processing and effortful processing?
a) Automatic processing does not allow for multitasking and effortful processing does.
b) Automatic processing does not require undivided attention and effortful processing does.
c) Automatic processing benefits from extra effort and effortful processing does not.
d) Automatic processing encodes sensory information and effortful processing encodes cognitive information.
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?
94. In the late 1950s and early 1960s, psychologist George Sperling conducted key studies of
a) long-term memory.
b) working memory.
c) effortful processing.
d) sensory 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?
95. The fact that participants in Sperling’s experiment could report any stimulus flashed in their visual field if cued to do so within half a second, this suggested that
a) our short-term visual memory is virtually perfect.
b) we need half a second to process new incoming information.
c) it takes roughly half a second for our dominant hemisphere to interpret a visual stimulus.
d) the length of iconic memory is about 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?
96. Aleksa is a participant in Sperling’s test of sensory memory, in which he is flashed a 3 x 4 grid of random letters for only 1/20th of a second. If Aleksa is asked immediately afterward, how many letters will he be able to report?
a) about half
b) one row
c) a few
d) all
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?
97. Adele is a participant in Sperling’s test of sensory memory, in which he is flashed a 3 x 4 grid of random letters for only 1/20th of a second. A half second following the grid going off, Sperling then sounded a low tone indicating that Adele needed to recall the letters in the bottom row of the matrix. How many letters will Adele be able to report?
a) about half
b) one row
c) a few
d) all
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?
98. ___ explains why you can recall what someone said several seconds ago, even if you were absorbed in another task when they first said it.
a) Attentional recall
b) Working memory
c) Auditory recall
d) Sensory memory
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?
99. A ___ code would be used to represent the meaning of an event.
a) visual
b) verbal
c) phonological
d) semantic
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?
100. What kind of code would we be using if we were representing the meaning of an event?
a) visual
b) verbal
c) phonological
d) semantic
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?
101. “She did WHAT?” your roommate exclaims as you relate an anecdote about a mutual friend. Your roommate is processing your story in ___ memory.
a) working
b) sensory
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?
102. Curtis is trying to remember the 16-digits of his new credit card. He finds that he is struggling with the last half of the number and is worried about this. What advice would you give to Curtis?
a) He is having a failure of working memory.
b) He will need to use a mnemonic device to encode the digits into memory.
c) This is normal as the average capacity of working memory is between five and nine digits.
d) He probably has difficulty with math and might even have dyscalculia.
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?
103. One way to ensure that information is encoded, is to consciously repeat it. This is known as
a) mnemonics.
b) rehearsal.
c) retrieval.
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?
104. Linnea has just finished visiting her uncle in the hospital and is told directions for how to get back to the highway. On her way to the elevator, Linnea repeats the directions over and over in her head, so she will not forget. What strategy is Linnea 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?
105. You and your friends decide to order a pizza. As you are ordering from the same place you have ordered from many times before, so you do not have to look up the number. This example demonstrates ___.
a) eidetic memory
b) mnemonics
c) massed practice
d) distributed practice
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?
106. Daria usually “crams” for tests the night before they are given. Jun-suh generally studies each of his courses for about 45 minutes each night throughout the term. Daria relies on ___, whereas Jun-suh uses ___.
a) effortful processing; automatic processing
b) distributed practice; massed practice
c) automatic processing; effortful processing
d) massed practice; distributed practice
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?
107. Jake and Jack each studied for 10 hours for the same psychology test. However, Jack studied 10 hours in a row the day before, and Jake studied 2 hours per day for the last 5 days. Who will likely to better on the test and why?
a) Jack, because he learned everything at once
b) Jack, because he learned everything more recently
c) Jake, because his learning was spaced
d) Jake, 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?
108. Lieke remembers the 16 ‘être’ verbs in French by remembering the name ‘Mrs. R. D. Vandertramp’ because each letter in the name corresponds to one of the 16 verbs. What memory strategy is Lieke using?
a) automatic processing
b) rehearsal
c) schemas
d) mnemonic devices
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?
109. Eito remembers the Big Five personality traits by remembering the word ‘ocean’, because each letter in ‘ocean’ corresponds to one of the five traits. What memory strategy is Eito using?
a) automatic processing
b) rehearsal
c) schemas
d) mnemonic devices
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?
110. Which of the following cases below illustrates superficial processing?
a) Pedi voted for the Liberal candidate in her riding because she thought he “looked trustworthy”.
b) Arlo lied to his wife about their financial affairs.
c) When Thea read her textbook, she took notes on the material and later merged her textbook notes with her class notes.
d) Emerson remembered his social insurance number 200 819 653 by remembering that his sister was born in 2008, his mother was born in 1965 and that he was the third child in the family.
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?
111. Elaborative rehearsal is an effective strategy because it can help you remember information as well as
a) understand information.
b) chunk information.
c) selectively forget unimportant information.
d) recall information.
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?
112. Learning about how cameras work and linking that information to what you already know about how the human eye works is an example of
a) chunking.
b) maintenance rehearsal.
c) encoding specificity.
d) elaborative rehearsal.
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?
113. Techniques of artificially adding information to less meaningful information to assist in remembering it are known as
a) elaborative techniques.
b) mnemonic devices.
c) rehearsal strategies.
d) eidetic methods.
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?
114. Sam’s friend is showing her how to light the pilot light on her furnace. Sam realizes that she will remember this process because it is like lighting a kerosene heater, which she already knows how to do. Her friend, who does NOT know how to light a kerosene heater, suggests that Sam could remember the process in sequential steps. Distinguish between Sam’s memory and her friend’s memory.
a) Sam is using elaborate rehearsal to remember, whereas her friend is using organization.
b) Sam is using rote rehearsal to remember, whereas her friend is using elaborate rehearsal.
c) Sam is using retrieval cues to remember, whereas her friend is using elaborate organization.
d) Sam is using the acronym model to remember, whereas her friend 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?
115. You are trying to remember an address long enough to enter it into Google Maps. Research suggests that you will probably encode the address using a(n) ___ code.
a) phonological
b) semantic
c) visual
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?
116. Esperanza is reciting a nursery rhyme to her two-year old daughter. Which type of coding did Esperanza most likely use to encode the nursery rhyme into memory?
a) semantic
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?
117. 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. She keeps repeating the number over and over until she could place the call. Which type of coding is Mallory using?
a) phonological
b) visual
c) semantic
d) numerical
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?
118. Your text describes a study in which 200-word poems were memorized more quickly than were 200-word prose passages, which in turn were memorized more quickly than were 200 nonsense syllables. That participants memorized poetry more quickly than prose may reflect the sound features one finds in poetry, such as rhyme and metre. Poetry, then, may allow one to take advantage NOT only of meaning, but also of distinctive ___ codes when trying to memorize it.
a) eidetic
b) visual
c) phonological
d) 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?
119. While we often use a ___ code to encode verbal information, we tend to use a ___ code to encode non-verbal information.
a) phonological or visual; semantic
b) phonological; visual or semantic
c) semantic; visual or phonological
d) visual; semantic or phonological
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?
120. To encode verbal information, we tend to use a ___ code; to encode non-verbal information, we tend to use a ___ code.
a) phonological or visual; semantic
b) phonological; visual or semantic
c) semantic; visual or phonological
d) visual; semantic or phonological
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?
121. The encoding of verbal and non-verbal information differs in that while verbal information uses a ___ code, non-verbal information uses a ___ code.
a) phonological; semantic and visual
b) visual or phonological; semantic
c) semantic; phonological or visual
d) visual; semantic or phonological
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
122. How does the encoding of verbal and non-verbal information in long-term memory differ?
a) Verbal information uses a phonological code, while non-verbal information uses a semantic and visual code.
b) Verbal information uses a visual or phonological code, while non-verbal information uses a semantic code.
c) Verbal information uses a semantic code, while non-verbal information uses a phonological or visual code.
d) Verbal information uses a visual code, while non-verbal information uses a semantic or phonological code.
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
123. Phonological is to semantic as ___ is to ___.
a) appearance; sound
b) meaning; sound
c) sound; meaning
d) sound; appearance
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?
124. Meaning is to sound as ___ is to ___.
a) pragmatics; syntax
b) syntax; pragmatics
c) phonological; meaning
d) semantic; phonological
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?
125. One major reason why our later memory of events may be flawed is that
a) we tend to rely on a semantic code to transfer information into long-term memory.
b) we have little flexibility with our memories.
c) our memories can only last 30 seconds without rehearsal.
d) we do not remember anything that we don’t attend to.
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
126. What is a consequence of the fact that we tend to rely on a semantic code to transfer information into long-term memory?
a) Our later memory of the events may be flawed.
b) We have little flexibility with our memories.
c) Our memories only last 30 seconds without rehearsal.
d) We cannot multitask very well.
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
127. 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 after hanging up, a passing motorist pulls up to ask if she needs assistance. After declining his offer of help, Mallory immediately calls the tow truck. Although she did not have a chance to rehearse the number, she finds the number easy to remember because the first three digits are the same as her own phone number and the last four digits are the same as the year in which she was born. Which type of coding is Mallory 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?
128. As you are watching television, you see an advertisement for pizza. The phone number for the pizza parlour has the same area code as your number and the rest of the number is advertised as EAT-PIZZA. Two weeks later you and your friends decide to order pizza and you immediately remember that number. If you did NOT rehearse the number, what type of coding must you have used to allow you to remember it?
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?
129. Theodore is in the military and has recently returned from Iraq. Sometimes, once home, if he sees a flash of light, Theodore cannot help but remember the flash of bombs going off during the war. This would suggest that Theodore encoded the bombings in Iraq 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?
130. Grady is writing his introductory psychology exam and is stuck on a question. He finds the answer when he pictures the relevant PowerPoint slide his professor used in class. Grady encoded the information he needs to answer the question using
eidetic memory.
a) a phonological code.
b) a semantic code.
c) a visual code.
d) a non-verbal 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?
131. Approximately 1 in ___ children encode images eidetically. Eidetic memory occurs ___ frequently among adults than among children.
a) 10; equally
b) 10; less
c) 20; equally
d) 20; less
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?
132. Mica, 5 years old, is very good at remembering details such as the jersey numbers of her favourite hockey players on the Montreal Canadians. When asked how she knows this, she says that she remembers them from [a highly detailed] team picture she has at home. This example illustrates what memory phenomenon?
a) semantic encoding
b) verbal encoding
c) retrieval
d) eidetic memory
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?
133. Franca is 4-years-old. He has a special skill where he can look at a photograph and then answer detailed questions about it after it has been taken away. Franca probably has ________.
a) visuospatial memory
b) autism
c) extremely high intelligence
d) eidetic memory
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?
134. According to your text, why do different people often seem to remember different details of the same event?
a) Long-term memories are coded in terms of overall meaning rather than specific sensory details.
b) Few people have the eidetic memory to recall events exactly as they occurred.
c) The type of code used to store long-term memories differs greatly from person to person.
d) Long-term memories tend to be coded at a superficial phonological level.
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?
135. Isadora knows that during a typical job interview she will be asked to tell the interviewer a little about herself and suggest why she wants the position. Isadora has developed a(n) ___ for job interviews.
a) semantic code
b) elaborated representation
c) mnemonic
d) schema
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?
136. Darin has just transferred in from another university. After his first class, he asks a classmate where he could find the library, student coffee shop, and the bookstore. Darin expects that the university would have all of these places based on his ___________ of a university.
a) schema
b) mnemonic assumption
c) implicit knowledge
d) explicit 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?
137. To make material easier to remember, the decision to use mnemonic devices on the one hand, or hierarchies and schemas on the other is best based on
a) how much material there is to remember.
b) how much time is available to learn the material.
c) how familiar one already is with the material.
d) how meaningful the material is.
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?
138. Nazani is using the PQRST method for studying. This method is based on organization and stands for
a) plan, question, rehearse, strategies, trial exam
b) preview, question, read, self-recitation, test
c) prepare, query, recite, store, try-out
d) practice, quiz, read, schema use, tell
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?
139. Leka’s grandmother was in hospital recovering from a stroke. She asked him to go to her house and pick up her Old Age Security cheque. She told Leka the keypad number: 0-2-1-3-0-8-0-4 for getting into her apartment and Leka wrote it on a piece of paper. Leka was chewing gum on the drive over and, without thinking, spit his gum into the paper and threw it out in the garbage next to the door. Leka did not want to bother his grandmother during this difficult time and so thought hard about the number. Eventually he recalled that it was a combination of both is mother’s and his own birthday months and days, with his mother first: 0213-0804 and he was able to enter the building. What two ways of organizing information did Leka’s grandmother use?
a) schematic verification and chunking
b) mnemonic assumption and explicit knowledge
c) chunking and elaboration
d) elaboration and hierarchical 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?
140. According to your text, in which of the three memory stages does storage occur?
a) long-term memory only
b) both working and long-term memory
c) working memory only
d) both sensory and 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?
141. Working memory contributes to each of the following important functions in our daily lives EXCEPT
a) carrying on a conversation.
b) reading.
c) solving mathematical computations.
d) Working memory is important for all these functions.
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?
142. To which of the following is working memory most nearly analogous?
a) a legal pad on which you jot temporary notes
b) a Post-It note reminding you of a future obligation
c) a file on a computer hard drive
d) a portrait hanging in a museum
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?
143. From which of the three memory stages does information enter working memory?
a) long-term memory only
b) sensory memory only
c) both sensory and long-term memory
d) semantic memory only
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?
144. 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?
145. Which psychologist is correctly matched with the memory stage he or she studied?
a) Sperling; working memory
b) Loftus; sensory memory
c) Ebbinghaus; long-term memory
d) Miller; working 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?
146. What is the capacity of working memory?
a) 1–8 items
b) 3–11 items
c) 5–9 items
d) 7–13 items
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?
147. Miguel is repeating a series of digits in the order in which he heard an experimenter read them. The experimenter is testing the capacity of Miguel’s ___ memory. Miguel should be able to repeat about ___ digits correctly.
a) working; 4
b) working; 7
c) sensory; 4
d) sensory; 7
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?
148. Henrik is having his memory span assessed. Which of the following could he be asked to do as part of the assessment?
a) Remember the last time he went to a restaurant.
b) Listen to a list of words and then repeat them back in the same order.
c) Name all the Canadian provinces.
d) Tie his shoe.
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?
149. Kieran’s working construction and as the new guy, he is in charge of ordering lunch for all the rest of the crew. They quickly ramble off their orders as Kieran tries his best to remember them all. If Kieran’s memory is average, how many lunch orders should he correctly remember?
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?
150. During an exam, Klaus found that he could look at questions and know the meaning of acronyms such as PET, MRI, fMRI, PET, and ERP. Although he found it difficult to encode the spelling of each word because that surpassed his 7 ± 2 working memory capacity, he knew the meaning of each letter. This example illustrates which method used to expand working memory capacity?
a) spelling
b) temporal overload
c) chunking
d) episodic buffer
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?
151. Amir sees an advertisement on television for a cover for his laptop that he really likes. At the end of the advertisement, the company flashes a phone number to call to order the cover. Although he does not write the number down, when he gets paid a week later, Amir remembers the number is 1-800- CALL-NOW. The advertiser has used the technique of ___________ to help customers increase the capacity of their _________ memory.
a) a mnemonic device; working
b) a mnemonic device; sensory
c) chunking; working
d) chunking; sensory
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?
152. Grouping pieces of information together to expand the effective capacity of working memory is termed ___.
a) chunking
b) clumping
c) consolidating
d) compacting
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?
153. Elzbieta has just been issued her SIN number, and she knows that it is very important to memorize it. She groups the numbers into three sets of three-digits to make it easier. What memory strategy is Elzbieta using?
a) priming
b) creating a hierarchy
c) rehearsal
d) chunking
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?
154. Tamir is a first-year undergraduate student and has been assigned a nine-digit student number. Tamir thinks of the numbers as thee sets of three-digits as a way to memorize them easier. What strategy is Tamir using?
a) priming
b) creating a hierarchy
c) rehearsal
d) chunking
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?
155. When you tell an acquaintance your telephone number, you do NOT recite the digits one by one at a constant rate, as in “3, 3, 7, 2, 3, 4, 8, 3, 9, 2.” Rather, you might say, “3, 3, 7. ... 2, 3, 4. ... 83, 92.” This exemplifies ___, a strategy to enhance ___ memory.
a) consolidation; sensory
b) consolidation; working
c) chunking; sensory
d) chunking; working
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?
156. Sari has entered a memory competition. Two of the challenges require her to memorize long sequences of information in a short period of time. Sari will then have to accurately repeat this information to the judges. What would be the best way for Sari to practice for her competition?
a) Sari should practice chunking random sets of data as a method of storing information in her short-term memory.
b) Sari should practice chunking random groups of numbers as a method of storing information in her long-term memory.
c) Sari should practice rote rehearsal at home so that she can use it during the competition to store information in her short-term memory.
d) Sari should practice rote rehearsal at home so that she can use it during the competition to store information in her long-term 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?
157. Our ability to chunk shows the interactive nature of ___________ and ___________ memory.
a) sensory; working
b) explicit; long-term
c) working; long-term
d) implicit; explicit
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?
158. The capacity of long-term memory is ___ that of working memory. Also, as compared to working memory, long-term memory is ___ variable from person to person.
a) larger than; equally
b) larger than; more
c) equal to; equally
d) equal to; more
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?
159. When we retrieve information from long-term memory,
a) it enters a phonological loop.
b) it is converted to a semantic code.
c) it is once again available to working memory.
d) it re-enters the memory system through sensory 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?
160. Which of the following would be least likely to be stored in long-term memory?
a) a song playing in the background while you are studying
b) material from your textbook that you have read several times
c) the phone number of your best friend from high school
d) what you did for your fifteenth birthday
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?
161. Which of the following would be most likely to be stored in long-term memory?
a) The people on the sidewalk as you drive home from work.
b) The song playing in the background when you are having coffee with a friend.
c) How to walk.
d) A recorded lecture played to you while you sleep.
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?
162. In the examples below, the organization of long-term memory is most nearly analogous to the organization of
a) a dictionary.
b) a computer’s directory structure.
c) an airline’s routes.
d) a menu.
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?
163. Which of the following factors are crucial for storing information in the long-term system?
a) attention 🡪 encode working memory 🡪 store working memory 🡪encode long term
b) sensory memory 🡪 encode working memory 🡪encode long term
c) attention 🡪 sensory memory 🡪 store working memory 🡪encode long term
d) sensory memory 🡪 store working memory 🡪encode long term.
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?
164. Explicit memory is to ___ memory, as implicit memory is to ___ memory.
a) episodic; procedural
b) episodic; semantic
c) semantic; episodic
d) procedural; episodic
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?
165. Explicit is to ____________ as implicit is to ___________.
a) unawareness; awareness
b) awareness; unawareness
c) semantic; episodic
d) procedural; priming
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?
166. The hippocampus is important in the storage of ___ while the striatum is important in the storage of ___.
a) long-term memories; short-term memories
b) episodic memories; semantic memories
c) procedural memories; declarative memories
d) explicit memories; implicit memories
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?
167. The ___ is important in the storage of explicit memories while the ___ is important in the storage of implicit memories.
a) reticular formation; amygdala
b) amygdala; fornix
c) fornix; hippocampus
d) hippocampus; striatum
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?
168. The difference between explicit and implicit memories is that explicit memories are memories ___, while implicit memories are memories ___.
a) that we can consciously recall; for which we have no conscious awareness
b) for personal events; for general knowledge
c) for motor activities; for cognitive activities
d) that are remembered long term; that are remembered short term
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?
169. Which of the following is a type of explicit memory?
a) classically conditioned memory
b) procedural memory
c) episodic memory
d) priming
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?
170. Memories that a person is consciously aware of knowing and can bring to mind at will are called
a) explicit.
b) episodic.
c) implicit.
d) semantic.
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?
171. Katrina has sustained damage to her hippocampus due to a stroke. What part of her memory is most likely affected as a result?
a) short-term
b) implicit
c) explicit
d) procedural
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?
172. Sergio was in a horrific car accident. As a result, he cannot form any new long-term explicit memories. What area of the brain did Sergio likely damage?
a) amygdala
b) basal ganglia
c) cerebellum
d) hippocampus
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?
173. Which of the following is NOT a type of implicit memory?
a) semantic memory
b) procedural memory
c) classically conditioned memory
d) priming
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?
174. Memories that a person is NOT consciously aware of knowing or having learned are called
a) explicit.
b) episodic.
c) implicit.
d) semantic.
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?
175.Saafir has sustained damage to his striatum. What part of his memory is likely to be affected as a result?
a) explicit
b) semantic
c) implicit
d) episodic
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?
176. Anja has had a stroke and as a result, she does not have any implicit memories. What area of the brain did Anja likely damage?
a) amygdala
b) striatum
c) cerebellum
d) hippocampus
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?
177. A person’s memory for general facts and knowledge is called
a) semantic memory.
b) episodic memory.
c) implicit memory.
d) procedural 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?
178. Which of the following is an example of semantic memory?
a) The events around the birth of your first child.
b) The winners of the figure skating pair competition at the Winter Olympics.
c) Your high school graduation party.
d) Your first day of college or university.
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?
179. A person’s memory for personal events or moments from their life is called
a) semantic memory.
b) episodic memory.
c) implicit memory.
d) procedural 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?
180. Kenneth and his wife, Susan, are watching their oldest son graduate from university, and this accomplishment is making them remember other important events in their son’s life: The time he caught the biggest fish at the Yacht Club, the time he got a grand slam and won the provincial championships, or the time he bought his first car with his summer job money. What type of memory would Kenneth and Susan be using to remember these events?
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?
181. Lucinda remembered getting a special doll for her eighth birthday. Which type of explicit memory is being described in this example?
a) semantic
b) episodic
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?
182. Having consumed too many alcoholic shots that night, Riley barely remembers her twenty-first birthday. That is, her ___ memory for this event is sketchy.
a) semantic
b) implicit
c) procedural
d) episodic
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?
183. Semantic is to ___, as episodic is to ___.
a) knowledge; events
b) events; knowledge
c) events; movement
d) movement; events
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?
184. Knowledge of facts and general knowledge is called ______________ memory, whereas knowledge of personal events is called ________________ memory.
a) informative; autobiographical
b) factual; episodic
c) semantic; episodic
d) semantic; procedural
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?
185. Semantic memory and episodic memory are the same in that they are both
a) types of implicit memory.
b) types of working memory.
c) types of explicit memory.
d) the first types of memory to develop in young children.
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?
186. The difference between semantic and episodic memory is that semantic memory is ___, while episodic memory is ___.
a) memory for personal events; memory without conscious awareness
b) memory for general knowledge; memory for personal events
c) memory without conscious awareness; memory for motor activities
d) long-term memory; short-term 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?
187. Lila broke her leg last summer and as such has not been able to ride her bicycle. After Lila’s leg heals, she finds she does not have to relearn how to ride her bike. This is because riding a bike involves ___memory, which is a subdivision of ___ memory.
a) procedural; explicit
b) conditioning; implicit
c) procedural; implicit
d) priming; explicit
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?
188. When Rebecca was six years old her grandfather ran tirelessly up and down the street behind her as she learned to ride her bike. As an adult, she frequently thinks about this day with her grandfather when she is out riding her bike. Rebecca’s memory of being with her grandfather is part of her _____ memory; whereas her ability to ride a bike is part of her _____ memory.
a) procedural; explicit
b) episodic; implicit
c) semantic; implicit
d) priming; explicit
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?
189. A person’s knowledge of how to ride a bicycle is called ___________ memory and is stored in the ____________ of the brain.
a) episodic; striatum
b) procedural; striatum
c) episodic; hippocampus
d) procedural; hippocampus
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?
190. Lucia has not been swimming in years, but when she falls out of the canoe at the cottage she easily stays afloat. What type of memory is Lucia 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?
191. Tim has just finished watching a horror movie. Afterward, when his cat knocks over a plant, Tim jumps in fright. This is an example of ___ which is part of ___ memory.
a) classically conditioning; implicit memory
b) priming, implicit memory
c) classically conditioning; explicit memory
d) priming; explicit 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?
192. Jiao watched a very scary movie earlier in the evening. Later that night, a severe thunderstorm causes the loss of power in her house. Jiao begins to hear every noise in her dark house, feels very afraid and has a sense that something bad is about to happen. This example represents which of the following concepts?
a) classically conditioned memory
b) procedural memory
c) startle reflex
d) priming
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?
193. Nicole highlights the margin-definition of terms in her psychology textbook; Nathan thinks about how each term applies to his own life or to other concepts in the chapter. According to the levels of processing model, ___ is more likely to recall and use the terms better on an essay exam because ___.
a) Nicole; she studied the information at a deeper level.
b) Nathan; he studied the information at a deeper level.
c) Nicole; Nathan focused too much attention on irrelevant details.
d) There should be no difference between them.
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?
194. Craik and Lockhart’s levels of processing model would predict that ___ would result in the best recall of previously studied content.
a) chunking
b) rehearsal
c) automatic processing
d) deep processing
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?
195. The concept that the order in which we are presented with information will affect how well we retrieve that information is called the ___ effect.
a) site-specific
b) hierarchical
c) ordering
d) serial position
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?
196. What happens to the serial position curve if the participant is asked to count backwards by 3’s for 20 seconds after the last list item is presented?
a) The primacy effect is stronger.
b) The recency effect disappears.
c) The primacy effect disappears.
d) The recency effect is stronger.
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?
197. In the serial position effect, delaying the memory test for 30 seconds ___________ because these words were not held/stored in ___________ memory.
a) decreases the primacy effect; working
b) decreases the recency effect; working
c) decreases the recency effect; long-term
d) decreases the primacy effect; long-term
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?
198. The jury has just finished hearing all the evidence in a robbery case. The prosecutor made his closing arguments first, followed by the defence attorney. When the jury was sent to the jury room, they seemed to remember more about the defence attorney’s arguments than the prosecutors. This example demonstrates the ___.
a) primacy effect
b) retrieval obfuscation effect
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?
199. Tamiko was asked to study a list of 12 words then write down as many of the words as she could remember. She found that she was able to remember the first four words better than the rest of the words. This is called the ___ effect.
a) recency
b) primacy
c) ordering
d) hierarchical
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?
200. Maeve and Diego are new teachers. They are in a workshop where they were presented with lists of children’s names for the fall, and they are working are remembering them. Each teacher was given several minutes to study the lists of names and were then asked to put down the list and write down as many names as they could recall. Maeve begins immediately to write out the names as soon as allowed but Diego has to answer a quick text from his partner first. In examining the names that each was able to recall, it is likely that Maeve shows a _____ and Diego shows a _____effect.
a) primacy; primacy
b) primacy; recency
c) recency; recency
d) recency; primacy
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?
201. Latif’s boss lists off a dozen items that he needs to bring to the meeting, but then Latif’s administrative assistant enters with a document that needs his signature. If Latif is asked to remember the list of items right after his assistant leaves, how is he likely to do?
a) He will not remember any of the items.
b) He will remember the items at the beginning of the list.
c) He will remember the items at the end of the list.
d) He will remember all the items.
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?
202. Jackie and Lola are studying lists of words. After ten minutes Jackie begins to write down all the words she remembers, and Lola makes a quick phone call before writing down the words she remembers. In examining the words that each remembered, it is likely that Jackie will show a ___ effect, and Lola will show a ___ effect.
a) primacy; recency
b) recency; primacy
c) recency; recency
d) primacy; primacy
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?
203. Dr. Castillo divides her class into two groups. Both groups must remember a list of words. Dr. Castillo tells Group A to record all the words they can recall as soon as they are finished listening to the list. However, Dr. Castillo tells Group B that once they are finished listening to the list, they must first say the alphabet backwards. In examining the words that each group remembered, it is likely that Group A will show a ___ effect, and Group B will show a ___ effect.
a) primacy; recency
b) recency; primacy
c) recency; recency
d) primacy; primacy
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?
204. Weeks ago, Amanda talked to a new person in her chemistry class. Although she could not remember his name, she remembered that it began with a “R” and that his mother is a professor in the Chemistry department at the University of Toronto and that her classmate cheers for the Calgary Flames. This frustrating condition in which information is right at the edge of consciousness is known as what memory phenomenon?
a) tip-of-the-tongue
b) tongue-tied
c) unconscious memory
d) episodic 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?
205. “I know it! It is um, ... um. It starts with ‘G’,” begins a trivia game contestant excitedly. The contestant is falling prey to the ___ effect.
a) tip-of-the-tongue
b) flashbulb memory
c) motivated forgetting
d) proactive interference
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?
206. A stimulus reminding you of the information you need to retrieve from memory is termed a retrieval ___.
a) probe
b) cue
c) clue
d) device
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?
207. A “oldie” song playing on the radio may remind you of events that occurred when the song was current. The song is acting as a retrieval ___.
a) device
b) schema
c) cue
d) prompt
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?
208. No one in the class can remember what part of the brain is involved in controlling fear and aggression. The professor decides to give the first letter of the correct answer. This is an example of a ___________.
a) encoding specificity cue
b) priming pump
c) retrieval cue
d) flashbulb stimulus
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?
209. Your text suggests that with respect to retrieval, sequential is to simultaneous as ___ is to ___.
a) recall; recognition
b) recognition; recall
c) activation; search
d) search; activation
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?
210. What is the difference between recall and recognition?
a) Recall involves retrieving information from long-term memory and recognition involves retrieving information from short-term memory.
b) Recall requires participants to produce information from memory and recognition requires participants to identify whether a specific item is new or old.
c) Recall involves automatic processing and recognition involves effortful processing.
d) Recall is improved with elaboration and recognition is improved with rehearsal.
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?
211. Skylar was a witness to a hit-and-run accident. First the police had her give them a complete statement of everything she saw and then they asked her to view a line-up of men to see if she could pick out the driver. Skylar’s statement would be an example of a _________ task, while the line-up would be an example of a ______________ task.
a) memory span; recognition
b) recognition; recall
c) recall; memory span
d) recall; recognition
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?
212. Asking students to explain the concept of classical conditioning on a test involves__________________.
a) recognition
b) recall
c) priming
d) retrieval cues
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?
213. Multiple-choice tests are to essay tests as ___ is to ___.
a) recall; recognition
b) recognition; recall
c) cueing; priming
d) explicit memory; implicit memory
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?
214. Multiple choice questions are to ____________, as essay questions are to _________.
a) priming; cued
b) cued; priming
c) recognition; recall
d) recall; recognition
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?
215. The experience of NOT being able to recall a memory but feeling like it is just on the edge of consciousness is called
a) priming.
b) state-dependent memory.
c) encoding specificity.
d) tip-of-the-tongue phenomenon.
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?
216. In a tip-of-the-tongue phenomenon, one feels like
a) they are not supposed to reveal a memory, even though it is accurate.
b) the environmental cues of learning and testing are too different.
c) the memory is extremely vivid and clear.
d) a memory is just on the edge of consciousness.
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?
217. When you are introduced to an older gentleman with a big bushy moustache, you cannot help but think of your Uncle Mustafa who also has a similar moustache. In this example the moustache 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?
218. Desislav has been reading a book about a fictional character who kidnaps people and keeps them in his attic. While at his friend’s house one evening, Desislav hears sounds coming from upstairs. All he can think is that there must be people locked in the attic. What is the most likely explanation for this thought?
a) Desislav’s thoughts are primed by the book he is reading.
b) Desislav’s reaction is the result of classically conditioned memory based on his own fears.
c) Desislav’s reaction is based on his semantic memory of the book.
d) Desislav’s reaction is the result of his own episodic memories.
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?
219. Stimuli that remind us of the information that we need to retrieve from our memory are called
a) primary stimuli.
b) retrieval cues.
c) state-dependent memories.
d) flashbulb memories.
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?
220. Multiple choice questions are often easier for students than essay questions. This is because the answer choices serve as ___.
a) primers
b) activation cues
c) retrieval cues
d) tip-of-the-tongue cues
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?
221. Silos wants to remember to exercise more often, so he keeps his running shoes right in front of his computer. That way, every time he sits at his computer, he is reminded about exercising. What is Silos doing in this example?
a) recognizing his need to exercise and his ability to forget
b) using his shoes as a retrieval cue for exercise
c) priming the idea of exercise with his shoes
d) creating a flashbulb memory out of a mundane event
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?
222. Dr. Deblanc is conducting an experiment. Two groups of participants study a word list in a psychology laboratory. Some time later, one group attempts to recall the words in the same laboratory; the other group tries to recall the words in a very different environment, a nearby city park. Dr. Deblanc is probably investigating the influence on memory of ___.
a) priming
b) interference
c) arousal
d) retrieval cues
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?
223. A witness is unable to recall much about a crime when she is questioned in the police station. A police officer leads the witness back to the scene of the crime. She is now able to supply more information than she could before. Which of the following is the most likely explanation for her enhanced recall?
a) The witness can take advantage of implicit memory at the crime scene, but not at the station.
b) The witness experiences less interference at the scene than at the station.
c) The witness is exposed to more retrieval cues at the scene than at the station.
d) The witness’s arousal is higher at the scene than at the station.
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?
224. Dagmar wants to do well on her psychology midterm. Given what you know about retrieval cues, what do you recommend to Dagmar?
a) that she stays up all night studying
b) that she writes the test in the same environment where she studied
c) that she drinks lots of coffee before the test
d) that she studies right before falling asleep
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?
225. The activation of a specific memory triggers the activation and potential retrieval of other memories. This is called ___.
a) priming
b) cueing
c) recall
d) distributed 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?
226. What phenomenon is evidence that our long-term memories are linked in a network of associations?
a) priming; connectionist
b) flashbulb memories; information processing
c) encoding specificity; PDP
d) primacy effect; 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?
227. Paisley has slept through her iPhone alarm. Although Paisley is still not awake enough to be aware of it, when it first goes off, it is playing a song that Paisley really likes. Later that evening when Paisley is at home, she decides to listen to music in her iPhone. She immediately chooses the song from the radio earlier that day. Paisley’s choice of this specific music reflects ___.
a) retrieval cues
b) memory cues
c) implicit cues
d) 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?
228. As Khloe was going into the café to have lunch, she saw a woman wearing a bright yellow dress. In the café, she decided she really wanted to eat a banana with her lunch. Khloe’s choice of fruit was most likely due to ____________.
a) retrieval cues
b) priming
c) encoding specificity
d) classical conditioning
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?
229. When activation of one memory triggers activation of other, related memories, this is called
a) recognition.
b) priming.
c) recall.
d) primacy effect.
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?
230. The idea that memory will be facilitated if the testing conditions match the conditions present during the study phase is called
a) serial position.
b) elaborative encoding.
c) encoding specificity.
d) priming.
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?
231. When the conditions of testing are the same as the conditions that were present when learning occurred, memory is facilitated. This phenomenon is called
a) serial position.
b) elaborative encoding.
c) encoding specificity.
d) priming.
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?
232. Violet was up late studying for an exam and, in doing so, drank four cups of coffee. According to the encoding specificity principle, what advice would you give to Violet to help her remember what she studied?
a) Do not ingest any caffeine before the exam.
b) Drink enough coffee to duplicate the arousal state she experienced when studying.
c) She may have to drink more than four cups of coffee as she may have developed a tolerance to it.
d) Drink a single cup of coffee to eliminate the nervousness of caffeine withdrawal.
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?
233. You have been "borrowing" your roommate's perfume all semester and wearing it while you furiously studied for finals. Now that it is finals week, she has caught on and hidden her perfume from you. According to the encoding specificity principle, what is likely to happen?
a) You will be unaffected by this new development.
b) You will not be as attractive to potential romantic partners.
c) You will associate the smell of that perfume with the stress of final exams.
d) You will perform worse on your finals without the smell of the perfume.
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?
234. Javier left the kitchen and went upstairs to get his wallet, but when he got there, he could not remember what he had gone to get. As soon as he went back into the kitchen, he remembered he had wanted his wallet. Javier’s experience best illustrates the ____________ principle of
a) contextual coding
b) cued encoding
c) encoding specificity
d) cue retrieval
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?
235. Dakota was really depressed as she studied for her psychology test in the library, and she ate a lot of candy as a result. According to state-dependent learning, what should Dakota do to maximize her grade?
a) Get depressed for the test.
b) Take the test in the library.
c) Eat a lot of candy during the test.
d) Study in many small sessions.
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?
236. Jaxon receives some stock tips when he is slightly drunk at an office party. Based on the notion of state-dependent memory, what might you predict regarding the likelihood that Jaxon will recall the tips the following week?
a) He will probably best remember the tips if he is sober.
b) He will probably best remember the tips if he has had a few drinks.
c) He will probably best remember the tips if he is drunk.
d) He is unlikely to remember the tips the following week whether he is sober, “tipsy,” or drunk.
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?
237. According to the research of Bower, which of the following pairs should demonstrate the best memory retrieval?
a) learned sad/tested happy
b) learned happy/tested sad
c) learned happy/tested happy
d) mood was unrelated to Bower’s test
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?
238. Emotion might enhance memory by different mechanisms. Which mechanism below is correctly matched with an example?
a) increased rehearsal – Portia remembers with vivid, almost surreal, clarity everything about the night that her Mom told her that she and Portia’s father were planning a divorce.
b) state dependent – During a test, Ramon tries to recapture the relaxed feeling he had when he studied the material earlier in the week.
c) retrieval cue – Quinn often views the pictures he and his wife took of their joyous honeymoon.
d) mood dependent – When her boyfriend embarrasses her in front of her co-workers, Serena thinks of other instances in which her boyfriend humiliated her in public.
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?
239. Sandy is sitting in her room worrying about finals. She suddenly begins thinking about her finals in relation to her failed driver’s test a few years before and panics even more. Why did Sandy think of these two things together?
a) Sandy is stressed, which triggered a memory from her past when she was stressed for similar reasons.
b) Sandy has linked the two memories through elaborate rehearsal, so when one event occurs the other is recalled.
c) Sandy is activating general cues regarding her earlier testing experience, which has increased her anxiety about her current test.
d) Sandy is stressed, which has caused her to experience state-dependent retrieval.
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?
240. Emotion might enhance memory by different mechanisms. Which mechanism below is correctly matched with an example?
a) flashbulb memory – Portia remembers with vivid, almost surreal, clarity everything about the night that her Mom told her that she and Portia’s father were planning a divorce.
b) context dependent – During a test, Ramon tries to recapture the relaxed feeling he had when he studied the material earlier in the week.
c) retrieval cue – Quinn often views the pictures he and his wife took of their joyous honeymoon.
d) modulation effect – When her boyfriend embarrasses her in front of her co-workers, Serena thinks of other instances in which her boyfriend humiliated her in public.
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?
241. How is a flashbulb memory different from a regular memory?
a) It is more accurate.
b) It is less detailed.
c) It represents one frozen moment in time, like a photograph.
d) Participants are more confident in its accuracy.
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?
242. Which of the events is least likely to result in a flashbulb memory?
a) September 11, 2001, terror attacks
b) the fun you had at your eighth birthday party
c) remembering watching as your cat got run over by a car when you were 10
d) watching Sidney Crosby score the game-winning goal in the men’s gold medal hockey game at the 2010 Winter Olympics
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?
243. Which of the events is least likely to result in a flashbulb memory?
a) September 11, 2001, terror attacks
b) winning “the most read books” prize in grade six
c) a new sibling coming into the home when you were four years old
d) being surprised with a new puppy, after wanting one for 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?
244. Phoebe and Cara were both in high school when massive tornadoes ripped through Barrie, Ontario. Phoebe, who lives in Joplin, remembers every detail, including what song was playing on the radio when the storms occurred. Cara is Phoebe's cousin and lives in British Columbia. Cara knows she was in high school at the time, but cannot even remember what grade she was in. What might explain this difference?
a) For Phoebe, her physical proximity and emotional connection to the tragedy resulted in a flashbulb memory, while for Cara it was stored as an ordinary memory.
b) Phoebe's emotional connection to the tragedy led to it being consolidated in memory, while for Cara, the event was moved out of her working memory.
c) Cara's emotional connection to Phoebe resulted in repression of the memory, while for Phoebe, her emotional connection resulted in a flashbulb memory.
d) Phoebe's emotional connection to the tragedy made it a permanent memory, while Cara lacked the hormones to embed the 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?
245. Malee remembers the day her little brother, who is now twelve, was brought home from the hospital following his birth like it was yesterday. She recalls that her mother came in the house first, and that she was standing in front of her dad who was holding the baby. Then her dad bent down to show the baby to Malee, and she remembers how her brother smelled that first time. What kind of memory is this?
a) implicit
b) recognition
c) photographic
d) flashbulb
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?
246. Lilian clearly remembers the day her mother crashed the car backing them out of the driveway in winter. They were going to daycare, and they were late, and her mother hastily asked Lilian if there were any cars coming on her side. Lilian did not want to upset her mother, so she said no, even though there was a car coming. They were lucky that no one was hurt. What kind of memory is this?
a) implicit
b) recognition
c) photographic
d) flashbulb
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?
247. The 9/11 attacks on the World Trade Center in 2001. Princess Diana’s 1997 death. The 1986 Challenger explosion. People’s explicit memories for the moment in which they learned of these events are termed ___ memories.
a) thumbnail
b) flashbulb
c) snapshot
d) photocopy
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?
248. A few years later, Spencer still remembers exactly what he was doing when he heard about the shooting in Las Vegas where 58 innocent people were murdered. Spencer is experiencing a ___________ memory.
a) snapshot
b) flashbulb
c) emotionally-enhanced
d) state-dependent
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?
249. Twenty-five year old Logan claims that he vividly recalls the day his dog, Figaro, was poisoned and died. He says he recalls every detail of that terrible day, fifteen years ago. What would research tell us regarding the accuracy of Logan’s flashbulb memory?
a) It is less accurate than Logan thinks.
b) Logan’s memory will be quite strong.
c) Since flashbulb memories are good for adults but poor for children, Logan’s memory will be inaccurate.
d) Since flashbulb memories are good for children but poor for adults, Logan’s memory will be accurate.
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?
250. Which of the following is the most probable correlation coefficient a researcher is likely to find between scores on a measure of the accuracy of participants’ flashbulb memories and participants’ ratings of their confidence that their flashbulb memories are accurate?
a) .80
b) .50
c) –.30
d) .10
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?
251. Every time Josh thinks about his wedding day, he finds himself choking up with emotion. According to the modulation hypothesis, what causes Josh’s emotional memory?
a) Josh’s hippocampus was highly activated during the encoding of the memory of the wedding.
b) Josh’s amygdala is activated by the retrieval of the memory of the wedding.
c) Josh’s amygdala was activated during the encoding of the memory of the wedding.
d) Josh’s hippocampus is activated during the retrieval of the memory of the wedding.
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?
252. Every time Emilio thinks about the birth of his son he is overcome with emotion. According to the modulation hypothesis, what causes Emilio’s emotional memory?
a) Emilio’s hippocampus was highly activated during the encoding of the memory of his son’s birth.
b) Emilio’s amygdala is activated by the retrieval of the memory of his son’s birth.
c) Josh’s amygdala was activated during the encoding of the memory of his son’s birth.
d) Josh’s hippocampus is activated during the retrieval of the memory of his son’s birth.
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?
253. Which statement best captures the consensus among researchers regarding the mechanism by which emotion might improve memory?
a) Emotion engages a special mechanism to facilitate memory.
b) Emotion enhances memory mainly because it serves as a retrieval cue.
c) Emotion promotes memory by a variety of mechanisms.
d) Emotion has a surprisingly negligible effect on memory.
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?
254. Which of the following is NOT one of the mechanisms discussed in the text by which emotion might enhance memory?
a) We often discuss emotional events with others, thus rehearsing them.
b) We often make connections between emotional events, thereby using elaboration.
c) Emotional events activate the amygdala, thereby causing long-lasting effects on memory.
d) Emotional events typically involve those we care about, so they act as an emotional cue.
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?
255. 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: 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?
256. 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 identifies the outcome of this study?
a) Those tranquilized recalled more details about the emotional story than those on placebo but the same about the neutral story.
b) Those on the placebo drug recalled more details about the emotional story than those on tranquilizers but the same about the neutral story.
c) Those tranquilized and those on placebo recalled more details about the neutral story than the emotional story.
d) Those tranquilized and those on placebo recalled the same number of details about the emotional story and the neutral story.
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?
257. Forgetting is best defined as
a) the inability to recall information that was previously encoded into memory.
b) the inability to store new information in memory.
c) the inability to encode information that was presented at an earlier point in time.
d) the inability to locate a piece of information in long-term 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?
258. Because memory is a constructive process,
a) errors and biases occur.
b) we remember things automatically, almost as though we have an internal surveillance camera.
c) stimuli presented for a very brief period of time never "make it" into storage.
d) it operates similarly to a computer.
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?
259. What is the difference between encoding failure and retrieval failure?
a) Encoding failure occurs when a lack of attention prevents details from passing into long-term memory properly; whereas retrieval failure occurs when the information is momentarily unavailable.
b) Encoding failure occurs when misinformation is embedded in long-term memory; whereas retrieval failure occurs when new memories stored in long-term memory obscure old ones.
c) Encoding failure occurs when memories stored in long-term memory can’t be found; whereas retrieval failure occurs when a lack of attention prevents details from passing into long-term memory properly.
d) Encoding failure occurs when misinformation is embedded in long-term memory; whereas retrieval failure occurs when memories stored in long-term memory can’t be found.
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?
260. What does Ebbinghaus’s forgetting curve tell us about the way we forget material over time?
a) We forget information at a constant rate.
b) At first, we forget very little of what we have learned, but as time passes the rate of forgetting accelerates.
c) Most forgetting happens immediately after we learn material; the rate of forgetting slows down as time goes by.
d) We forget information at a variable and unpredictable rate as time passes.
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?
261. Damiano last studied for his psychology exam seven days ago. According to Ebbinghaus’ forgetting curve, Damiano would remember approximately _____ of the information he studied.
a) 15%
b) 20%
c) 30%
d) 45%
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?
262. Last night when Hyun walked into her house, she was talking on her cell phone. This morning she could not seem to find her car keys. Which of the following offers the most likely explanation for Hyun being unable to find her keys?
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?
263. Dirk was driving and chatting on his cell phone. He failed to see a police car up ahead and sped by it. Dirk got a ticket for speeding and for being on his cell phone. What is the most likely explanation for Dirk failing to see the police car?
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?
264. Andrea played the flute throughout high school and college. Ten years after college, she tried to play it again, and found she could NOT remember the notes. Which theory explains this type of forgetting?
a) motivated forgetting
b) decay theory
c) interference theory
d) encoding failure theory
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?
265. The saying “Use it or lose it” is most applicable to the ___ theory of forgetting.
a) misattribution
b) decay
c) interference
d) repression
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?
266. What has been the fate of decay theory in the psychology of memory?
a) It has become increasingly popular.
b) It was rejected soon after Ebbinghaus’s initial work.
c) Its popularity has remained relatively constant over the decades.
d) It has declined in popularity over time.
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?
267. For the ___ theory of forgetting to make any sense, it must assume that a physical trace is laid down in the nervous system when a memory is formed.
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?
268. The fact that relearning is faster than original learning is very difficult for the ___ of forgetting to explain.
a) interference theory
b) motivated repression theory
c) source misattribution theory
d) decay theory
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?
269. What finding does the decay theory of forgetting have difficulty explaining?
a) the fact that emotionally charged events seem to have a memory advantage
b) the shape of the forgetting curve
c) the fact that relearning is faster than original learning
d) the fact that we tend to forget unpleasant information
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?
270. Jerome cannot open his term paper on his computer because the file has become corrupted. Kaci cannot find her term paper on her computer because of all the other documents she has stored on the hard drive. Jerome’s failure to retrieve his paper is analogous to the ___ theory of forgetting, whereas Kaci’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?
271. Some psychologists believe that test anxiety results in inferior performance on examinations because the negative thoughts accompanying the anxiety impede the retrieval of test-relevant information. This illustrates an application of the ___ theory of forgetting.
a) interference
b) misinformation
c) decay
d) repression
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?
272. What happens in proactive interference?
a) Learning something new disrupts the ability to learn something new.
b) Previous learning disrupts access to information in memory.
c) Learning something new disrupts access to information in memory.
d) Previous learning disrupts the ability to learn something new.
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?
273. Meghann was prompted that it was time to change her email password, so she chooses a new one that will be easy to remember. However, for the next few weeks, she keeps typing her old password. What kind of forgetting is Meghann 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?
274. Yulia was having difficulty learning Spanish in university because she kept remembering the French vocabulary she studied throughout high school. Which type of interference might account for this difficulty?
a) retrograde
b) proactive
c) hyperactive
d) retroactive
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?
275. Nabeelah is taking a Spanish final at the end of the spring semester. The problem is, the French vocabulary she learned the semester before keeps getting in the way, causing her to forget Spanish words. Nabeelah is experiencing ___ interference.
a) proactive
b) progressive
c) regressive
d) retroactive
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?
276. Dion keeps calling his new girlfriend, Carlie, by his old girlfriend’s name, Kaley. Jeremy keeps referring to his old girlfriend, Amanda, by his new girlfriend’s name, Amy. Neither girl is happy, but Carlie is the most upset. Dion is experiencing _____ interference, whereas Jeremy is experiencing _____ interference.
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?
277. In ___ interference, information learned earlier disrupts the recall of information learned more recently; in ___ interference, recently learned information disrupts the recall of information learned earlier.
a) retroactive; proactive
b) proactive; retroactive
c) regressive; progressive
d) progressive; regressive
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?
278. What happens in retroactive interference?
a) Learning something new disrupts the ability to learn something new.
b) Previous learning disrupts access to information in memory.
c) Learning something new disrupts access to information in memory.
d) Previous learning disrupts the ability to learn something new.
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?
279. Which of the following is the most likely mechanism by which misinformation might impair a witness’ memory for the actual events in a crime?
a) repression
b) proactive interference
c) retroactive interference
d) retrograde amnesia
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?
280. Matt has his Psychology final exam today, and he’s feeling pretty good about it. Since he must get ready for his Sociology final exam tomorrow, he decides to stop studying Psychology and look at his Sociology. Unfortunately, Matt didn’t anticipate that this would make it harder for him to remember his Psychology content, and his Psychology retrieval goes down slightly as a result. What type of forgetting is this called?
a) proactive interference
b) retroactive interference
c) motivated forgetting
d) decay
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?
281. The difference between proactive and retroactive interference is that with proactive interference, information that was learned ___ interferes with ___, and with retroactive interference, information that was learned ___ interferes with ___.
a) after; subsequent learning; before; previous learning
b) before; previous learning; after; subsequent learning
c) after; previous learning; before; subsequent learning
d) before; subsequent learning; after; previous learning
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?
282. What is the difference between proactive and retroactive interference?
a) With proactive interference, information that was learned after interferes with subsequent learning, and with retroactive interference, information that was learned before interferes with previous learning.
b) With proactive interference, information that was learned before interferes with previous learning, and with retroactive interference, information that was learned after interferes with subsequent learning.
c) With proactive interference, information that was learned after interferes with previous learning, and with retroactive interference, information that was learned before interferes with subsequent learning.
d) With proactive interference, information that was learned before interferes with subsequent learning, and with retroactive interference, information that was learned after interferes with previous learning.
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?
283. Laurent, a first-year university student, seems to have forgotten a painful and humiliating experience he endured earlier in his adolescence. Dr. MacEwan suggests that Laurent has avoided rehearsing the event and avoided situations that might provide cues for its retrieval. Dr. Norris counters that Laurent unconsciously pushed the event from his awareness. Dr. MacEwan is probably a ___ psychologist, while Dr. Norris 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?
284. Marcus hates the dentist, but he needs to go. Every time he eats, he squirms in pain, and his partner keeps bugging him to make an appointment. Unfortunately, Marcus keeps forgetting to make the call. What kind of forgetting is Marcus suffering from?
a) motivated forgetting
b) decay
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?
285. The suggestion that people try to forget painful, unpleasant, or embarrassing events is the basis of
a) interference theory.
b) decay theory.
c) motivated forgetting.
d) retroactive theory.
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?
286. Motivated forgetting theory is based on which idea?
a) Similar memories compete with each other.
b) Physical connections between neurons deteriorate over time.
c) There is some information that we forget because we want to.
d) There are times when it is not important to remember precise details.
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?
287. We often misrepresent memories or make them up from scratch. Which of the following is NOT a common reason for this?
a) source misattributions
b) repression
c) exposure to misinformation
d) effects of 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?
288. The unconscious process whereby disturbing memories are prevented from entering awareness is called ___.
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?
289. Concerning repression, which of the following statements is true?
a) Repression occurs only among those who have experienced highly traumatic events.
b) Repression results in the deletion of information from memory.
c) Repression generally occurs outside of awareness.
d) Repression is a deliberate process.
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?
290. When Alba was nine years old, her family were caught in a tornado and they all watched in horror as her baby brother was swept up and killed. However, as a young adult, although Alba has ben told the story, she has no memory the event. Which type of motivated forgetting may Alba be experiencing?
a) repression
b) suppression
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?
291. What has empirical research had to say regarding the idea that people repress the memory of unpleasant events?
a) Nothing. Research has yet to investigate the concept of repression.
b) Empirical research offers little support for the idea of repression.
c) Empirical research offers mixed support for the notion of repression.
d) Empirical research strongly supports the concept of repression.
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?
292. According to your text, the need to reconstruct rather than simply retrieve memories stems from the ___ code used in long-term memory.
a) phonological
b) visual
c) orthographic
d) semantic
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?
293. The fact that we tend to rely on semantic codes when we encode information in long-term memory means that
a) we should rely more on visual and phonological codes for sensory information.
b) we are vulnerable to faulty reconstructions of memory.
c) emotions can influence the consolidation of our memories.
d) information that comes before or after a critical event can influence memory of the critical event.
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
294. What feature of memory leads us to be vulnerable to faulty reconstructions of memory?
a) the fact that we benefit from visual and phonological codes for sensory information
b) that we tend to rely on semantic codes when we encode information in long-term memory
c) the way that our emotions can influence the consolidation of our memories
d) the fact that information that comes before or after a critical event can influence memory of the critical event
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
295. Which of the following is probably the most plausible explanation of source misattribution?
a) Even initially, we fail to encode the source of the information we learn.
b) Long-term memory is more likely to code the meaning than the source of the information we learn.
c) We do not have the working memory capacity to process not only the information we learn but also its source.
d) Memory for the source of the information we learn decays more quickly than does the information itself.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
296. Laurence has heard her father tell a story about when her sister Romy got lost in a large department store and how her parents called for Romy and hunted and eventually found her asleep in a pile of stuffed animals. Laurence is convinced however that this event truly occurred to her and not to her sister. What is the most likely explanation for why Laurence has experienced this source misattribution?
a) Even initially, we fail to encode the source of the information we learn.
b) Long-term memory is more likely to code the meaning than the source of the information we learn.
c) We do not have the working memory capacity to process not only the information we learn but also its source.
d) Memory for the source of the information we learn decays more quickly than does the information itself.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
297. Kala vividly recalls when she was five years old getting lost at the Calgary Stampede and wandering for a long time in the crowds, calling for her mother. She remembers the kind police officer who picked her up and took her to the Lost Children booth. However, her parents have now told her that this could not have happened. Their family has never gone to the Calgary Stampede. They tell her this very thing did happen to Kala’s cousin, Rami. Which of the following phenomena is most likely responsible for Kala’s false memory?
a) imagination
b) flashbulb memory
c) source misattribution and imagination
d) 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?
298. Kabir’s elementary school brought in a team to talk about bullying. As part of the workshop the children were asked to think about what it would be like to be bullied. Now, at twenty, Kabir is convinced he was bullied in elementary school, even though he was not. Which of the following phenomena is most likely responsible for Kabir’s false memory?
a) imagination
b) flashbulb memory
c) source misattribution
d) 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?
299. Anne was 2 years old when her mother died. Since that time, Anne’s Aunt Jane has frequently told her about how Anne and her mother would pick strawberries. Because of this repeated story, Anne now believes that she “remembers” these trips with her mother when in fact these memories are the result of the discussions with her Aunt Jane. What type of memory distortion has occurred in this example?
a) hypnosis
b) misinformation
c) source misattribution
d) imagination
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?
300. Madison reads a book about a little girl who stayed in a cottage in the mountains. Years later, she is talking with her family and brings up the memory of the cottage in the mountains. Although Madison now remembers this as having happened to her, the rest of the family swears that it did not happen. What is the most probable cause of Madison’s error?
a) effects of imagination
b) repression
c) source misattribution
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?
301. Thea dreams one night that she is downhill skiing with her dad. Years later, she brings up the memory of downhill skiing with her dad, but he swears that they have never skied together. What is the most probable cause of Thea’s error?
a) effects of imagination
b) repression
c) source misattribution
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?
302. Thomasz swears he remembers the cake and the guests at the party his parents held in honour of his fourth birthday. But, in fact, Thomasz merely remembers the snapshots of the event he viewed in his Mom’s photo album much later in his childhood. Thomasz’s manufactured memory reflects ___.
a) source misattribution
b) motivated forgetting
c) imagination
d) 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?
303. The study of the influence of misinformation on memory is associated with ___.
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?
304. Research on exposure to misinformation shows that
a) as the source of information is forgotten, information that initially seemed unreliable is no longer discounted.
b) recalling the source of a memory is as important as the memory itself.
c) cultural factors can play a role in how well people remember what they have learned.
d) information occurring after an event may further revise the memory of that event.
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?
305. Which factor involved in forgetting raises fundamental questions about the reliability of eyewitness testimony?
a) the misinformation effect
b) hindsight bias
c) source amnesia
d) the sleeper 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?
306. A psychologist asks Nishi about the time she went on a helicopter ride with her dad (she did not actually do this). Although Nishi does not remember the event, the psychologist produces a [manufactured] picture of her on the helicopter with her dad and asks her to try and remember it. After continued questioning about the helicopter ride over the course of four days, Nishi now responds as 25% of participants would. What will Nishi most likely say?
a) “This event never took place. I don’t know where you got this picture.”
b) “I remember bits and pieces of the event, like walking up to the helicopter and feeling the wind from the blades.”
c) “I still don’t remember anything about the helicopter ride.”
d) “I do remember it perfectly, but I remember I was on a class trip and not with my dad.”
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?
307. A psychologist is interviewing Hiran about the time he went on a hot air balloon ride with his dad (he did not). Although Hiran does not remember the event, the psychologist produces a [manufactured] photograph, and asks Hiran to try and remember the event. Over the course of a few days, Hiran is continually asked about the event and shown the picture. If Hiran responds as 25% of participants would, what should he say by the 4th day?
a) “This event never took place. I don’t know where you got this photograph.”
b) “I remember bits and pieces of the event, like walking up to the balloon and seeing the flame.”
c) “I still don’t remember anything about the hot air balloon ride.”
d) “I do remember it perfectly, but I remember it was a class trip and not my dad.”
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?
308. Martin and his wife witness a car as it speeds through an intersection and runs a homeless person over. While waiting to talk to the police about the details, Martin mentions to his wife that the car was navy blue (but Martin was mistaken as the car was instead dark gray). If his wife is now more likely to remember the car as navy blue, 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?
309. 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. What were the results of the study?
a) 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. Both groups of participants were equally likely to remember broken glass in the film.
b) 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. They were also more likely to remember seeing broken glass than were the participants who were asked how fast the cars were going when they “hit” each other.
c) Both groups of participants were equally likely to remember broken glass in the film. In addition, the participant groups did not differ in their estimates of the speeds of the cars.
d) The participant groups did not differ in their estimates of the speeds of the cars. However, 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.
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?
310. You are a forensic psychologist. A local police department seeks your expert opinion regarding the value of hypnotizing crime scene witnesses. What might you tell them?
a) “Hypnotically obtained crime scene recollections are prone to the effects of misinformation.”
b) “Hypnosis has rarely helped witnesses remember anything at all.”
c) “The courts do value hypnotically obtained crime scene recollections.”
d) “Hypnotically obtained crime scene recollections are immune to the effects of misinformation.”
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
311. While under hypnosis, Anita remembers a traumatic event from her childhood. What would be the greatest concern about Anita’s sudden memory?
a) Therapists may sometimes inadvertently create false memories by introducing misinformation.
b) Memories recovered under hypnosis are never accurate.
c) Once recovered, therapists have a difficult time teaching their clients to forget the painful experience.
d) As memories recovered under hypnosis are not admissible in court, it is unethical to expose Anita to the painful memory.
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?
312. Concerning the activation of areas in the visual cortex by true and false memories, which of the following statements is true?
a) True memories activate both the primary visual cortex and visual association areas, while false memories activate only the visual association areas.
b) Both true and false memories activate not only the primary visual cortex, but also the visual association areas.
c) True memories activate the primary visual cortex, while false memories activate the visual association areas.
d) False memories activate both the primary visual cortex and visual association areas, while true memories activate only primary visual cortex.
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?
313. Which statement below describes the brain basis of memory most accurately?
a) Areas throughout the brain are involved in memory, but there are several structures in the brain that are especially important to memory.
b) There are two or three structures in the brain that are involved in memory.
c) All the areas in the brain are approximately equally involved in memory.
d) There is a specific location in the brain where memories reside.
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?
314. The retrieval and recall of eyewitness memories depends largely on which of the following brain regions?
a) visual cortex
b) cerebral cortex
c) auditory cortex
d) hippocampus
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?
315. The brain structure that is largely involved in the formation and storage of eyewitness memories is the ___.
a) amygdala
b) thalamus
c) hypothalamus
d) hippocampus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
316. How do the results of Lashley’s classic research on maze memory among rats inform an evaluation of connectionist models of memory?
a) They cast serious doubt on connectionist models of memory.
b) They pose a challenge for connectionist models of memory.
c) They offer considerable support for connectionist models of memory.
d) They say little with respect to connectionist models of memory.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
317. What did Lashley (1948) find that led to the conclusion that there is no specific place in the brain where memories reside?
a) that none of the rats remembered the maze after surgery
b) that some of the rats remembered the maze after surgery and some rats did not
c) that all rats remembered at least some of the maze, no matter what part of the brain was removed
d) that the memory of the maze depended 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
318. Work like Lashley’s (1948) led to the conclusion that
a) the hippocampus is involved in memory consolidation.
b) there is no specific place in the brain where memories reside.
c) short-term memory has a very limited capacity.
d) long-term potentiation plays a role in long-term memory.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
319. Sebastian was diving at the quarry and misjudged the truck’s distance from the ledge. He flipped the truck and landed on facedown on his head, damaging his prefrontal cortex. What function is Sebastian likely to have difficulties with because of his injury?
a) working memory
b) balance
c) face recognition
d) emotional processing
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
320. Jafri was in a head on car collusion and his prefrontal cortex was damaged. To liken the damage experienced by Jafri to a computer, we would say Jafri is now experiencing problems with his _____.
a) disk space
b) his random access memory (RAM).
c) search engine
d) central processing unit (CPU)
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
321. Darim is redesigning his bathroom, and he is converting some measurements in his head as he plans. This conversion of measurements requires that he hold some numbers in place while he manipulates others. What part of Darim’s brain would 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
322. The prefrontal cortex is to the hippocampus as ___ memory is to ___ memory.
a) long-term; working
b) working; long-term
c) sensory; long-term
d) long-term; sensory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
323. Working memory is to the _____________ as long-term memory is to the _____________.
a) hippocampus; hippocampus
b) hippocampus; prefrontal cortex
c) prefrontal cortex; hippocampus
d) prefrontal cortex; prefrontal cortex
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
324. Which statement best captures the role of the hippocampus in memory?
a) The hippocampus is the final repository for long-term memories.
b) The hippocampus is a “staging area” for the encoding of material into long-term memory.
c) The hippocampus helps encode procedural memories, but not semantic ones.
d) The hippocampus serves to transfer material from sensory to working memory.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
325. Since his motorcycle accident, Sawyer has difficulty with forming new memories, retrieving autobiographical memories, and finding his way around the neighbourhood. It is most likely that Sawyer sustained injury 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: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
326. The hippocampus was discussed in the text as having a role in all the following functions EXCEPT
a) converts explicit memories into long-term memories.
b) information about spatial layout.
c) face recognition.
d) retaining and retrieving autobiographical memories.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
327. Nadya suffered oxygen deprivation while scuba diving and as a result her hippocampus was damaged. What will this do to Nadya’s memory?
a) She will no longer have any long-term memories.
b) She will no longer be able to form any new long-term memories.
c) She will no longer have working memory.
d) She 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
328. Sergio is a new student on campus and is trying to find the bookstore. He walks around a few buildings until he gets a general layout of the campus and then consults a map. What part of his brain would be especially active as these new memories he is forming become more permanent?
a) hippocampus
b) neocortex
c) prefrontal cortex
d) amygdala
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
329. Long-term potentiation (LTP) is
a) a biological mechanism for learning and memory.
b) a type of neurotransmitter associated with learning.
c) a hormone associated with emotional arousal.
d) the part of the brain responsible for storing memories.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
330. Traynor and Jose were exposed a bacterium that entered their nervous systems and affected their brains. Traynor’s hippocampus was damaged, and areas of Jose’s neocortex were damaged. Traynor will experience _____ whereas Jose will experience _____.
a) problems with sensory memory; problems with short term memory.
b) problems with short term memory; problems with sensory memory.
c) difficulty forming new long-term memories; loss of older memories
d) loss of older memories; difficulty forming new long-term memories
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
331. Callum is travelling in the jungle and encounters a tribe that gives him some “tea”. This “tea” inadvertently contains a substance that enhances LTP development. What should this do to Callum’s memory?
a) He should be able to retrieve more information from memory.
b) He should be able to form more long-term memories.
c) He should be able to hold more in short-term memory.
d) He should be able to keep track of multiple events at once.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
332. Long-term potentiation can occur in two ways: through strengthening of synapses and through
a) emotional arousal.
b) release of hormones such as epinephrine.
c) changes in the amounts of neurotransmitters that are released.
d) gate-control mechanisms.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
333. Which of these is a long-lasting increase in neural excitability believed to be a biological mechanism for learning and memory?
a) gate-control
b) flashbulb memories
c) long-term potentiation
d) neural plasticity
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
334. When one-year-old Nessa first saw a cat, neurons in her brain became active. Now with repeated exposure to cats, Nessa’s neurons respond much stronger and more efficiently than they did the first time she saw a cat. This example illustrates the phenomenon known as ________________.
a) long-term potentiation
b) activation synthesis
c) parallel distributed-processing
d) neural activation integration
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
335. ___ ensures that our long-term memory is a network of associations and allows the formation of neural circuits.
a) Consolidation
b) Reactivation
c) Connectionism
d) Long-term potentiation
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
336. Long-term potentiation refers to the process whereby
a) the number of synaptic connections between neurons increases with experience.
b) memories become fixed and stable for the long term.
c) neural pathways become activated more easily as learning occurs.
d) disturbing memories seem to gain in intensity over time.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
337. According to your text, long-term potentiation plays a role in
a) sensory memory.
b) learning.
c) long-term memory.
d) both learning and long-term memory.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
338. There is ample evidence suggesting that LTP plays a role in long-term memory. Which of the following is included in this category of evidence?
a) Rats given glutamate showed more LTP in the hippocampus than rats not given glutamate.
b) Rats deprived of acetylcholine were unable to learn a simple maze.
c) Rats given cocaine reported long-lasting LTP under circumstances that usually leads to early forms of LTP.
d) Rats given an LTP-enhancing drug learned and remembered a maze better than rats without a drug.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
339. Rats given an LTP-enhancing drug learned and remembered a water maze better than rats without a drug, suggesting that
a) rat memory traces are static.
b) rats cannot learn a simple maze without enhancement.
c) LTP plays a role in long-term memory.
d) LTP plays a role in memory but not in learning.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
340. We know that manipulation of LTP affects memory in experimental animals. Specifically, ___ LTP leads to ___.
a) decreasing; decreases in short-term memory capacity
b) decreasing; increases in transfer from short-term memory to long-term memory
c) increasing; better long-term memory
d) increasing; decreases in 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
341. 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
342. Long-term potentiation is associated with the neurotransmitter ___, common in the brain’s ___ synapses.
a) glutamate; inhibitory
b) glutamate; excitatory
c) dopamine; inhibitory
d) dopamine; excitatory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
343. _________ is a key neurotransmitter in the formation of memories. It is present in 90% of all _____ synapses in the _____ and neocortex.
a) Glutamate; inhibitory; hippocampus
b) Glutamate; excitatory; hippocampus
c) Dopamine; inhibitory; striate cortex
d) Dopamine; excitatory; striate cortex
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
344. Ghania is writing a paper for her graduate psychology class on the key neurotransmitters involved in learning and memory. What two neurotransmitters would Ghania’s paper focus on?
a) dopamine and glutamate
b) dopamine and GABA
c) glutamate and acetylcholine
d) serotonin and norepinephrine
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
345. Glutamate is to ______________ as acetylcholine is to ____________.
a) working memory; long-term memory
b) LTP; separating encoding and retrieval
c) Separating encoding and retrieval; LTP
d) Sensory memory; working memory
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
346. Glutamate and acetylcholine are the same in that they are both
a) important in learning and memory.
b) important in balance and coordination.
c) very slow to show reuptake.
d) concentrated in the prefrontal cortex.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
347. Which of the following statements about the brain and memory is true?
a) Acetylcholine is important for the consolidation of long-term memories.
b) Serotonin neurons are more likely to exhibit long-term potentiation.
c) The prefrontal cortex is involved in the consolidation of long-term memories.
d) The hippocampus is a key structure in working memory.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
348. As babies develop better motor control, they begin to develop which of the following types of memory?
a) semantic
b) episodic
c) procedural
d) explicit
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
349. Dr. Trifani is conducting a research study in which he shows infants several objects and measures how long they look at each one. This method is called the ___.
a) habituation task
b) dishabituation task
c) preferential looking task
d) gaze time task
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
350. Mishka is using a common test for assessing infant vision. She has infants look at checkerboard patterns and then once the infants are bored, shows them another pattern that differs in size, to assess whether the infants can tell the two patterns apart. This technique is known as the
a) the habituation/dishabituation task.
b) the preferential looking task.
c) the infantile memory span task.
d) the procedural memory task.
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
351. Which of the following memories would Beatrice’s 18-month old baby NOT be able to form?
a) memory for how to walk
b) memory of Beatrice’s face
c) memory of going to the circus this morning
d) memory of her favourite toy
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
352. Most people’s earliest memory is from when they were roughly
a) 6 months old
b) 1–2 years old
c) 2–3 years old
d) 3–4 years old
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
353. Infantile amnesia is defined as
a) the fact that infants can only remember events for a few seconds at a time.
b) the fact that all an infants’ memories are grounded in a few sensory events.
c) the inability to remember content from the first few years of life.
d) the inability to form new memories when we are infants.
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
354. Harry and his mother are discussing a house they lived in when Harry was just 2 years old. Harry is surprised that he has no memory of that house. Which of the following is the most likely explanation for Harry’s memory lapse?
a) Harry has retrograde amnesia.
b) Harry has anterograde amnesia.
c) Harry has infantile amnesia.
d) Harry never encoded his experiences at that house.
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
355. Which of the following is NOT one of the explanations for infantile amnesia?
a) Brain circuits responsible for storing memories of events develop more slowly than regions for other memories.
b) The hippocampus is a late-developing brain structure and is involved in memory.
c) The young brain may not be able to transfer information from the hippocampus to other areas of the cortex.
d) The young brain produces less of the neurotransmitter acetylcholine that is necessary to store long-term memories.
Difficulty: Medium
Bloomcode: Analysis
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
356. Infant amnesia is most closely associated with which of the following brain structures?
a) hippocampus
b) hypothalamus
c) amygdala
d) thalamus
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
357. The fact that adults can remember some emotionally-charged events that occurred before the age of 4 years of age suggests that
a) stress hormones are involved in the formation of episodic memories.
b) glutamate, an excitatory neurotransmitter, is responsible for the formation of emotional memories.
c) the development of episodic memory is helped at early stages by the amygdala.
d) infantile amnesia may actually be a form of motivated forgetting.
e) most incidents of early memory are based more on imagination than fact.
Difficulty: Medium
Bloomcode: Analysis
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
358. Dr. Rajput has one group of young adults and one group of older adult’s view video clips of positive events, as well as video clips of negative events. Several days later, she tests the participants’ memories for the events. Based on your text’s discussion, which pattern of results might Dr. Rajput expect?
a) The memory performance of older adults should be poorer than that of the younger adults for the negative events, but better than that of the younger adults for the positive events.
b) The difference in memory performance between the young and old adults should be less pronounced for negative events than for positive events.
c) The difference in memory performance between the young and old adults should be more pronounced for negative events than for positive events.
d) There should be little difference in memory performance between the young and old adults for either negative or positive events.
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
359. Which of the following statements about memory in older adults is true?
a) Older adults are more likely to remember negative than positive events.
b) Semantic memories of healthy older adults may improve under normal conditions.
c) Older adults are less likely to make source misattributions.
d) Older adults outperform younger people on prospective memory tests.
Difficulty: Medium
Bloomcode: Analysis
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
360. Which of the following is NOT an area of memory in which elderly persons experience a decline?
a) working memory
b) implicit memory
c) episodic memory
d) encoding new memories
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
361. Which of the following memory tasks would an elderly person have the most difficult time?
a) general knowledge questions
b) how to ride a bike
c) remembering an allergy to nuts
d) remembering what they need to buy at the store
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
362. Which of the following memory tasks would an elderly person have the most difficult time?
a) the name of the current prime minister and the capital of Canada
b) how to swim
c) remembering to go to their dental appointment
d) remembering a dislike for turnips
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
363. The ability to remember future actions is called
a) proactive memory.
b) prospective memory.
c) retrospective memory.
d) episodic memory.
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
364. As Mishti is driving home from the university, she remembers she promised her mother she would stop at the store and pick up milk and bread. This is an example of ___ memory.
a) retrospective
b) implicit
c) working
d) prospective
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
365. Olivia’s boss gave her a list of five errands to run, but she forgot the list in the office. She remembers the first errand, but the remaining four escape her memory. What kind of memory failure did Olivia experience by forgetting the list?
a) retroactive
b) retrospective
c) declarative
d) prospective
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
366. ___ memory is to past as ___ memory is to future.
a) retrospective; prospective
b) prospective; retrospective
c) retroactive; proactive
d) proactive; retroactive
Difficulty: Medium
Bloomcode: Analysis
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
367. What is the difference between prospective memory and retrospective memory?
a) Prospective memory is the ability to store content in memory with effort, and retrospective memory is the ability to store content in memory without effort.
b) Prospective memory is when something that you have to do in the future interferes with what you need to do now, and retrospective memory is when something from the past interferes with what you need to do now.
c) Prospective memory is the ability to remember something in the future and retrospective memory is the ability to remember something from the past.
d) Prospective memory is memory for positive content and retrospective memory is memory for negative or neutral content.
Difficulty: Medium
Bloomcode: Analysis
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
368. Age-related declines in memory function begin at what age?
a) 20s
b) 40s
c) 60s
d) 80s
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
369. Garrett has just reached that age where his memory functions will start to decline. How old is Garrett?
a) 25
b) 35
c) 45
d) 55
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
370. Twenty-five year old Himeth has been teasing his mother, who has just turned fifty years old. He tells her that now that she is old, she will begin to experience memory loss. Why should you tell Himeth to stop teasing his mother?
a) Himeth’s mother, at fifty, may begin to show genuine memory losses and then Himeth will feel terrible.
c) Himeth’s mother, at fifty, is at risk for heightened source misattributions and she may blame an innocent party for these jokes.
b) Himeth is experiencing age-related memory declines himself. They begin in the twenties.
d) Himeth will soon experience age-related memory declines himself. They begin in the thirties.
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
371. Gretta is almost 60 years old now and aging in a healthy way. If the changes Gretta sees in her memory are average, which of the following memory abilities may show improvements with age?
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
372. Your grandpa wants you to go with him to buy a computer and some games so he can begin to play computer games. He has read that there is research support for the cognitive benefits of playing computer games for the aging population. You tell him that while this is true there is greater support for the cognitive benefits of
a) a healthy diet.
b) proper amounts of sleep.
c) physical exercise.
d) social affiliations.
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
373. Dr. Voorhies tells his elderly patients to try brainteasers and crossword puzzles to help stave off memory decline. Dr. Tremblay, by contrast, encourages his elderly patients to maintain a routine of physical exercise to counter memory loss. How might you evaluate the advice of these two doctors considering empirical research?
a) The advice of both doctors is probably good, but Dr. Voorhies’s advice is better supported by research.
b) The advice of both doctors is probably good, but Dr. Tremblay’s advice is better supported by research.
c) The advice of both doctors is equally good.
d) Neither doctor’s advice enjoys much in the way of research support.
Difficulty: Medium
Bloomcode: Analysis
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
374. Organic memory disorders are different from dissociative memory disorders in that organic memory disorders ___ and dissociative memory disorders ___.
a) get progressively worse; pretty much stay the same
b) are treatable; are not
c) have a physical cause; do not
d) are innate; are learned
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
375. How are organic memory disorders different from dissociative memory disorders?
a) Organic memory disorders get progressively worse and dissociative memory disorders pretty much stay the same.
b) Organic memory disorders are treatable and dissociative memory disorders aren’t.
c) Organic memory disorders have a physical cause and dissociative memory disorders don’t.
d) Organic memory disorders are innate and dissociative memory disorders are learned.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
376. How are organic memory disorders, amnesic disorders, and dementias related?
a) Organic memory disorders and amnesic disorders are examples of dementias.
b) Organic memory disorders and dementias are types of amnesic disorders.
c) Amnesic disorders and dementias are types of organic memory disorders.
d) Organic memory disorders, amnesic disorders, and dementias are all types of dissociative disorders.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
377. Physical memory disorders are to psychological memory disorders as ___ are to ___.
a) dissociative disorders; organic memory disorders
b) organic memory disorders; dissociative disorders
c) amnesic disorders; dementias
d) dementias; amnesic disorders
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
378. Organic memory disorders are to ___________ as dissociative memory disorders are to ________________.
a) hippocampus; prefrontal cortex
b) prefrontal cortex; hippocampus
c) hippocampus; thalamus
d) physical; psychological
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
379. What kind of amnesia occurs when someone cannot form new memories?
a) anterograde
b) retrograde
c) dissociative
d) organic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
380. Ximena cannot remember anything about the first several minutes immediately following a car crash in which she was injured. Ximena is experiencing ___ amnesia.
a) proactive
b) retroactive
c) anterograde
d) retrograde
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
381. Ji-min had a bad fall when she was rollerblading and as a result, she is no longer able to form new memories. She can hear the same stories over and over, meet the same people, watch the same TV shows – but to her each repeat is like the first time. What kind of memory problem does Ji-min 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
382. Meredith suffered a stroke and now cannot form new memories. Even though they have been visiting her regularly for months, when her children and grandchildren come to visit, she greets them as if it is their first visit. She introduces herself to the nurses and physicians who have been caring for her since the stroke, often several times a day. What kind of memory loss does Meredith 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
383. To control his seizures, when surgeons removed parts of both of H.M.’s temporal lobes, amygdala, and hippocampus, the result was that H.M. suffered from ___.
a) retrograde amnesia
b) anterograde amnesia
c) dementia
d) dissociative amnesia
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
384. Which of the following is NOT true of Henry Molaison (H.M.)?
a) He had both hippocampi, amygdala, and parts of his temporal lobes removed.
b) He had severe retrograde amnesia.
c) His procedural memory was intact.
d) He was unable to recognize anyone he met after the surgery.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
385. What kind of amnesia occurs when someone cannot remember events from the past?
a) anterograde
b) retrograde
c) dissociative
d) organic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
386. Hans was skiing and fell and hit his head on a rock. When he is interviewed at the hospital, he is unable to remember anything from his past. What kind of memory problem does Hans 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
387. Adam suffers from ______________ amnesia because he cannot remember any of the events that led up to his motorcycle accident.
a) retroactive
b) anterograde
c) retrograde
d) proactive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
388. In ___ amnesia, memory is lost for events preceding an injury or accident; in ___ amnesia, memory is lost for events following an injury or accident.
a) retrograde; anterograde
b) anterograde; retrograde
c) retroactive; proactive
d) proactive; retroactive
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
389. ___ is to loss of old memories as ___is to loss of new memories.
a) retrograde amnesia; anterograde amnesia
b) anterograde amnesia; retrograde amnesia
c) retroactive amnesia; proactive amnesia
d) proactive amnesia; retroactive amnesia
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
390. Mrs. Alvarez is 70. She exhibits memory loss but shows no other cognitive deficits. How would you identify her memory disorder, and why?
a) She may be amnesic. Memory loss is her primary symptom.
b) She may be suffering from dementia. Memory loss is her major symptom.
c) She may be amnesic. She is over 65.
d) She may be suffering from dementia. She is over 65.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
391. Mrs. Nakamura is 70. She exhibits memory loss and other cognitive deficits such as difficulties with abstract thinking and language. How would you identify her memory disorder, and why?
a) She may be amnesic. Severe memory loss and other cognitive deficits are her primary symptoms.
b) She may be suffering from dementia. Severe memory loss and other cognitive deficits are her primary symptoms.
c) She may be amnesic. She is over 65.
d) She may be suffering from dementia. She is over 65.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
392. From age 65 to age 85, the prevalence of dementia increases from ___% to ___%.
a) 2; 25
b) 2; 50
c) 10; 35
d) 10; 50
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
393. Accounting for two-thirds of all cases, what is the most prevalent form of dementia?
a) Huntington’s disease
b) Korsakoff’s disease
c) Alzheimer’s disease
d) Parkinson’s disease
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
394. According to your text, Alzheimer’s disease is associated with a ___% reduction in the size of the ___, a structure in the brain’s limbic system.
a) 20; hippocampus
b) 50; hippocampus
c) 20; amygdala
d) 50; amygdala
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
395. Estelle has trouble completing complicated tasks and often forgets important appointments. She is best described as being in a ___ stage of Alzheimer’s disease.
a) prodromal
b) beginning
c) middle
d) final
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
396. Preston just recently passed away, and when examining his brain, the medical examiner observes some unusual characteristics. First of all, there were a large number of neurofibrillary tangles in the hippocampus and surrounding region. Furthermore, he sees many senile plaques in the space between neurons in the cerebral cortex and hippocampus. If this is what killed Preston, how did he die?
a) Parkinson’s disease
b) Schizophrenia
c) Huntington’s disease
d) Alzheimer’s disease
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
397. Alzheimer’s disease is characterized by neurofibrillary tangles and senile plaques in the brain’s ___.
a) hippocampus
b) cerebellum
c) hypothalamus
d) basal ganglia
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
398. Alzheimer’s disease is associated with low levels of the neurotransmitters
a) acetylcholine and serotonin.
b) norepinephrine and glutamate.
c) acetylcholine and norepinephrine.
d) acetylcholine and glutamate.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
399. Recent research in Alzheimer’s disease has suggested reduced activity of the neurotransmitters _____________ and ________________.
a) serotonin; dopamine
b) acetylcholine; dopamine
c) serotonin; glutamate
d) glutamate; acetylcholine
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
400. Regarding gender, declines in sex hormones have been implicated in the development of Alzheimer’s disease among
a) men, but not women.
b) women, but not men.
c) both men and women.
d) neither men nor women.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
401. To what extent is Alzheimer’s disease different among men than it is among women?
a) It is no different between men and women.
b) It is different between men and women in its effects on personality.
c) It is different between men and women in its anatomical effects on the brain.
d) It is different between men and women in both its anatomical effects on the brain and its effects on personality.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
402. Men and women who have Alzheimer’s disease differ with respect to their personalities in that men tend to be more ___ and women tend to be more ___.
a) aggressive; depressed
b) social; anxious
c) introverted; extraverted
d) risk-taking; relaxed
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
403. The risk for acquiring Alzheimer’s disease is greater in men who ___ and women who ___.
a) are single; smoke
b) have had a stroke; have had depression
c) have insomnia; do not have children
d) do not consume vitamins; sleep less than 8 hours per night
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
404. Alzheimer’s in females is to ________________ as Alzheimer’s in males is to ______________________.
a) more tangles; more plaques
b) more plaques; more tangles
c) diabetes; stroke
d) stroke; diabetes
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
405. Parker’s wife has been showing periodic lapses in attention and recent forgetfulness. When they discuss it with her doctor, he says that it sounds like the initial stages of Alzheimer’s disease, but that he cannot be sure. Parker asks him to do whatever tests are necessary to get a confirmed diagnosis. What is the doctor likely to say?
a) The test is not very accurate.
b) The results will not be available for up to a year.
c) A clear diagnosis can only be given after death.
d) The tests are very painful.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
406. Dorothy may have Alzheimer’s. Her family want her tested and were told that the only way to test for it was by
a) MRI.
b) EEG.
c) CT scan and EEG.
d) a post-mortem autopsy.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
407. Layla meets with her adult children every Sunday for dinner. Lately, when talking about childhood events and memories, Layla seems to remember these events occurring, but CANNOT recall the details even though the family has reminisced about them many times. Layla's children notice this is becoming a pattern and encourage their mother to get a physical check-up. Layla's children are MOST likely concerned about
a) early-stage Alzheimer’s disease.
b) retrograde amnesia.
c) anterograde amnesia.
d) late-stage consolidation.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
408. Which of the following would be an example of an individual with early-stage Alzheimer’s disease?
a) Ryan was talking to his wife about politics and could not recall who was prime minister is. Later, he forgot their dog’s name momentarily.
b) Ty does not remember most of his past, including his wife and children. Some days, however, he can remember his wedding day.
c) Ally remembers most of her past, but she cannot remember who the prime minister is, or the names of most of the people she meets.
d) Reina is talking to her friend about a professor they had a few years ago when they were freshman. She cannot remember his name even though he was her favorite.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
409. Recent research suggests that patients severely affected by epilepsy who receive electrical brain stimulation demonstrate memory improvement. How would you speculate that this treatment might also benefit Alzheimer’s patients?
a) The treatment stimulates the cortex, which is one of the first parts of the brain to be damaged by Alzheimer’s disease.
b) The treatment reduces seizure activity, which also occurs in Alzheimer’s patients.
c) The treatment is effective for all individuals with deteriorating long-term memory.
d) The treatment improves working memory and motor coordination, which deteriorate in both patients.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
MATCHING QUESTION
410. Match the appropriate terms in the left column to the definitions in the right column.
Terms A. Episodic memory B. Procedural memory C. Automatic processing D. Effortful processing E. Distributed practice F. Mass practice G. Spacing effect H. Serial position effect I. Prospective memory J. Explicit memory K. Proactive interference L. Retroactive interference M. Misinformation N. Source misattribution O. Retrograde amnesia P. Anterograde amnesia Q. Priming R. Retrieval cues | ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ | Definitions 1. When inaccurate information distorts our recall 2. Knowledge of facts 3. When new information interferes with previous memories 4. Studying in one prolonged session 5. Memory for actions we plan to take 6. When the order in which words are studied affects the accuracy of recall for the words 7. Stimuli that remind us of the information we need to retrieve from our memory 8. Loss of memory for events prior to an injury 9. Memory for how to perform tasks 10. When activation of one piece of information triggers the memory of another piece |
ANSWERS TO MATCHING QUESTION
1. M: Misinformation
2. J: Explicit memory
3. L: Retroactive interference
4. F: Mass practice
5. I: Prospective memory
6. H: Serial position effect
7. R: Retrieval cues
8. O: Retrograde amnesia
9. B: Procedural memory
10. Q: Priming
Difficulty: Easy
Bloomcode: Knowledge
FILL-IN-THE-BLANK
411. According to the information-processing model of memory, ___is the first stage in which an image is retained by the brain for less than 1 second.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
412. Short-term memory includes two separate processes, working memory and ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
413. The model of memory that suggests that new information is integrated with previously stored pieces of relevant information is called the parallel distributed-processing model, or the ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
414. You attend a party where you meet someone new. You think this person is attractive, so you employ ___ processing by paying careful attention when he/she tells you his/her name.
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?
415. At a fireworks display, you notice that when your friend waves a flashlight through the air in a circular motion, it looks like a continuous circle of light rather than individual points of light. This example best demonstrates ___.
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?
416. ___, or consciously repeating information, increases the likelihood of information being encoded into working 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?
417. Representations based on the meaning of information are referred to as ___ codes.
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?
418. ___ are knowledge structures that have been developed based on previous exposure to similar experiences.
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?
419. In 1885, ___ pioneered memory research by studying his own 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?
420. Tommy is repeating a series of digits in the order in which he heard an experimenter read them. The experimenter is testing Tommy’s 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?
421. Ewa is trying to learn to sing a new song she has heard. Instead of trying to learn all the words to the song, she first sings the first verse over and over until she knows it, and then moves on to the second verse. This is an example of ___.
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?
422. ___memories are those that can be consciously recalled.
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?
423. Hong Lee has been playing the piano since he was four years old. Now at 15 years old, he can play lengthy complex classical pieces without even looking at the music. Hong Lee’s piano playing repertoire is stored in his ___ memory, a division of ___ 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?
424. While playing Trivial Pursuit, Jessica remembered that Wilfrid Laurier was Canada’s first francophone prime minister. This type of memory of a piece of general historical knowledge is considered a ___ 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?
425. Jackie and Lola are studying lists of words. After ten minutes Jackie begins to write down all the words she remembers, and Lola makes a quick phone call before writing down the words she remembers. In examining the words that each remembered, it is likely that Jackie will show a ___ effect, and Lola will show a ___ effect.
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?
426. “I know it! It’s um. .. um. .. It starts with ‘G’,” begins a trivia game contestant excitedly. The contestant is falling prey to the ___ 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?
427. ___ are pieces of information that remind us of the information that we are searching for in long-term memory.
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?
428. Brenda has slept through her iPhone alarm. Although Brenda is still NOT awake enough to be aware of it, when it first goes off, the iPhone is playing a song that Brenda really likes. Later that evening when Brenda is at home, she decides to play songs from her iPhone. She immediately chooses the song from that morning. Brenda’s choice of CD music reflects ___.
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?
429. Multiple-choice test formats require the use of ___.
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?
430. Nadia was up late studying for an exam and, in doing so, drank four cups of coffee. The suggestion that Nadia should drink the same amount of coffee before the exam would support the ___ principle.
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?
431. ___ refers to the fact that people are more likely to remember information encoded while in the same specific state they are in while they are attempting to retrieve the information.
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?
432. The idea that long-lasting emotional effects on memory are due to the activation of the amygdala during the encoding of emotional events is called the ___.
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?
433. The inability to recall information that was previously encoded is known as ___.
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?
434. The saying “Use it or lose it” is most applicable to the ___ theory of forgetting.
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?
435. When new information disrupts previously learned information, ___ interference has occurred.
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?
436. Sydney was having difficulty learning Spanish in university because she kept remembering the French vocabulary she studied throughout high school. Sydney’s difficulty in remembering Spanish is due to ___ 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?
437. Jayesh has trouble remembering a friend’s new phone number; he keeps recalling the old number instead. Jayesh is experiencing ___ 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?
438. Completing a rental application, Pippa finds she can’t recall one of her previous addresses, as she’s had several addresses since. Pippa is experiencing ___ 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?
439. Memory distortions occur because we tend to rely on ___ codes during encoding and we may be unable to accurately reconstruct memories during retrieval.
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?
440. It is likely that ___ interference occurs when new misinformation distorts older, more accurate information.
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?
441. Areas of the primary visual cortex are only activated in ___ memories.
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?
442. One of the most important structures in working memory is the ___ cortex.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
443. After suffering a traumatic brain injury, Calvin NOT remember any of the events that occurred just before the accident. Calvin has had damage to his ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
444. The repeated stimulation of certain neurons that greatly increases the likelihood that the same neurons will respond to future stimulation of the same kind is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
445. The neurons that use ___ are more likely to exhibit long-term potentiation.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
446. Dr. Trifani is conducting a research study in which he shows infants several objects and measures how long they look at each one. This method is called the ___.
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
447. The fact that we CANNOT remember many events prior to four years old is referred to as ___.
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
448. As we age, parts of the brain such as the ___ begin to shrink.
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
449. In research, the task of measuring how long a baby looks at familiar and unfamiliar objects is called ___.
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
450. Older adults show a decline in their memory for intended actions. This type of memory is called ___.
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
451. ___ disorders are disruptions in memory that lack a clear physical cause.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
452. Tevya was involved in a motor vehicle accident and is unable to remember anything about the three weeks before her accident. Tevya is suffering from ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
453. Nico was involved in a motor vehicle accident and is unable to form new memories. Nico is suffering from ___.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
SHORT ANSWER ESSAY QUESTIONS
454. Susan and her roommates want to order a pizza. She looks up the phone number of the pizza parlour and then asks everyone what they want on the pizza. When Susan goes to call the pizza parlour, will she remember the number? Why or why NOT?
Difficulty: Medium
Bloomcode: Application
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
455. What types of information might be encoded with little or no conscious effort via 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?
456. Which is most effective: distributed or massed practice?
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?
457. You need to remember the phone number of the local pizza parlour, so you repeat the number to yourself until you have it entered in the telephone. What type of memory code was used to encode that information?
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?
458. Although Rick had NOT visited the Burger King in Surrey, he knew how to order his food from the drive-up window. What knowledge structure did he use in this instance?
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?
459. How did George Miller describe working memory capacity?
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?
460. Define the term “implicit 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?
461. Regardless of precise organization, how are the pieces of information stored in long-term memory linked to one another?
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?
462. Define priming.
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?
463. Provide an example of a test format that requires recall.
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?
464. Dayyan felt depressed for much of the semester because he was working quite a bit and applying to graduate school. During final exams, he became ecstatic when he heard that he was accepted to the school of his choice. Given state-dependent memory, how will this change in emotional state impact his performance?
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?
465. What theory of forgetting is associated with the concept that memories fade away over time because they are NOT used frequently?
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?
466. What theory is built on the concept that memory leaves a physical trace on the brain when it is acquired?
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?
467. What type of memory distortion is associated with failing to accurately remember where information was learned?
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?
468. What is the term that describes an instance when an internal source that we generate produces a memory distortion?
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?
469. What term is used to describe the phenomenon in which repeated stimulation of neurons increases the likelihood that these neurons will respond strongly to future stimulation?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
470. In a comparison of average older participants and those with Alzheimer’s disease, how much larger was the hippocampus of those with excellent memories?
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
471. What type of amnesia is described as the ongoing inability to form new memories after the onset of a disorder or event?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
472. What structural changes to the brain are associated with a post-mortem diagnosis of Alzheimer’s disease?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
ESSAY QUESTIONS
473. Using the computer metaphor described in the chapter, identify the component that is analogous to the hard drive and its characteristics.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
474. How is the connectionist model of memory different from the information-processing model?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Define the basic activities of memory and describe two major models of memory.
Section Reference: What Is Memory?
475. While on vacation, you and your friends are driving along a highway listening to the radio. Later, as you are driving on a winding road at night, you find the radio distracting and turn it off. What would explain your change in attitude to listening to the radio?
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?
476. Explain why performing another task while engaging in effortful processing will likely disrupt encoding, whereas encoding of information during automatic processing is less likely to be affected? Provide an example.
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?
477. Describe the various types of information that are encoded as phonological versus visual codes.
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?
478. Describe how phonological, visual, and semantic codes might be used simultaneously. Which is most important in increasing the likelihood that information will be remembered?
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?
479. Provide an example of how organization can enhance our ability to encode information into long-term memory.
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?
480. Define “chunking” and explain how this concept reveals that working memory can hold more than 7 plus or minus 2 words or numbers.
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?
481. Distinguish implicit from explicit memories and provide examples of each.
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?
482. Describe the difference between semantic and episodic 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?
483. Provide an example that illustrates how priming can be unconscious.
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?
484. Explain the encoding specificity principle and provide an example.
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?
485. Dr. Smith firmly believes that students should be tested in the same room where class was routinely held. Evaluate Dr. Smith’s opinion by describing the effect of context on retrieval.
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?
486. How are the concepts of strong emotions and rehearsal related to the likelihood of enhanced memory?
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?
487. Describe the relationship between attention and forgetting.
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?
488. Illustrate Ebbinghaus’s forgetting curve and describe the pattern of memory loss depicted.
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?
489. Describe Freud’s concept of repression and how this might serve as a mechanism for motivated forgetting.
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?
490. 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” each other. Finally, all participants were asked if they saw broken glass in the film. What were the results of the study?
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?
491. Describe how hypnosis might be one means of exposing individuals to memory distortions due 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?
492. Describe how inaccurate eyewitness testimony may lead to wrongful convictions.
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?
493. Explain the role of the hippocampus in the formation and storage of eyewitness memories.
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?
494. Describe the role of the hippocampus in memory.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
495. Define long-term potentiation.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
496. When we learn new information, what steps lead to the transmission of the information in the brain?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how the brain is involved in memory.
Section Reference: Memory and the Brain
497. Describe one approach to improving brain fitness in people aged 65 years and older.
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
498. Discuss why episodic memories are so slow to develop in children?
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
499. Compare prospective and retrospective memory and how it is affected by the aging process.
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
500. Name and describe two groups of memory disorders.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
501. Make a distinction between retrograde and anterograde amnesia.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
502. What did we learn about memory from the case of Henry Molaison (H.M.)?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
503. Describe the difference between amnestic disorders and dementia.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
504. Discuss the risk factors for the development of dementia in both men and women.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe physical and psychological disorders that disrupt memory.
Section Reference: Disorders of Memory
LABELLING QUESTION
505. Label the following structures involved in eyewitness memory.
amygdala
hippocampus
prefrontal cortex
thalamus
visual cortex
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Reference: Why Do We Forget and Misremember?
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