Full Test Bank Memory Chapter.6 - Mastering the World of Psychology 6th Edition Exam Pack by Samuel E. Wood. DOCX document preview.
Test Bank for Wood 6e
Chapter 6: Memory
Multiple Choice
1. A framework for studying memory that uses the computer as a model of human cognitive processes defines the _____
a) levels-of-processing theory.
b) information-processing theory.
c) sociocultural theory of memory.
d) social-cognitive theory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
2. When information-processing theorists use the term hardware, they are often referring to _____
a) the brain structures involved in memory.
b) the serial position effect.
c) the skull that covers and protects the brain.
d) the positive bias of memory.
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
3. Which of the following explains what information-processing theorists mean when they use the term software?
a) The brain structures involved in memory
b) The serial position effect
c) The skull that covers and protects the brain
d)
Learned memory strategies the positive bias of memory
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
4. According to the information-processing theorists, _____ refers to the hardware, whereas _____ refers to the software of the human memory system.
a) the skull that covers and protects the brain; the positive bias of memory
b) the serial position effect; learned memory strategies
c) the brain structures involved in memory; learned memory strategies
d) the positive bias of memory; the serial position effect
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
5. Based on the information-processing theory, _____ would be an accurate example of hardware.
a) the skull
b) a mnemonic
c) the method of loci
d) the hippocampus
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
6. Based on the information-processing theory, _____ would be an accurate example of software.
a) the limbic system
b) a mnemonic
c) the skull
d) the hippocampus
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
7. Based on the information-processing theory, _____ would be an accurate example of hardware, whereas _____ would be an accurate example of software.
a) the limbic system; epinephrine
b) a mnemonic; the hippocampus
c) the skull; the method of loci
d) the hippocampus; a learned memory strategy
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
8. In terms of the processes of memory, _____ refers to transforming the information into a form that can be stored in memory.
a) storage
b) encoding
c) metacognition
d) retrieval
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
9. Daris, a marathon runner, is trying diligently to read his textbook, but he keeps finding himself preoccupied with his upcoming race. He is frustrated because he has had to go back and reread sections the textbook in order to really understand the material. Daris seems to be having difficulty with _____
a) retrieval.
b) the positive bias of memory.
c) encoding.
d) reconstruction.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
10. In terms of the memory process, keeping the information in memory refers to _____
a) consolidation.
b) encoding.
c) storage.
d) metacognition.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
11. Tilda is learning her algebra and memorizing the formulas. She is working on a problem that requires one of the formulas she studied yesterday. However, as she is thinking and trying to retrieve that information, she cannot seem to remember it. Clearly, Tilda did not successfully get the formula into her _____
a) storage.
b) positive bias of memory.
c) reconstruction area.
d) decoding zone.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
12. In terms of the memory process, the physiological change that takes place in the brain to allow for new information to be stored is called _____
a) consolidation.
b) metacognition.
c) retrieval.
d) encoding.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
13. Consolidation occurs after _____ but before _____ in the memory process.
a) metamemory; storage
b) encoding; storage
c) retrieval; encoding
d) storage; retrieval
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
14. Rinu was awake late one night in his apartment. He was trying to cram in as much biology material as he could because he had a midterm exam the next morning. However, he was getting so sleepy that he found it difficult to learn much of anything. His roommate woke up to get some water to drink and saw Rinu trying to study. He told Rinu that because he is so tired, his brain will not be able to physiologically change to accommodate the incoming information. He strongly suggested that Rinu get some sleep instead. To which process was Rinu’s roommate referring?
a) Metacognition
b) Consolidation
c) Automaticity
d) Retrieval
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
15. Bringing to mind the information when you need it is referred to as _____
a) metacognition.
b) storage.
c) encoding.
d) retrieval.
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
16. Marco was talking to his friend the other day about his favorite restaurant. Though he could remember where it was located and what was on the menu, he couldn’t remember the name of the restaurant for some reason. A problem with _____ was the cause of Marco’s frustration.
a) retrieval
b) automaticity
c) encoding
d) metamemory
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
17. Which of the following is not required in order for you to remember something?
a) Consolidation
b) Retrieval
c) Metacognition
d) Storage
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
18. According to the model of memory proposed by Atkinson and Shiffrin, the components of memory are _____
a) encoding, storage, and retrieval.
b) metacognition and meta-analysis.
c) declarative and nondeclarative memory.
d) sensory memory, short-term memory, and long-term memory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
19. According to the model of memory proposed by Atkinson and Shiffrin, virtually everything we see, hear, or otherwise sense is held in _____
a) long-term memory.
b) sensory memory.
c) metamemory.
d) short-term memory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
20. Sensory memory holds information from the senses for a period of time ranging from _____ to _____
a) a fraction of a second; two seconds.
b) two seconds; ten seconds.
c) a fraction of a second; ten seconds.
d) a fraction of a minute; two minutes.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.2: Describe the characteristics of sensory memory
Topic: The Structure of Human Memory
21. _____ holds information brought in through our senses but only for a very brief amount of time.
a) Long-term memory
b) Sensory memory
c) Short-term memory
d) Working memory
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 6.1.2: Describe the characteristics of sensory memory
Topic: The Structure of Human Memory
22. While Noreen was driving down the highway, she saw two cars on the side of the road. She noticed that no one was hurt and that no one needed help. Within a second or two, she could no longer recall the color of the cars or the make of the cars. Based on this information, that information was likely stored in Noreen’s _____
a) sensory memory.
b) implicit memory.
c) long-term memory.
d) declarative memory.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.2: Describe the characteristics of sensory memory
Topic: The Structure of Human Memory
23. Douglas was shown a painting for a few moments, and then was asked to jot down as many details regarding the painting as he could remember. As he began writing, he was surprised to learn that although he remembered what the painting was, he had trouble recalling the details and seemed to lose them within a few seconds. Based on this information, the original information was likely stored in his _____ memory.
a) sensory
b) explicit
c) short-term
d) latent
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.2: Describe the characteristics of sensory memory
Topic: The Structure of Human Memory
24. According to the model of memory proposed by Atkinson and Shiffrin, _____ can hold information for less than 5 seconds, whereas _____ can hold information for 30 seconds or so.
a) declarative memory; working memory
b) iconic memory; sensory memory
c) sensory memory; short-term memory
d) implicit memory; metamemory
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.2: Describe the characteristics of sensory memory
Topic: The Structure of Human Memory
25. The ability to retain the image of a visual stimulus for several minutes after it has been removed from view, and to use this retained image to answer questions about the visual stimulus, is known as _____
a) the positive bias of sensory memory.
b) autobiographical visual memory.
c) eidetic imagery.
d) the source memory.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.2: Describe the characteristics of sensory memory
Topic: The Structure of Human Memory
26. Which of the following statements is true of eidetic imagery?
a) Those with this ability tend to have extraordinary long-term memory.
b) For most people who demonstrate this, the ability persists through adulthood.
c) It is an ability most closely related to the notion of a “photographic memory.”
d) Infants have the highest rate of eidetic imagery.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.1.2: Describe the characteristics of sensory memory
Topic: The Structure of Human Memory
27. According to the model of memory proposed by Atkinson and Shiffrin, the _____ is a memory system that can hold about seven items for about 30 seconds.
a) implicit memory
b) short-term memory
c) declarative memory
d) sensory memory
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
28. Short-term memory usually codes information according to _____
a) visual image.
b) sound.
c) tactile properties.
d) shape.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
29. Which of the following occurs when someone’s short-term memory is filled to capacity?
a) They simply squeeze more information in.
b) Displacement can occur at that point.
c) The person actively decides to save some items and then sends the remaining items back to sensory memory for reprocessing.
d) All of the information is automatically moved into the long-term memory store.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
30. _____ is a memory strategy that involves grouping or organizing bits of information into larger units, which are easier to remember.
a) Chunking
b) Eidetic imagery
c) A mnemonic trick
d) Working backwards
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
31. Raymond is required to learn long lists of numbers for his job. Because he wants to remember as many numbers as possible, he breaks the numbers up into groups. What technique is Raymond utilizing?
a) Elaboration
b) Rehearsal
c) Displacement
d) Chunking
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
32. The event that occurs when short-term memory is filled to capacity, and each new, incoming item pushes out an existing item, which is then forgotten, is called _____
a) suppression.
b) reconstruction.
c) retrograde amnesia.
d) displacement.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
33. As Stephanie walked into the supermarket, she realized she forgot her grocery list. She tried to recall the items on the list, but once she got up to about ten items, she realized she had already forgotten the first few items. What did Stephanie experience?
a) Displacement
b) Reconstruction
c) Retrograde amnesia
d) Rehearsal
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
34. When new information pushes current information out of memory because the short-term memory is full, _____ has occurred.
a) retrograde amnesia
b) displacement
c) chunking
d) rehearsal
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
35. According to memory researchers, _____ can help prevent _____
a) displacement; chunking.
b) elaboration; rehearsal.
c) chunking; displacement.
d) rehearsal; retrograde amnesia.
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
36. The act of purposely repeating information to maintain it in short-term memory defines _____
a) rehearsal.
b) chunking.
c) the method of loci strategy.
d) the positive bias of memory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
37. Layla was at the bar when she met Steve. He seemed like a nice guy and Layla was excited to get his phone number. He told her his number and then left when she realized she had nothing to write with. She could not program his number into her cell phone because her battery had just died. What should Layla do in order to increase her chances of remembering the number until she has an opportunity to write it down?
a) She should use displacement.
b) She should give up because there is no way she’ll remember it.
c) She should utilize metacognition.
d) She should use rehearsal.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
38. What was learned from the memory research by Peterson and Peterson (1959) using the three consonants?
a) Utilizing chunking as a memory strategy can help to increase the capacity of our long-term memory.
b) The researchers found that eidetic imagery is much more common than once thought.
c) Peterson and Peterson clearly demonstrated that there is a difference in the process of storing highly emotional versus mundane personal experiences.
d) Any interruption in rehearsal can easily cause us to forget at least some of the information that was in our short-term memory.
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
39. A major problem with cramming for an exam is that it overloads the capacity of _____
a) storage.
b) short-term memory.
c) long-term memory.
d) sensory memory.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
40. _____ is the memory subsystem that we use when we try to understand information, remember it, or use it to solve a problem or communicate with someone.
a) Sensory memory
b) Working memory
c) Long-term memory
d) Iconic memory
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
41. Marie has a final exam in psychology in one hour. She has been studying for this exam for the last three days. However, she is not convinced she has mastered the material. Marie is currently sitting in her car in the college’s parking lot diligently studying her note cards so she can ace the exam. Not only is she striving to remember all of the information, but she is also trying to understand the theories from different perspectives. Which of the following memory systems is Marie engaging the most?
a) Sensory memory
b) Eidetic memory
c) Flashbulb memory
d) Working memory
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
42. Memory researchers strongly suggest that working memory is largely _____
a) speech-based.
b) based on visual processing.
c) tactile-based.
d) prone to false memories.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
43. Which of the following brain structures is most utilized when someone is engaged in working memory?
a) The hippocampus
b) The prefrontal cortex
c) The hypothalamus
d) The cerebellum
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
44. When information is repeated over and over again until it is no longer needed, the process of _____ is being utilized.
a) maintenance rehearsal
b) chunking
c) displacement
d) elaborative rehearsal
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
45. Kris just wrote a new song and wants to commit the lyrics to memory. He repeats the chorus over and over until he learns the words. What memory strategy has Kris just employed?
a) Elaborative rehearsal
b) Chunking
c) The method of loci
d) Maintenance rehearsal
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
46. _____ occurs when an individual relates new information to something she or he already has stored in memory.
a) Displacement
b) Elaborative rehearsal
c) Rote rehearsal
d) Maintenance rehearsal
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
47. As Adam was learning the new material in his psychology class regarding neurons and memory, he couldn’t help but notice that he learned similar information in his biology class last semester. He decided to relate the new psychology material to the biology material he learned least semester as a way to help him learn and remember. What strategy is Adam using here?
a) Elaborative rehearsal
b) Chunking
c) The method of loci
d) Maintenance rehearsal
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
48. _____ is a memory strategy that involves an individual repeating something over and over, whereas _____ is a memory strategy that involves connecting new information to something already stored in memory.
a) Elaborative rehearsal; displacement
b) Chunking; rote rehearsal
c) Maintenance rehearsal; elaborative rehearsal
d) Elaborative rehearsal; rote rehearsal
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
49. Which of the following statements is true of rehearsal?
a) Because maintenance rehearsal involves surface processing, the information will likely go right into the long-term memory.
b) Because elaborative rehearsal is simply repeating information over and over, it may not make it into the long-term memory.
c) Any form of rehearsal increases the chances for the process of displacement to occur.
d) Elaborative rehearsal involves processing at a deeper level, thereby increasing its chances for the information to make it into the long-term memory.
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
50. The levels-of-processing model describes _____ rehearsal as shallow processing and _____ rehearsal as deep processing.
a) spaced; massed
b) maintenance; elaborative
c) spaced; elaborative
d) maintenance; spaced
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
51. Three research subjects in a project about long-term memory were asked to memorize a series of words. Subject 1 was asked if the word was in capital letters. Subject 2 was asked if the word rhymed with another word given. Subject 3 was asked if the word made sense in a specific sentence presented. Who was likely to remember the most words and why?
a) Subject 1 because his task was least distracting.
b) Subject 2 because his task used sound.
c) Subject 3 because his task required deeper processing.
d) Subject 3 because his task required only superficial processing.
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
52. The ability to recall information from long-term memory without effort is called _____
a) chunking.
b) maintenance rehearsal.
c) automaticity.
d) eidetic imagery.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
53. Fantasia knows Freud’s theory of personality development so well that it appears she doesn’t need to put forth much effort when discussing it. Which of the following concepts would describe this scenario best?
a) Chunking
b) Automaticity
c) Massed practice
d) Eidetic imagery
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
54. Ginny and Martin are both studying for a psychology exam. Ginny organizes her time so that she has the entire day before the exam to read and study. Martin arranges his week so he gets about an hour and a half of study time in each day the week before his exam. Both Ginny and Martin end up studying the same total number of hours. Which of the following will likely be true?
a) Ginny will perform better because she focused all of her energy on one subject matter for an extended period of time.
b) Martin will perform better because he spaced out his studying.
c) Ginny will perform better because she used the spaced practice technique.
d) Both will do equally well because they spent the same amount of time studying.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
55. Coming up with memory tricks such as ROY G. BIV for the visible spectrum of colors and HOMES for the Great Lakes are types of _____
a) mnemonics.
b) repeated testing.
c) spaced practice.
d) recency effects.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
56. Although all of following techniques are effective at enhancing memory and learning, Henry Roediger’s (2009) research demonstrates that _____ has proven to be the MOST effective for studying textbook material.
a) maintenance rehearsal
b) the method of loci
c) spaced practice
d) repeated testing
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
57. Jada has an upcoming anthropology exam. She has spaced out her studying over the course of six days and feels she knows the material well. Two days ago, she was confident with her knowledge, but decided to study beyond the point of being able to discuss it without error. She spent the last two days studying the material even further. She now feels ready to take her exam. Which technique best explains Jada’s last two days of studying?
a) Massed practice
b) Repeated testing
c) Elaborative rehearsal
d) Overlearning
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
58. There is no known limit to our _____
a) metamemory.
b) working memory.
c) long-term memory.
d) short-term memory.
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
59. The memory system with a virtually unlimited capacity that contains vast stores of a person’s permanent or relatively permanent memories is called _____
a) long-term memory.
b) working memory.
c) sensory memory.
d) short-term memory.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
60. Endel is thinking about the last time he was at his favorite restaurant. In order for him to access this information, Endel must tap into his _____
a) sensory memory.
b) working memory.
c) long-term memory.
d) short-term memory.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
61. Long-term memories are usually stored in _____ form.
a) visual
b) tactile
c) gustatory
d) semantic
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
62. Long-term memory is categorized into _____ and _____
a) declarative memory; nondeclarative memory.
b) iconic memory; echoic memory.
c) working memory; short-term memory.
d) implicit memory; sensory memory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
63. Declarative memory includes _____
a) implicit memory and explicit memory.
b) episodic memory, explicit memory, and implicit memory.
c) semantic memory and episodic memory.
d) implicit memory and episodic memory.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
64. _____ is a subsystem within long-term memory that stores facts, information, and personal life events that can be brought to mind verbally or in the form of images and then stated.
a) Implicit memory
b) Declarative memory
c) Sensory memory
d) Nondeclarative memory
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
65. The knowledge of what Target stores sell and where one is located comes from your _____
a) semantic memory.
b) iconic memory.
c) nondeclarative memory.
d) sensory memory.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
66. _____ is another label for declarative memory.
a) Nondeclarative memory
b) Implicit memory
c) Explicit memory
d) Working memory
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
67. The type of declarative memory that records events as they have been subjectively experienced is referred to as _____
a) eidetic memory.
b) sensory memory.
c) semantic memory.
d) episodic memory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
68. Lucille remembers the day she won the lottery like it was yesterday. She was at the gas station filling up her car and decided to check the lottery ticket she had purchased the day before. When the gas station attendant scanned it, he looked at her with a huge smile and then told her to get ready for some fantastic news. The memory of this event is located in Lucille’s _____
a) episodic memory.
b) nondeclarative memory.
c) sensory memory.
d) short-term memory.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
69. The type of declarative memory that stores general knowledge or objective facts and information is called _____
a) episodic memory.
b) sensory memory.
c) short-term memory.
d) semantic memory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
70. By the middle of the semester, Jeb is finally able to recall the name of his psychology professor. This information comes from his _____
a) short-term memory.
b) semantic memory.
c) sensory memory.
d) episodic memory.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
71. _____ refers to memory of events, whereas _____ refers to memory of information and facts, both of which can be found in the _____
a) Semantic memory; episodic memory; declarative memory.
b) Episodic memory; semantic memory; implicit memory.
c) Implicit memory; explicit memory; declarative memory.
d) Episodic memory; semantic memory; explicit memory.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
72. _____ refers to memory of events, whereas _____ refers to memory of information and facts.
a) Episodic memory; implicit memory
b) Implicit memory; semantic memory
c) Semantic memory; episodic memory
d) Episodic memory; semantic memory
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
73. Kristy lost her dad in a tragic accident. Her experience of this painful event is located in her _____
a) implicit memory.
b) working memory.
c) iconic memory.
d) episodic memory.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
74. Ali’s memory of her high school graduation is stored in her _____; her memory for what year Texas became a state is located in her _____
a) semantic memory; episodic memory.
b) implicit memory; explicit memory.
c) episodic memory; semantic memory.
d) eidetic memory; working memory.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
75. Declarative memory is to explicit memory as short-term memory is to _____
a) semantic memory.
b) working memory.
c) nondeclarative memory.
d) episodic memory.
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
76. Declarative memory is to explicit memory as _____ is to implicit memory.
a) nondeclarative memory
b) echoic memory
c) semantic memory
d) an event
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
77. _____ is the subsystem within long-term memory that stores motor skills, habits, and simple classically conditioned responses.
a) Declarative memory
b) Explicit memory
c) Semantic memory
d) Nondeclarative memory
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
78. Activities that do not take much conscious thought, such as walking down the stairs or tying your shoes, are a part of your _____
a) declarative memory.
b) episodic memory.
c) implicit memory.
d) working memory.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
79. Conditioned responses you have learned by association are located in your _____ memory.
a) implicit
b) semantic
c) declarative
d) explicit
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
80. Lalana just took a history exam that consisted of three essay questions. By giving essay questions, Lalana’s professor measured her _____
a) recognition.
b) recall.
c) relearning ability.
d) savings.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
81. _____ is a way to measure memory that involves searching for information in order to produce it.
a) Recognition
b) Serial position testing
c) Recall
d) The relearning method
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
82. _____ is a memory task in which a person must simply identify material as familiar or as having been encountered before.
a) Recognition
b) Serial position testing
c) Recall
d) The relearning method
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
83. Lacey just finished her sociology exam in which she was given 50 questions. Her professor also supplied 50 responses; all Lacey had to do was pick the right answer from a field of four options. Lacey’s sociology professor tested her _____
a) recall.
b) learning ability.
c) savings.
d) recognition.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
84. Multiple choice exams are to _____ as essay exams are to _____
a) recall; recognition.
b) relearning; recall.
c) recognition; relearning.
d) recognition; recall.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
85. When certain stimuli help in aiding long-term memory retrieval, those things act as _____
a) eidetic imagery.
b) retrieval cues.
c) distracters.
d) discriminatory stimuli.
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
86. Nikki was taking her driving test at the Department of Transportation office so she could renew her license. When she came upon the last question, she couldn’t remember the answer. She paused to think and then started reviewing the previous questions for clues to the answer to the last question. Because that strategy didn’t work, she started looking around the office for clues on the wall posters and windows. The poster on the wall nearest to her jogged her memory and helped her to answer the last question. The poster on the wall served as a(n) _____
a) eidetic image.
b) discriminatory stimulus.
c) distracter.
d) retrieval cue.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
87. A(n) _____ is any stimulus or bit of information that aids in retrieving particular information from long-term memory.
a) eidetic image
b) discriminatory stimulus
c) distracter
d) retrieval cue
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
88. _____ is a measure of memory in which retention is expressed as the percentage of time saved when material is relearned compared with the time required to learn the material originally.
a) Recall
b) Retrieval
c) The relearning method
d) The Ebbinghaus method
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
89. Mitzi learned the concept of classical conditioning for the first time in her psychology class. It took her about 60 minutes to thoroughly learn the process. Three weeks later, she had an exam in that class that covered classical conditioning. As she studied for that part of her exam, she realized it took her about 60 minutes to understand it once again. Which of the following statements is true of Mitzi based on this scenario?
a) It is evident that she did not maintain any of the original learning in her long-term memory.
b) Based on the relearning technique, her savings score was 100 percent.
c) It can be ascertained that Mitzi learned about half of the material the first time around.
d) After calculating Mitzi’s savings score, it is clear that she maintained about 60 percent of what she learned the first time around.
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
90. Luisine took his statistics exam and was glad he studied as hard as he did. He remembers that it took him about an hour to relearn how to solve the problems after spending four hours on them the first time. Based on the relearning method, what was Luisine’s savings score?
a) 100 percent
b) 75 percent
c) 50 percent
d) 25 percent
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
91. _____ refers to finding that memory is better for things at the beginning and the end of a list as compared to memory for things in the middle of the list.
a) Metacognition
b) The serial position effect
c) The flashbulb memory effect
d) The memory reconstruction theory
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
92. Adam studies his psychology material using note cards. He writes questions on the front of the card and the answers on the back of the card. After he has a stack of note cards completed, he studies them one by one, over and over again. Based on memory research, which of the following statements should not be made to Adam to help him maximize his studying?
a) “Adam, your memory for the last few cards will be better than for the middle group of cards.”
b) “Hey, Adam, don’t be surprised that you have a better memory for the first few cards.”
c) “Adam, this is not such a great study technique. You’ll be better off just reading over your notes.”
d) “Adam, make sure to shuffle your cards after a while.”
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
93. The _____ is the finding that, for information learned in a sequence, recall is better for the beginning and ending items than for the middle items in the sequence.
a) relearning method
b) context effect
c) levels-of-processing theory
d) serial position effect
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
94. Julie is a participant in a research project. She is instructed to memorize a list of items. Julie reads the list, in order, over and over again. When it comes time for her to be tested on what items she remembers, what will the finding likely be?
a) Julie will remember various items scattered throughout the list.
b) Julie will have the best memory for items only at the beginning of the list.
c) Research suggests that Julie will have better memory for items at the beginning and the end of the list.
d) Julie will have a better memory for items in the middle of the list.
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
95. When a person has a better memory for items at the beginning of a list she or he tries to learn, the _____ is demonstrated.
a) recency effect
b) serial cognition effect
c) metamemory effect
d) primacy effect
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
96. When a person has a better memory for items at the end of a list she or he tries to learn, the _____ is demonstrated.
a) recency effect
b) serial cognition effect
c) metamemory effect
d) primacy effect
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
97. Imagine you are trying to remember a list of words. Having a better memory for items at the beginning of a list demonstrates the _____, whereas having a better memory for items at the end of a list demonstrates the _____
a) primacy effect; serial cognition effect.
b) serial position effect; metamemory effect.
c) primacy effect; recency effect.
d) flashbulb memory effect; recency effect.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
98. As three-year-old Luca is learning to count to ten, his parents notice he always remembers one, two, three easily and then nine, ten easily. However, he often skips or mixes up the numbers in the middle. This example demonstrates _____
a) the serial position effect.
b) severe problems in metacognition.
c) only the primacy effect.
d) only the recency effect.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
99. The tendency to encode elements of the physical setting in which information is learned, along with memory of the information itself, is known as _____
a) state-dependent memory.
b) the context effect.
c) the serial position effect.
d) the primacy effect.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
100. Connie always studies at night in her bedroom. When she is taking an exam and cannot remember a particular answer, she often imagines herself in her bedroom. Sometimes that technique helps her to remember the material she studied. Which of the following is Connie using to assist her memory?
a) State-dependent memory
b) The primacy effect
c) The serial position effect
d) The context effect
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
101. Which of the following is false based on Godden’s and Baddeley’s 1975 research with underwater divers?
a) The context in which the divers learned the information probably assisted in their recall of the information when in that same context.
b) Because the context was so unusual, all of the divers seemed to have a better memory for the words they learned on land.
c) The divers’ recall was not as good if they were in a different environment from where they learned the material.
d) The divers who learned the list of words on land remembered the list better on land.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
102. The tendency to recall information better if one is in the same pharmacological or psychological state as when the information was encoded is known as _____
a) the serial position effect.
b) the state-dependent memory effect.
c) the psychedelic effect.
d) the context effect.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
103. Mario had consumed a large amount of caffeine prior to his human anatomy study session with classmates. During their time together, they studied diligently and learned a lot of information. When the exam day arrived, Mario planned on consuming a large amount of caffeine just before taking his exam. Mario is applying his knowledge of _____
a) the serial position effect.
b) the state-dependent memory effect.
c) the psychedelic effect.
d) the context effect.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
104. In memory, _____ is an account of an event that has been pieced together from a few highlights.
a) the serial position effect
b) a flashbulb memory
c) the context effect
d) reconstruction
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.3.1: Explain what is meant by the statement “Memory is reconstructive”
Topic: Remembering as Reconstruction
105. Alexandra’s father was excited to learn about her first day of kindergarten. When he picked her up, he asked how her day was. “Good,” she said. He wanted to know more so he asked her to tell him about her day and all of the things she did. Although Alexandra couldn’t remember exactly, she told him they had circle time, then writing time, then recess, then snack time, then quiet reading time. Which process did Alexandra use to tell her father about her day?
a) Metacognition
b) Relearning
c) Eidetic imagery
d) Reconstruction
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.3.1: Explain what is meant by the statement “Memory is reconstructive”
Topic: Remembering as Reconstruction
106. _____ occurs when a person remembers the major portions of an event and then fills in the gaps with what she or he generally believes to be true.
a) Metamemory
b) Relearning
c) Reconstruction
d) Eidetic imagery
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.3.1: Explain what is meant by the statement “Memory is reconstructive”
Topic: Remembering as Reconstruction
107. _____ are frameworks of knowledge and assumptions that we have about people, objects, and events.
a) Schemas
b) Relearning techniques
c) Retrieval cues
d) Eidetic images
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.3.1: Explain what is meant by the statement “Memory is reconstructive”
Topic: Remembering as Reconstruction
108. Giuseppe cannot remember exactly what happened at the wedding he attended a while ago, but he knows that the reception followed the ceremony. He also knows that at the reception, there was a large guest list, great food, and lots of dancing. Giuseppe is using _____ to help him reconstruct his memory for the event.
a) relearning
b) recognition
c) metacognition
d) a schema
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.3.1: Explain what is meant by the statement “Memory is reconstructive”
Topic: Remembering as Reconstruction
109. _____ is a recollection of the circumstances in which an individual forms a memory, whereas _____ is intentionally keeping track of where an individual attains incoming information.
a) Specific memory formation; standard information tallying
b) A source memory; source monitoring
c) State-dependent memory formation; standard information tallying
d) Specific memory formation; cryptomnesia prevention
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.3.2: Summarize the research on source, flashbulb, and autobiographical memories
Topic: Remembering as Reconstruction
110. Memories for shocking, emotion-provoking events that include information about the source from which the information was acquired are known as _____
a) flashbulb memories.
b) metamemories.
c) repressed memories.
d) eyewitness memories.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.3.2: Summarize the research on source, flashbulb, and autobiographical memories
Topic: Remembering as Reconstruction
111. Nicole feels she will not forget the emotions she felt upon hearing of the attacks on America on September 11, 2001. She remembers very vividly what she was doing, who she was with, what was said, and what emotions she experienced. Nicole has a _____ for that tragic event.
a) hippocampal memory
b) flashbulb memory
c) repressed memory
d) reconstructed memory
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.3.2: Summarize the research on source, flashbulb, and autobiographical memories
Topic: Remembering as Reconstruction
112. _____ is a vivid and unusually detailed account of a highly emotional event.
a) Eyewitness memory
b) Metamemory
c) A repressed memory
d) A flashbulb memory
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.3.2: Summarize the research on source, flashbulb, and autobiographical memories
Topic: Remembering as Reconstruction
113. _____ are recollections that a person includes in an account of the events of his or her own life.
a) Self-metacognitions
b) Eyewitness memories
c) Autobiographical memories
d) Serial position memories
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.3.2: Summarize the research on source, flashbulb, and autobiographical memories
Topic: Remembering as Reconstruction
114. In Africa, the Swazi people demonstrate an amazing ability to remember the slightest details of their cows. A finding such as this illustrates the importance and significance of _____ in memory.
a) culture
b) massed practice
c) implicit thinking
d) genetics
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.3.3: Explain how expertise and culture influence reconstructive memory
Topic: Remembering as Reconstruction
115. Which of the following statements is false regarding the research done by Hermann Ebbinghaus?
a) He created and then memorized a large number of nonsense syllables.
b) He studied forgetting and the amount of time it takes to forget particular information.
c) His research suggested that certain hormones influence the rate of forgetting.
d) His research demonstrated that most forgetting occurs within the first 24 hours.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.4.1: Explain the results of Ebbinghaus’s research on forgetting
Topic: Forgetting
116. Maggie memorized the speech she wrote for her business presentation. Because she was confident that she knew it, she went to bed knowing she would remember the speech just as well the next day when she was scheduled to give it. Based on memory research, what advice would you give Maggie?
a) Go over the speech again tomorrow anyway.
b) Stay up tonight so you don’t forget it in your sleep.
c) You will probably remember every word for a week.
d) Drink a pot of coffee now, and have a cup before class.
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.4.1: Explain the results of Ebbinghaus’s research on forgetting
Topic: Forgetting
117. _____ occurs when information never made it into the long-term memory in the first place.
a) Decay
b) Encoding failure
c) Retrieval failure
d) Consolidation failure
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.4.1: Explain the results of Ebbinghaus’s research on forgetting
Topic: Forgetting
118. Dorie is convinced she has test anxiety. Every time she gets to the test, she cannot remember what she studied. She goes to her professor to try to see what she can do about it. Her professor asks her how she studies for the exams. Dorie reports that she reads the chapters and rereads her notes. After talking to her professor about her study habits, her professor—who specializes in memory—will likely say which of the following?
a) “It sure seems like you are studying enough. Continue doing what you are doing and your grades will eventually get better.”
b) “Dorie, it is clear that you are suffering from the decay theory of forgetting. You need to work on creating retrieval cues.”
c) “Dorie, the good news is that you don’t have test anxiety. You just are not studying in a way that helps you encode the information.”
d) “You probably do have test anxiety and should see a psychiatrist for medication.”
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
119. When memories are not revisited, they simply fade away as time passes. This exemplifies the _____
a) encoding theory of forgetting.
b) interference theory of forgetting.
c) retrieval theory of forgetting.
d) decay theory of forgetting.
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
120. One day Oliver was sitting with his friend as they were discussing how long they have been friends. As they counted back, Oliver said, “Oh, I remember. We met in the third grade at recess time.” As he and his friend reminisced, Oliver came to the conclusion that because he hadn’t thought about the third grade in so many years, he could not remember who their teacher was. In fact, he could not remember anything about his teacher. What is Oliver likely experiencing?
a) Consolidation failure
b) Interference failure
c) Memory decay
d) Anterograde amnesia
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
121. _____ occurs when information already stored in memory gets in the way of recalling newer information.
a) Proactive interference
b) Anterograde interference
c) Retroactive amnesia
d) Proactive amnesia
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
122. When new learning gets in the way of recalling previously learned information, _____ has occurred.
a) proactive interference
b) retroactive interference
c) anterograde amnesia
d) proactive amnesia
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
123. _____ occurs when information already stored in memory gets in the way of recalling newer information; when new learning gets in the way of recalling previously learned information, _____ has occurred.
a) Retroactive interference; proactive interference
b) Proactive amnesia; retroactive amnesia
c) Proactive interference; retroactive interference
d) Retrograde amnesia; proactive interference
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
124. Travis is a high school teacher. He has the same group of students for a semester and then gets a whole new group of students the next semester. He notices that when he gets the second group of students, he has difficulty learning their names because he is so used to the names of his last semester students. Travis is experiencing _____.
a) proactive interference
b) anterograde amnesia
c) retrograde amnesia
d) retroactive interference
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
125. Chris is a high school teacher. He has the same group of students for a semester and then gets a whole new group of students the next semester. He notices that after he gets the second group of students and learns their names, he has difficulty remembering the names of his last semester students when he sees them. Chris is experiencing _____
a) anterograde amnesia.
b) retroactive interference.
c) retrograde amnesia.
d) proactive interference.
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
126. Brigit studied her business law all day and then went to work. The person who was supposed to work the midnight shift called in sick, so Brigit had to stay for another entire shift. Though she was very tired and terribly sleep deprived, she still had to go to class and take her exam. Although she had studied all of the material, she found she couldn’t remember very much of it. Which of the following likely explains Brigit’s forgetting?
a) Retroactive interference
b) Anterograde amnesia
c) Cryptomnesia
d) Consolidation failure
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
127. Every time Tim remembered how embarrassed he had been at the party, he immediately thought of something else. He really tried to forget all about the party. Tim was using _____ for the purpose of motivated forgetting.
a) suppression
b) retrograde amnesia
c) proactive amnesia
d) repression
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
128. Which of the following statements is true regarding motivated forgetting?
a) Motivated forgetting always involves a lack of proper consolidation prior to storage.
b) Suppression involves a partial or complete, unintended memory loss for a painful event.
c) Suppression is an active process of avoiding an unpleasant memory.
d) Suppression falls under the category of encoding failure.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
129. Sharon and Peggy were talking about what they did over the weekend. Peggy told Sharon all about the concert she attended. As she was giving Peggy the details, she realized she could not remember the name of the group who performed. She could easily tell Sharon other songs they sang and even described what they looked like. However, Peggy could not seem to remember the name of the group at the moment. What did Peggy just experience?
a) Consolidation failure
b) Tip-of-the-tongue phenomenon
c) Encoding failure
d) Anterograde amnesia
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
130. The tip-of-the-tongue phenomenon is an example of _____
a) consolidation failure.
b) prospective forgetting.
c) retrieval failure.
d) encoding failure.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
131. In the famous case of H.M., his hippocampi were removed as part of a surgical procedure to stop his seizures, and afterward he could not _____
a) remember anything about his life before the surgery.
b) even remember who he was.
c) form new memories.
d) remember how to speak.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.5.1: Identify the brain structures that are associated with memory
Topic: Biology and Memory
132. The blocking or preventing of long-term potentiation results in _____
a) increased encoding.
b) the formation of many new memories.
c) the interference of learning.
d) an increase of synaptic efficiency.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.5.2: Explain why long-term potentiation is important for memory
Topic: Biology and Memory
133. Which of the following hormones are involved in strengthening memory formation of traumatic events?
a) Melatonin
b) Adrenalin
c) Cortisol
d) Sertotonin
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.5.3: Explain how hormones influence memory
Topic: Biology and Memory
134. What hormone, in excess, interferes with memory?
a) Cortisol
b) Epinephrine
c) Norepinephrine
d) Estrogen
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.5.3: Explain how hormones influence memory
Topic: Biology and Memory
135. _____ results when, due to some type of brain injury or insult, a person is no longer able to create long-term memories.
a) Retrograde amnesia
b) Dissociative amnesia
c) Anterograde amnesia
d) Infantile amnesia
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.5.4: Explain the kinds of memory loss that occur in amnesia and dementia
Topic: Biology and Memory
136. Aidan was in a car accident that left him with a brain injury. One of the abilities he lost was to take in and recall new pieces of information such as what he ate for dinner and what he watched on television the previous day. Aidan suffers from _____
a) anterograde amnesia.
b) state-dependent amnesia.
c) retrograde amnesia.
d) hippocampal amnesia.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.5.4: Explain the kinds of memory loss that occur in amnesia and dementia
Topic: Biology and Memory
137. _____ typically occurs when an individual experiences a loss of memory for experiences that occurred shortly before a loss of consciousness.
a) Proactive interference
b) Retrograde amnesia
c) Anterograde amnesia
d) Retrograde interference
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.5.4: Explain the kinds of memory loss that occur in amnesia and dementia
Topic: Biology and Memory
138. _____ results when a person is no longer able to form new, long-term memories; _____ occurs when an individual experiences a loss of memory for occurrences prior to a loss of consciousness.
a) Proactive interference; retroactive interference
b) Anterograde amnesia; retrograde amnesia
c) Retroactive interference; proactive interference
d) Proactive amnesia; retroactive amnesia
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.5.4: Explain the kinds of memory loss that occur in amnesia and dementia
Topic: Biology and Memory
139. Curt was in a car accident last year and lost consciousness. Although he has made nearly a full recovery, he is still unable to remember what occurred shortly before the accident. Curt is likely experiencing _____
a) proactive interference.
b) retrograde amnesia.
c) retroactive interference.
d) anterograde amnesia.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 6.5.4: Explain the kinds of memory loss that occur in amnesia and dementia
Topic: Biology and Memory
140. Sixty-eight-year-old Claretta is often confused about where she is and what time of the day it is. Her adult children have noticed that other mental abilities have also been deteriorating lately. They report that Claretta does not seem to remember important information and her personality has changed. Which of the following best describes Claretta’s condition?
a) Encoding failure
b) Dementia
c) Repression
d) The disinhibitory effect
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.5.4: Explain the kinds of memory loss that occur in amnesia and dementia
Topic: Biology and Memory
141. Which of the following statements is true regarding eyewitness testimony?
a) Eyewitness testimony is very accurate.
b) The stress of witnessing a crime makes the memory very reliable.
c) Eyewitnesses encode the most important information at the scene.
d) Eyewitness testimony is relied upon in the U.S. courts and legal system.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 6.6.1: Describe the factors that influence the reliability of eyewitness testimony
Topic: Biology and Memory
142. Misleading information can often be inadvertently supplied to an eyewitness during the process of an investigator’s interview and can result in false recollections. When this happens it is known as _____
a) the misinformation effect.
b) source amnesia.
c) encoding failure.
d) retrieval failure.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.6.1: Describe the factors that influence the reliability of eyewitness testimony
Topic: Biology and Memory
143. After he was sexually assaulted, Gordon went to the police and filed a report. Later, the police asked Gordon if he’d be willing to look at potential suspects one by one. Gordon agreed to do so. Which of the following statements is true?
a) He would be more accurate if he saw them all at once.
b) He would be more accurate if shown photos first.
c) He will be more accurate seeing them one by one than all at a time.
d) He will not be able to identify anyone this way.
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 6.6.1: Describe the factors that influence the reliability of eyewitness testimony
Topic: Biology and Memory
144. Eyewitnesses who perceive themselves to be more objective have more confidence in their testimony and are _____
a) more accurate.
b) more likely to include incorrect information.
c) able to give more detailed testimony.
d) especially good observers.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.6.1: Describe the factors that influence the reliability of eyewitness testimony
Topic: Biology and Memory
145. _____ is a term used to describe when an individual cannot consciously recall a trauma that occurred in her or his life because it is too painful to remember.
a) False memories
b) Infantile amnesia
c) Retrograde amnesia
d) Repression
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.6.2: Explain the repressed memory controversy
Topic: Biology and Memory
146. When an individual unintentionally constructs memories of events that never occurred, often influenced by another person’s suggestions, these are called _____
a) repressed memories.
b) false memories.
c) psychological recreation.
d) confabulations.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 6.6.2: Explain the repressed memory controversy
Topic: Biology and Memory
147. _____ occur(s) when a person unintentionally constructs memories that never occurred and experiences them as real memories.
a) False memory
b) Retrograde reconstruction
c) Malingering
d) Reaction formation
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.6.2: Explain the repressed memory controversy
Topic: Biology and Memory
148. Janna likes to talk about her recovered memories of her own birth and the events of the first two years of her life. She provides many details and gets very emotional telling the stories. What does science tell us about these memories?
a) They are likely very accurate because there was not much retrograde interference that early.
b) It is extremely unlikely they are real, as the brain is not developed enough to form and store such memories during those years.
c) It is understandable she recovered these memories because they are so traumatic.
d) Janna is lying; no one can think they remember things from that early in life.
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 6.6.2: Explain the repressed memory controversy
Topic: Biology and Memory
149. _____ refers to the notion that we cannot remember what occurred in the first few years of our lives.
a) Retrograde amnesia
b) Infantile amnesia
c) Childhood repression
d) Anterograde amnesia
Skill Level: Understand
Difficulty: Easy
Learning Objective: 6.6.2: Explain the repressed memory controversy
Topic: Biology and Memory
150. Lili, a teenager, can remember her first day of kindergarten, but cannot seem to remember anything in her life that occurred before that. Lili is likely experiencing _____
a) retrograde amnesia.
b) childhood repression.
c) infantile amnesia.
d) an inability to reconstruct repressed memories.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 6.6.2: Explain the repressed memory controversy
Topic: Biology and Memory
Completion (Fill-in-the-Blank)
1. The three basic processes, in addition to consolidation, required for remembering are _____, _____, and _____.
Difficulty: Easy
Skill Level: Analyze
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
2. The _____ is the theory of memory that compares human cognitive processing to that of a computer.
Difficulty: Moderate
Skill Level: Understand
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
3. According to the model of memory proposed by Atkinson and Shiffrin, _____, _____, and _____ are the three memory systems.
Difficulty: Easy
Skill Level: Analyze
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
4. The major differences between sensory and short-term memory, according to the model of memory proposed by Atkinson and Shiffrin, are _____ and _____.
Difficulty: Moderate
Skill Level: Analyze
Learning Objective: 6.1.1: Explain how information-processing theory describes memory
Topic: The Structure of Human Memory
5. _____ is a general strategy of repeating information in order to help maintain that information in the short-term memory.
Difficulty: Easy
Skill Level: Analyze
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
6. _____ is a memory strategy that involves connecting new information with information already stored in memory; it is utilized in learning and remembering complex information.
Difficulty: Moderate
Skill Level: Analyze
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
7. Brendan just witnessed a hit-and-run accident. He is looking for his cell phone to call the police and desperately wants to remember the license plate number on the car. He begins to repeat the number over and over, a memory strategy called _____ rehearsal, so he won’t forget the plate information.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
8. Memory research by Craik and Tulving (1975) suggests that it is not necessarily the amount of time an individual spends on studying, it is _____ that enhances the accuracy of recall and overall memory of the information.
Difficulty: Difficult
Skill Level: Understand
Learning Objective: 6.1.3: Describe what happens to information in short-term memory
Topic: The Structure of Human Memory
9. Ideally, college students should study their material beyond the point at which it can be repeated once without error. When they do, they are engaging in _____, which has been shown to assist in maintaining new information better and longer.
Difficulty: Moderate
Skill Level: Analyze
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
10. Fifteen hours of cramming for a final the day before the exam is an example of _____, whereas devoting an hour per day for 15 days to one of your classes is an example of _____.
Difficulty: Moderate
Skill Level: Analyze
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
11. _____ and _____ are the two main subsystems of memory located within the long-term memory.
Difficulty: Easy
Skill Level: Understand
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
12. _____ and _____ are the two types of explicit memory located in the long-term memory.
Difficulty: Easy
Skill Level: Understand
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
13. The nondeclarative memory, also called _____ memory, contains motor skills habits, and classically-conditioned responses.
Difficulty: Moderate
Skill Level: Understand
Learning Objective: 6.1.4: Identify the subsystems of long-term memory
Topic: The Structure of Human Memory
14. The three ways to measure memory are _____, _____, and _____.
Difficulty: Moderate
Skill Level: Analyze
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
15. In the relearning method of retrieval measurement, the numerical value calculated when the amount of information learned the first time around compared to the second time around is called the _____.
Difficulty: Difficult
Skill Level: Analyze
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
16. Callie learned how to multiply fractions over the course of 2 hours. After a few days, she tried again to multiply fractions and found that it only took her 30 minutes to relearn the steps involved. Callie’s savings score would be _____.
Difficulty: Difficult
Skill Level: Apply
Learning Objective: 6.2.1: Differentiate between the recall, recognition, and relearning methods of measuring retrieval
Topic: A Closer Look at Retrieval
17. When learning a long list of words, Vinny finds that he can remember the first few and last few quite easily. However, he is having trouble remembering the words in the middle. The reason for this finding can best be explained by the _____.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
18. Jerilynn notices that when she studies her stack of note cards, she tends to remember best the ones on the top of the stack. Mark notices that when he studies his note cards, he can better remember the ones on the bottom of the stack. Jerilynn is showing the _____ by remembering the first few note cards, whereas Mark is demonstrating the _____ by remembering the last few note cards, both of which are a part of the overall serial position effect
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
19. Bill originally learns his psychology information in the classroom. He studies it in depth at the local Starbucks. According to research on the context effect, if Bill’s professor wants to get Bill’s best performance, Bill should be tested _____.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
20. Sandra was experiencing anxiety as she studied for her statistics exam. She was surprised to find that her recall for statistics seemed to be better when she once again began experiencing anxiety. This is an example of the _____.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 6.2.2: Compare the serial position, context, and state-dependent memory effects on retrieval
Topic: A Closer Look at Retrieval
21. Elliott was trying to study for his exam, but his mind was really on other things. Though he was looking at the information in his notes and textbook, he really wasn’t reading or otherwise getting the information in. While he was taking the exam, he noticed that he did not know a majority of the answers. _____ is the cause of forgetting that best fits with Elliott’s experience.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
22. Four of the seven causes of forgetting listed in your text are _____, _____, _____, and _____.
Difficulty: Easy
Skill Level: Understand
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
23. Mandisa was trying desperately to learn her new Spanish vocabulary, but her knowledge of German kept getting in the way. Mandisa was experiencing _____.
Difficulty: Difficult
Skill Level: Apply
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
24. According to your text, _____ and _____ are two types of motivated forgetting.
Difficulty: Difficult
Skill Level: Understand
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
25. Tip-of-the-tongue phenomenon is an example of _____, a relatively common type of forgetting.
Difficulty: Difficult
Skill Level: Understand
Learning Objective: 6.4.2: Identify the seven causes of forgetting
Topic: Forgetting
Essay Questions
1. Explain in detail the model of memory proposed by Atkinson and Shiffrin.
2. Based on memory research, describe and give examples of at least three strategies for improving memory you could utilize to become a better student.
3. Define and describe dementia. Discuss some of the common causes of dementia and the prevalence of dementia.
4. Discuss the reliability of eyewitness testimony and the factors that affect the reliability of eyewitness testimony in general.
5. Differentiate between repressed memories, recovered memories, and false memories. What does the research support?
1. Explain how chunking is able to increase your short-term memory capacity.
2. Which type of rehearsal would work best for remembering complex information? Why?
3. Why is spaced practice more effective than massed practice?
4. Why is recall generally more difficult than recognition?
5. Why does the context in which an individual learns information aid in the memory of that information?
6. How are suppression and repression different?
7. How does the tip-of-the-tongue phenomenon provide evidence that memories are stored in pieces as opposed to one large entity?
8. What will happen to properly encoded information if consolidation never occurs?
9. What are the advantages and disadvantages of a showup versus a lineup?
10. How do we know that hormones play a role in memory?
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 6.5.3: Explain how hormones influence memory
Topic: Biology and Memory
Document Information
Connected Book
Mastering the World of Psychology 6th Edition Exam Pack
By Samuel E. Wood