Memory Test Questions & Answers Chapter 9 - Test Bank | Psychology by Davey 1e by Graham C. Davey. DOCX document preview.
Chapter 09: Memory
Multiple choice
1. Which of the following objects BEST represents the function of memory?
a) A spotlight
b) A store
c) A calculator
d) A clock
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
2. What is memory for?
a) It enables us to have a relationship with our past.
b) It incorporates new information into information we encountered before.
c) It provides a sense of identity.
d) All of the above
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
3. If we are able to recall something we encountered an hour earlier which of these processes must be intact?
a) Encoding and retrieval
b) Storage and retrieval
c) Retrieval only
d) Encoding, storage and retrieval must all be intact
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
True/False
4. Memory is the faculty for recalling past events and past learning.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
5. The term ‘reminisce’ refers to the process of dwelling on a given experience and generate some details about it.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
Fill-in-the-blank
6. __________ of memory are common myths about human memory and represent a big obstacle for memory experts working in courtrooms.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
7. Many people think that memory is relatively __________ and that once they have experienced an event, this will remain stable in their memory.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
True/False
8. Eyewitness testimonies are usually very reliable and should provide enough evidence for convicting a defendant.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
9. Human memory can be imagined as a video camera, precisely recording the events and storing an exact copy of them.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
10. Once you have experienced an event and formed a memory, that memory will be susceptible to change.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
Multiple Choice
11. Which of the following information regarding memory is ACCURATE?
a) Amnesic patients cannot recall their own name.
b) Hypnosis is useful in helping witnesses to recall details of crimes.
c) Memory is an exact copy of what happened.
d) None of the above
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
12. According to your textbook, what is the approximate proportion of people from the general public who believe that human memory records events as accurately as a video camera?
a) 30%
b) 50%
c) 60%
d) 80%
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
13. Which of the following scientists was able to ‘retrieve’ memories by directly stimulating the human brain?
a) Loftus
b) Penfield
c) Chabris
d) Palmer
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
14. Why were Penfield’s observations often cited by psychologists?
a) As a proof that memory can be localized in the brain.
b) As a proof that no memory is ever lost.
c) As a proof that amnesia can be cured.
d) As a proof that working memory does not exist.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Hard
15. What current knowledge about memory drastically challenged Penfield’s view that memories are never lost?
a) Memory is a linear process.
b) Memory is divided in subcomponents.
c) Memory is an active process that involves reconstruction.
d) Memory declines over time.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Hard
16. Which of the following adjectives does not represent memory as a process?
a) Perfect
b) Passive
c) Fragile
d) Active
And: a
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
17. Which of the following adjectives does not apply to current views of human memory?
a) Perfect
b) Active
c) Variable
d) Fragile
And: a
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
Essay
18. Discuss why memory cannot be compared to a videotape.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Hard
Short answer
19. What scientist suggested that memories are never lost and believed that memories could re-emerge using brain stimulation?
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
20. Why was Penfield wrong suggesting that memories are never lost?
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Hard
True/False
21. Memories of strong emotional experiences are immutable and less susceptible to reconstruction.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
22. Regardless of how vivid a memory may feel, there is always a chance that it may be false.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
Fill-in-the-blank
23. __________ refers to a memory loss.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
Multiple choice
24. Mrs Alvarez is 30 and her family says she has very bad memory. How would you be able to diagnose her as either amnesic or suffering with dementia?
a) Consider her age, and the pattern of impaired and intact cognitive functions
b) Test whether she can remember basic information.
c) Consider whether she can remember her childhood.
d) Look at the pattern of test scores.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Hard
25. Which amnesic patient described by Smith et al. (2010) said they could not retain information from one day to the next?
a) HM
b) FL
c) PJM
d) SS
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Hard
26. In which neurological condition is memory loss MOST likely to affect the patient’s identity?
a) Multiple sclerosis
b) Fronto-temporal dementia
c) Alzheimer’s disease
d) Capgras syndrome
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
27. According to your textbook, who thought that memory was like a tablet of wax which could be carved into?
a) The Egyptians
b) The Greeks
c) The Romans
d) The Persians
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
28. Which of the following is a type of memory?
a) Semantic memory
b) Non-declarative memory
c) Prospective memory
d) All of the above
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
29. Which of the following types of memory is the memory for facts and general information?
a) Autobiographical memory
b) Episodic memory
c) Semantic memory
d) Implicit memory
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
30. Which of the following types of memory is the memory for actions and events to be completed in the future?
a) Autobiographical memory
b) Episodic memory
c) Implicit memory
d) Prospective memory
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
Fill-in-the-blank
31. Sally is adding a new reminder on the smartphone. By setting a reminder, Sally is aiding her __________ memory.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
True/False
32. Non-declarative memory and procedural memory are synonymous, and they are both types of implicit memory.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
33. Autobiographical memory and episodic memory are the same construct.
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
Short Answer
34. What type memory enables to remember to complete an action in the future?
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
35. What are the three main dichotomies of human memory?
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
Multiple Choice
36. Which of the following pairs does not represent a correct dichotomy of human memory?
a) Episodic memory vs semantic memory
b) Episodic memory vs non-declarative memory
c) Explicit memory vs implicit memory
d) STM vs LTM
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
37. Which of the following types of memory is the LEAST associated with the others?
a) Working memory
b) Procedural memory
c) Implicit memory
d) Non-declarative memory
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
38. Which of the following types of memory has less capacity compared to the others?
a) Procedural memory
b) Episodic memory
c) Working memory
d) Semantic memory
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Easy
39. Lucinda remembered getting a special doll for her 8th birthday. Which type of explicit memory is being described in this example?
a) Semantic
b) Episodic
c) Procedural
d) Implicit
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
40. While playing Trivial Pursuit, Jessica remembered that Abraham Lincoln had a history of depression. Memory of a piece of general historical knowledge is considered a _________ memory.
a) semantic
b) episodic
c) procedural
d) implicit
Section Ref: What is Memory?
Learning Objective: Demonstrate an understanding of the functions of memory and the concept of life without memory.
Difficulty Level: Medium
41. The inability to recall information that was previously encoded is termed _______.
a) forgetting
b) retrieval failure
c) repression
d) interference
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Essay
42. Illustrate Ebbinghaus’s forgetting curve and describe the pattern of memory loss depicted.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Hard
True/False
42. The forgetting curve shows that a large amount of information is lost initially at a relatively fast rate, whilst over time the amount of information lost is reduced.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Easy
43. A theory of forgetting arises from interference - the idea that old memories interfere with the acquisition of new memories.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Fill-in-the-blank
44. The __________ curve shows that forgetting is __________ initially and __________ over time.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
45. The forgetting curve describes the __________ of memory over time.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Short answer
46. Which two processes may explain the forgetting of information?
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
47. Carlo cannot remember the title of his favourite director’s last film. He can only remember the title of the film before the last one. What process of forgetting is affecting Carlo’s memory?
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Multiple choice
48. A contemporary view suggests that forgetting is a process of __________ of information in the mind.
a) removal
b) suppression
c) inhibition
d) selection
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
49. The continuous and repeated presentation of one piece of information actively reduces the chances of retrieving related information. This statement describes the process of:
a) interference
b) suppression
c) selectivity
d) inhibition
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
50. According to your textbook, which of the following scientists first proposed that memory could be measured by scientific means?
a) Loftus
b) Craik
c) Ebbinghaus
d) Baddeley
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
51. Which of the following materials was used by Ebbinghaus to study memory?
a) Pictures of faces
b) Strings of letters
c) Lists of words
d) Lists of numbers
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
52. Why did Ebbinghaus consider a string such as ‘HJU’ a pure measure of memory?
a) It does not have any pre-existing meaning.
b) It has never been encountered before.
c) It has very little association with anything else.
d) All of the above
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
53. What does Ebbinghaus’ 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.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
54. The saying, “Use it or lose it” is most applicable to the ________ theory of forgetting.
a) inhibition
b) decay
c) interference
d) repression
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Hard
55. Jerome cannot open his term paper on his computer because the file has become corrupt. 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) inhibition; interference
c) decay; interference
d) decay; inhibition
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Hard
56. Some psychologists believe that test anxiety results in poor 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) inhibition
c) decay
d) repression
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Hard
57. George took a history exam that required him to remember names and dates from “scratch.” This lack of retrieval cues identifies what type of memory task format?
a) Recognition
b) Recall
c) Essay
d) Short answer
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Easy
58. Pretend that you are a contestant on a new game show and that you are asked to remember the names of all the students in your kindergarten class. Every classmate that you remember correctly increases your monetary prize. The host asks you to write down the names of every student you remember. This is an example of a _______ memory task.
a) Recognition
b) Recall
c) Episodic
d) Working
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
59. Why are recognition tasks easier than recall tasks?
a) Recognition tasks involve more retrieval cues than recall tasks.
b) Recall tasks involve more retrieval cues than recognition tasks.
c) Recall tasks involve more encoding than recognition tasks.
d) Recognition involves explicit memory, whereas recall involves implicit memory.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
60. Multiple choice test is to essay test as _________ is to _________.
a) recall; recognition
b) recognition; recall
c) cueing; priming
d) explicit memory; implicit memory
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
True/False
61. Recognition tasks are often harder than recall tasks.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Easy
62. Multiple choice test formats require the use of recognition memory.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Short answer
63. Provide an example of a test format that requires recall?
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Essay
64. Dr Smith firmly believed 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.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Hard
Short answer
65. According to Craik’s environmental support framework, which memory task is more dependent on environmental support?
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Multiple choice
66. With reference to the Craik’s environmental support framework, which of the following sequences of tasks correctly identifies the environmental support on the task from high to low?
a) free recall – recognition – cued recall – implicit memory
b) free recall – cued recall – recognition – implicit memory
c) implicit memory – recognition – cued recall – free recall
d) implicit memory – free recall – recognition – cued recall
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
67. The ‘old-new’ is a type of:
a) free recall test
b) recognition test
c) stem-cued recall test
d) implicit memory test
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
68. The famous experiment on context-dependent memory by Godden and Baddeley (1975) was carried out on:
a) Musicians
b) Students
c) Amnesic patients
d) Deep-sea divers
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Easy
69. In Godden and Baddely (1975) experiment, what was the contextual cue that affected results?
a) The water
b) Being underwater
c) The scuba diver
d) The flashing light
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
69. Ron receives some stock tips when he is slightly ‘buzzed’ at an office party. Based on the notion of state-dependent memory, what might you predict regarding the likelihood that Ron 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.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Hard
Fill-in-the-blank
70. _________refers to the fact that people are more likely to remember information encoded while they are in a specific state if they re-experience that state.
Section Ref: Memory for Beginners: The Cognitive Psychology of Remembering
Learning Objective: Demonstrate an understanding of the cognitive psychology of remembering.
Difficulty Level: Medium
Short answer
71. What is the three-stage memory temporal sequence?
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
True/False
72. According to the three-stage memory model, you can never recall something without having first encoded it.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Easy
73. The multistore model proposes that memory is organized around different stores according to the capacity of storage.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Short Answer
74. What are the three stages in the multistore model?
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
75. According to the multistore model, what store is brief, low-level and the most fragile?
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Multiple Choice
76. Which of the following is not a store in the multistore model?
a) STM
b) Sensory memory
c) Central executive
d) LTM
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
77. Amelia remarks that she needs to learn her text’s section on the structures of the brain for an upcoming test. Brian responds that he couldn’t remember the function of the hippocampus on a test the preceding day. With respect to the three activities of memory described in your text, Amelia is making reference to _________. Brian is referring to ________.
a) encoding; storage
b) retrieval; encoding
c) retrieval; storage
d) encoding; retrieval
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Hard
78. 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 of pressing <Ctrl-S> is most nearly analogous to the memory activity of _________. The computer’s hard drive is similar to _________ memory in the three-stage memory model.
a) storage; long-term
b) storage; working
c) encoding; long-term
d) encoding; working
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Hard
79. Which of the following sequences best reflects the order of stages in the multistore memory model, from first to last?
a) sensory memory – short-term memory -- long-term memory
b) short-term memory -- sensory memory -- long-term memory
c) sensory memory -- long-term memory – short-term memory
d) short-term memory -- long-term memory -- sensory memory
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Easy
80. Information may last for _______ seconds in sensory memory.
a) several
b) a few
c) about 30
d) about 50
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
81. 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) Potentiation
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Easy
82. On a summer day, Colin “wrote” his name in the air, and for a few hundred milliseconds he could see his name. This example illustrates the brief visual storehouse associated with what memory store?
a) LTM
b) Declarative
c) STM
d) Sensory
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Fill-in-the-blank
83. _______ or consciously repeating information increases the likelihood of information being passed into long-term memory.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Multiple choice
84. Which statement BEST expresses the relationship between attention and the memory activity of encoding?
a) Attention is a byproduct of encoding.
b) Attention is unrelated to encoding.
c) Attention is synonymous with encoding.
d) Attention is necessary for encoding.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Easy
85. 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
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
86. The conscious repetition of information to ensure its encoding is termed ________.
a) retrieval
b) rehearsal
c) semantic coding
d) active encoding
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
87. According to your textbook, the memory deficit in Alzheimer’s disease is:
a) greater for STM than for LTM
b) greater for LTM than for STM
c) equally bad for STM and LTM
d) only relevant for working memory
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
True/False
88. Holding information in STM will always guarantee that the information will be learned and stored in LTM.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Fill-in-the-blank
89. One of the biggest critiques to the multistore model is that memory process does not always proceed __________ and it is common for neurological patients to have intact STM but impaired __________.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Multiple choice
90. Warrington and Shallice (1969) described the case of KF who showed impaired __________ but typical __________.
a) STM; LTM
b) LTM; STM
c) memory; learning
d) learning; memory
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Hard
91. The levels of processing framework thinks of memory as a(n):
a) storage
b) network
c) process
d) stream
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Easy
Short answer
92. What is the ‘levels of processing effect’?
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Multiple Choice
93. According to the levels of processing model, what it really matters in order to remember something is:
a) how many times you repeat that information.
b) your mental state during processing.
c) the type of processing of that information.
d) your affective state during encoding.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
94. In __________ memory people are not deliberately asked to remember material.
a) sudden
b) fast
c) incidental
d) accidental
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Easy
95. Most eyewitness situations involve:
a) Semantic memory
b) Incidental memory
c) Prospective memory
d) Procedural memory
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
96. Which of the following statements regarding memory is the most accurate?
a) Memory quickly switch on when we are required to memorize an important piece of information.
b) Memory is silent most of the time in order to save mental resources for other cognitive processes.
c) Memory is always a linear process.
d) Memory is permanently switched on.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
97. According to the self-reference effect, which birthday dates are you most likely to remember?
a) Those of your loved ones.
b) Those that are far from your own birthday.
c) Those that are closer to your own birthday.
d) Those associated to important events of your life.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
98. With reference to your textbook, which condition is associated with reduced self-reference effect?
a) Alzheimer’s disease
b) Amnesia
c) Autism
d) Down’s syndrome
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Essay
99. Describe the survival processing effect and provide an example of a famous experiment.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Hard
Fill-in-the-blank
100. According to the multistore model of memory, ________is the first stage in which an image is retained by the brain for less than 1 second.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Short answer
101. How can information be retained in STM?
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Multiple choice
102. What type of memory storage is described as temporary memory that will be lost if it is not repeated before being passed on to long term memory?
a) sensory
b) temporal
c) short-term
d) episodic
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
True/False
103. Only a limited amount of information can be stored in short-term memory.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Easy
Fill-in-the-blank
104. Sensory, short-term, and long-term memory are often referred to as memory _________.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
True/False
105. Sperling provided important insights into how working memory operates.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
106. Information is most likely to be stored in long term memory if people elaborate on its meaning.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Multiple choice
107. Drew is unable to recall whether Lincoln’s head faces left or right on the penny. 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 Lincoln’s head on the penny.
d) The information was immediately displaced from Drew’s working memory after it was encoded.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Hard
True/False
108. Rehearsal of information allows a memory to be passed from sensory memory onto short-term memory.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
109. Sperling showed that sensory memory has an unlimited capacity.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Short answer
110. Name one of the materials that Sperling used to investigate sensory memory.
Section Ref: Thinking About Memory: Models and Frameworks
Learning Objective: Critically evaluate the models and frameworks used to understand and study memory, particularly the multistore model and the levels of processing framework.
Difficulty Level: Medium
Multiple choice
111. Who shaped the contemporary view of human memory according to your textbook?
a) Loftus
b) Ebbinghaus
c) Tulving
d) Squire
And: c
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
112. Which scientist first proposed that memory is not a monolithic entity and drew a hierarchical scheme of various memory systems and how they interact one another?
a) Loftus
b) Ebbinghaus
c) Tulving
d) Squire
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
113. According to Squire’s hierarchy of memory, which of the following memory system is higher up in the hierarchy?
a) Priming
b) Implicit memory
c) Short-term memory
d) Semantic memory
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
114. According to Squire’s hierarchy of memory, which of the following memory system is lower down in the hierarchy?
a) Implicit memory
b) Long-term memory
c) Short-term memory
d) Semantic memory
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
115. According to Squire’s hierarchy of memory, what is the first dichotomy of human memory in terms of hierarchy?
a) Explicit vs implicit
b) Semantic vs episodic
c) LTM vs STM
d) Priming vs conditioning
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
116. Which of the following adjectives BEST describes Squire’s diagram of memory?
a) Complex
b) Linear
c) Hierarchical
d) Coherent
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
117. The first dichotomy of memory refers to implicit versus __________.
a) procedural
b) episodic
c) semantic
d) explicit
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
118. What is the main issue of the dichotomy implicit vs. explicit?
a) Memory capacity
b) Memory permanence
c) Memory awareness
d) Memory complexity
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
Fill-in-the-blank
119. In the dichotomy implicit versus explicit memory, scientists aim to understand to what extent people are __________ of the contents of their memory.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
120. What are the three dichotomies of memory?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
121. What are the three subsystems of implicit memory according to Squire (1992)?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
True/False
122. In the Squire diagram of memory systems implicit memory is hierarchically higher up than conditioning.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
123. Who wrote that “it is difficult to imagine, for instance, that perceptual motor adaptations to distorting lenses and their after effects are mediated by the same memory system that enables an individual to answer affirmatively when asked whether Abraham Lincoln is dead”?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
124. Provide an example of implicit memory.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
125. Define the term “implicit memory.”
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Essay
126. Distinguish implicit from explicit memories and provide examples of each.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
Multiple choice
127. Explicit memory is to ______ memory as implicit memory is to _______ memory.
a) episodic; procedural
b) episodic; semantic
c) semantic; episodic
d) procedural; episodic
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Fill-in-the-blank
128. _________memories are those that can be consciously brought to mind.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
129. __________ and __________ are part of the procedural memory.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Multiple choice
130. Which type of memory is also referred to as ‘knowing how’?
a) Procedural memory
b) Semantic memory
c) Episodic memory
d) Implicit memory
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
131. Which of the following is an example of procedural memory?
a) Knowing how to drive a car
b) Knowing how to swim
c) Knowing how to play an instrument
d) All of the above
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
True/False
132. Most amnesic patients can learn new complex skills at a typical rate.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
133. The famous patient HM had retrograde amnesia.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
Fill-in-the-blank
134. Patient HM could not acquire __________, but it could acquire __________.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
135. __________ describes the action that a piece of information has on another.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
136. Name three types of priming.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
137. What is the basic idea behind the repetition priming?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
True/False
138. The semantic priming may be the mechanism behind the mere exposure effect.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
139. In the mere exposure effect, people tend to show a biased preference towards something that they have already been exposed to.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
Multiple choice
140. Which of the following is not reported in your textbook as an example of priming?
a) Semantic priming
b) Sensory priming
c) Repetition priming
d) Phonological priming
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
141. The activation of a specific memory triggers the activation and potential retrieval of other memories. This is termed ________.
a) priming
b) cueing
c) recall
d) distributed processing
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
142. Define priming.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Essay
143. Provide an example that illustrates how priming can be unconscious.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
Fill-in-the-blank
144. Priming is often used __________, where people are given cues that affect future actions without them being aware of it.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
145. What school of thought in psychology was dedicated to understanding the principles of conditioning?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
146. How can classical conditioning be demonstrated in humans?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Multiple choice
147. Which of the following scientists is associated with classical conditioning?
a) Thorndike
b) Skinner
c) Pavlov
d) Tulving
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
148. On which animals did Pavlov study classical conditioning?
a) Rats
b) Dogs
c) Sea slugs
d) Monkeys
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
149. What was the association that Pavlov’s dogs learned after conditioning?
a) Food – salivation
b) Experimenter – food
c) Bell – food
d) Bell – game
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
150. Which reflex is normally used to study classical conditioning in humans?
a) Rooting reflex
b) Eye-blink reflex
c) Reflex arc
d) Babinski reflex
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
151. People with amnesia:
a) cannot form new associations through conditioning.
b) can form new associations through conditioning.
c) can only show habituation.
d) can only show nonassociative learning.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
152. Which of the following is a form of non-associative learning?
a) Priming
b) Classical conditioning
c) Habituation
d) Operant conditioning
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
153. Jenny eventually got used to the noisy air-conditioning unit in the lecture theatre. This is an example of:
a) classical conditioning
b) sensitization
c) operant conditioning
d) habituation
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
154. According to your textbook, what are the two synonyms of STM?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
155. How did George Miller describe working memory capacity?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Multiple choice
156. STM is often defined in terms of its:
a) duration
b) limited capacity
c) unlimited capacity
d) permanence
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
157. 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
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
158. Tommy is repeating a series of digits in the order in which he heard an experimenter read them. The experimenter is testing the capacity of Tommy’s _______ memory. Tommy should be able to repeat about _________ digits correctly.
a) working; 4
b) working; 7
c) sensory; 4
d) sensory; 7
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
159. Grouping pieces of information together to expand the effective capacity of working memory is termed _________.
a) chunking
b) clumping
c) consolidating
d) compacting
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
160. 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
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
161. The capacity of long-term memory is ______ that of short-term memory. Also, as compared to short-term, 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
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
162. “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
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
163. What is the capacity of working memory?
a) 1-8 items
b) 3-11 items
c) 5-9 items
d) 7-13 items
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
True/False
164. Old information stored in long term memory must enter working memory for it to be active for use in an ongoing task.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
Essay
165. Define “chunking” and explain how this concept reveals that working memory cannot hold more than 7 plus or minus 2 words/numbers.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
Multiple choice
166. During an exam, Joe 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 what method used to expand working memory capacity?
a) spelling
b) temporal overload
c) chunking
d) episodic buffer
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
167. The increased memory for the first items of a list is known as:
a) Primary effect
b) First-item effect
c) Primacy effect
d) Preeminence effect
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
168. A list is read in the following order: “CAT, PEN, TABLE, RIBBON, SOFA, HOUSE, ORANGE, SKY, GLASS, LEG, TRAIN”. According to the recency effect, what words will be remembered most easily?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Multiple choice
169. A list is read in the following order: “CAT, PEN, TABLE, RIBBON, SOFA, HOUSE, ORANGE, SKY, GLASS, LEG, TRAIN”. According to the primacy effect, which word will be remembered most easily?
a) Sofa
b) Train
c) Pen
d) Orange
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
170. Which of the following is not a component of the original working memory model by Baddeley and Hitch (1974)?
a) Phonological loop
b) Central executive
c) Visuospatial sketchpad
d) Episodic buffer
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
171. According to your textbook, which of the following is the best metaphor of working memory?
a) A folder
b) A desktop
c) A screen
d) A processor
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
172. In the Baddeley and Hitch’s original working memory model, auditory and visual information are processed:
a) together
b) separately
c) sequentially
d) by the same system, in parallel
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
173. How can the separation of the three modules in Baddeley and Hitch’s original model of working memory be tested in experiments?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
174. What new component was added by Baddeley in the updated working memory model?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Fill-in-the-blank
175. __________ memory is used when we need to remember to do something in the future.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Essay
176. Describe the difference between semantic and episodic memory.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Multiple choice
177. Cole knows that the capital of Vermont is Montpelier. This is an example of a(n) _______ memory.
a) implicit
b) semantic
c) episodic
d) procedural
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
178. Having done ’21 for 21’ shots, Deanna barely remembers her 21st birthday. That is, her _________ memory is sketchy.
a) semantic
b) implicit
c) procedural
d) episodic
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
179. Which of following types of memory are babies and toddlers least likely to display?
a) Episodic memory
b) Procedural memory
c) Facial recognition
d) Object recognition
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
180. 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?
a) The participants who were asked how fast the cars were going when they ‘smashed’ each other remembered the cars as traveling 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 traveling 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 traveling faster than did participants who were asked how fast the cars were going when they ‘hit’ each other.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
181. What is a DRM procedure?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
182. What is a term that describes an instance when an internal source that we generate produces a memory distortion?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
Essay
183. Describe how inaccurate eyewitness testimony may lead to wrongful conviction?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Hard
Multiple choice
184. Phonological is to semantic as ________ is to _______.
a) appearance; sound
b) meaning; sound
c) sound; meaning
d) sound; appearance
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
185. 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
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Fill-in-the-blank
186. _________are knowledge structures that have been developed based on previous exposure to similar experiences.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Short answer
187. Although Rick had never visited the Burger King in Liverpool, he knew how to order his food from the drive up window. What knowledge structure did he use in this instance?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
188. What are the three components of the lifespan retrieval curve?
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Multiple choice
189. When is the period of reminiscence bump according to the lifespan retrieval curve?
a) From birth to 5 years of age
b) From 5 years to 15 years
c) From 15 years to 30 years
d) From 30 years onward
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
190. Which of the events is least likely to result in a flashbulb memory?
a) September 11, 2001 terror attacks
b) Brushing your teeth this morning
c) Remembering your cat getting run over by a car when you were 10
d) Hearing about the destruction of the Space Shuttle Discovery
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
191. The 9/11 attacks on the World Trade Center in 2001. Princess Diana’s 1997 death. People’s memories for the moment in which they learned of these events are termed ________ memories.
a) thumbnail
b) flashbulb
c) snapshot
d) photocopy
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Easy
True/False
192. Recent memory research suggests that flashbulb memories may not be as accurate as was once thought.
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
193. Although flashbulb memories are less likely to be forgotten than neutral memories, recent research suggests they may not necessarily be more accurate
Section Ref: Three Dichotomies in Human Memory
Learning Objective: Demonstrate an understanding of and the distinction between the three dichotomies in human memory, which pertain to conscious awareness, duration of memory, and general knowledge.
Difficulty Level: Medium
Fill-in-the-blank
194. Some of the most important structures in working memory include the _________lobes.
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research in memory.
Difficulty Level: Medium
Multiple choice
195. 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
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research in memory.
Difficulty Level: Medium
196. Which lobe is involved in generating strategies and organizing memory?
a) Temporal lobe
b) Parietal lobe
c) Frontal lobe
d) Occipital lobe
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research in memory.
Difficulty Level: Medium
197. Where are episodic memories stored?
a) Prefrontal cortex
b) Basal ganglia
c) Striatum
d) Hippocampus
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research in memory.
Difficulty Level: Medium
198. What type of memories are associated to the activity of the hippocampus?
a) Procedural
b) Semantic
c) Episodic
d) Implicit
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research in memory.
Difficulty Level: Medium
Short answer
199. What technology allows to stimulate specific parts of the brain with mild electrical impulses via a device implanted in the patient’s brain?
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research in memory.
Difficulty Level: Hard
200. What brain area is involved in binding together prior experiences to form a rich and coherent representation of the past?
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research in memory.
Difficulty Level: Medium