Exam 10: Memory

According to the ________ theory of forgetting, information may get into memory, but it becomes confused with other information.

Which of the following is NOT a possible explanation of childhood amnesia according to the text?

Trivial Pursuit requires recall.

In a study by Elizabeth Loftus and John Palmer (1974) on eyewitness memory, participants were shown a film of an automobile accident. They found that the participants' memories of the event were influenced by:

Joe is not sure if he is ready for the final exam, so he takes a quiz on the web, made available by the professor. The memory process he is using is:

Research on retrieval of memories shows that:

Contemporary memory researchers would be most likely to agree that childhood amnesia:

An effective way to conceptualize memory is to think of it as a movie camera that records each moment of a person's life.

The inability to distinguish what you originally experienced from what you heard or were told about an event later is called:

________ could be called "knowing that something is true" memories.

Match the examples with the appropriate type of memory. -You remember most of the gifts you received for your sixteenth birthday.

Which of the following is NOT one of the three basic memory processes?

Professor Ichthyop, who specializes in the study of the Lost River sucker fish, complains that each semester whenever he learns the name of a new student, he forgets the name of a fish. He is complaining about the problem of ________ in memory.

Information is held for the shortest period of time in:

Match the examples with the appropriate type of memory. -You remember 4 letters of the array of 16 that was momentarily flashed on a screen in front of you.

Match the definitions with the correct terms. -The partial or complete loss of memory (due to nonorganic causes) for threatening information or traumatic experiences.

When Erin recalls the time that her mother took her to a Barenaked Ladies concert, she is relying on her ________ memory.

Most researchers believe that long-term potentiation is the process underlying many, and perhaps all, forms of learning and memory.

Compare the efforts of Hermann Ebbinghaus, who wanted to measure pure memory loss, independent of personal experience, with those of Marigold Linton, who studied how people forget real events.

When Sir Frederic Bartlett asked people to read unfamiliar stories and then recite the stories to him, he found that details or morals were added to make the story coherent.