Question 1

When you remember information but cannot remember where you learned it,this is known as:

Accepted Answer

A) retroactive interference. 
B) proactive interference. 
C) misattribution 
D) source amnesia. 
A) retroactive interference. 
B) proactive interference. 
C) misattribution 
D) source amnesia.

Question 2

What is the difference between memory misattribution and false memory?

Accepted Answer

Grading criteria: The main iss

Question 3

Which theory is supported by the finding that some people can have retrograde memory loss extending all the way back to their childhood?

Accepted Answer

A) multiple-memory trace theory 
B) standard consolidation theory 
C) depth-of-processing theory 
D) Korsakoff's theory 
A) multiple-memory trace theory 
B) standard consolidation theory 
C) depth-of-processing theory 
D) Korsakoff's theory

Question 4

Episodic memories are _____ memories,and semantic memories are ____memories .

Accepted Answer

A) declarative;nondeclarative 
B) nondeclarative;declarative 
C) nondeclarative;nondeclarative 
D) declarative;declarative 
A) declarative;nondeclarative 
B) nondeclarative;declarative 
C) nondeclarative;nondeclarative 
D) declarative;declarative

Question 5

Describe the effect of repeated exposure on semantic memory and on episodic memory.

Accepted Answer

Grading criteria: Semantic mem

Question 6

Which of the following is an example of semantic memory?

Accepted Answer

A) I remember eating chicken last night for dinner. 
B) I remember learning how to ride a bicycle. 
C) I remember seeing the word "giraffe" in Chapter 7. 
D) I know that lemons have a sour taste. 
A) I remember eating chicken last night for dinner. 
B) I remember learning how to ride a bicycle. 
C) I remember seeing the word "giraffe" in Chapter 7. 
D) I know that lemons have a sour taste.

Question 7

According to Tulving and other researchers,the ability to maintain episodic memories requires the ability to:

Accepted Answer

A) remember how to escape an unpleasant situation,such as avoiding shock. 
B) remember spatial layout,such as in a maze. 
C) express knowledge in a nonverbal way. 
D) perform "mental time-travel" to relive and review past experiences. 
A) remember how to escape an unpleasant situation,such as avoiding shock. 
B) remember spatial layout,such as in a maze. 
C) express knowledge in a nonverbal way. 
D) perform "mental time-travel" to relive and review past experiences.

Question 8

The findings regarding the effect of electroconvulsive shock on memory have been used to support the idea that:

Accepted Answer

A) information is remembered best when it can be related to prior knowledge. 
B) memory is best when the encoding and retrieval contexts are the same. 
C) memories have a consolidation period. 
D) memory is better when more cues are present. 
A) information is remembered best when it can be related to prior knowledge. 
B) memory is best when the encoding and retrieval contexts are the same. 
C) memories have a consolidation period. 
D) memory is better when more cues are present.

Question 9

Electroconvulsive shock:

Accepted Answer

A) is not used on humans. 
B) disrupts memory if given soon after learning. 
C) has been shown to be ineffective for treating depression. 
D) improves memory if given an hour or more after learning. 
A) is not used on humans. 
B) disrupts memory if given soon after learning. 
C) has been shown to be ineffective for treating depression. 
D) improves memory if given an hour or more after learning.

Question 10

In several studies,participants were given a list of related words to learn,such as DREAM,AWAKE,REST,TIRED.When later asked if they recognized the "theme" word (e.g. ,SLEEP),which had never been presented,it was found that they:

Accepted Answer

A) often falsely recognized the theme word. 
B) usually correctly rejected the theme word. 
C) falsely recognized the theme word but failed to recognize the studied words. 
D) falsely recognized novel,unrelated words. 
A) often falsely recognized the theme word. 
B) usually correctly rejected the theme word. 
C) falsely recognized the theme word but failed to recognize the studied words. 
D) falsely recognized novel,unrelated words.

Question 11

Which of the following is true regarding the depth of processing idea?

Accepted Answer

A) We remember information better when we think about its meaning than when we focus on more superficial characteristics. 
B) It is clear how to determine whether information is processed deeply. 
C) We remember information best when it is presented multiple times. 
D) There does not seem to be any difference in brain activity during "deep" versus."superficial" processing of information. 
A) We remember information better when we think about its meaning than when we focus on more superficial characteristics. 
B) It is clear how to determine whether information is processed deeply. 
C) We remember information best when it is presented multiple times. 
D) There does not seem to be any difference in brain activity during "deep" versus."superficial" processing of information.

Question 12

Mere exposure to visual details on coins:

Accepted Answer

A) increased memory for the details. 
B) decreased memory for the details. 
C) had no impact on memory for the details. 
D) increased the perceived value of the coins. 
A) increased memory for the details. 
B) decreased memory for the details. 
C) had no impact on memory for the details. 
D) increased the perceived value of the coins.

Question 13

Bransford and Johnson (1972)read an abstract passage aloud to participants,who then had to recall as much information as possible.Some participants were first shown a picture that was described by the passage.How did the memory of these participants compare to the memory of participants who did not see any picture beforehand? What does the result demonstrate about memory?

Accepted Answer

Grading criteria: First part: memory was

Question 14

In the directed forgetting task,participants can typically:

Accepted Answer

A) forget all of the information they are instructed to. 
B) forget much of the information they are instructed to forget. 
C) recall less of the information they are instructed to remember. 
D) recall all of the information they are instructed to forget. 
A) forget all of the information they are instructed to. 
B) forget much of the information they are instructed to forget. 
C) recall less of the information they are instructed to remember. 
D) recall all of the information they are instructed to forget.

Question 15

Which brain area is involved in determining where information was learned?

Accepted Answer

A) Hippocampus 
B) frontal cortex 
C) Diencephalon 
D) basal forebrain 
A) Hippocampus 
B) frontal cortex 
C) Diencephalon 
D) basal forebrain

Question 16

The frontal cortex:

Accepted Answer

A) is critical for the consolidation of memories into long-term storage. 
B) helps determine what we store and what we don't store. 
C) is less active when people are trying to forget something. 
D) seems to be involved in semantic memory but not in episodic memory. 
A) is critical for the consolidation of memories into long-term storage. 
B) helps determine what we store and what we don't store. 
C) is less active when people are trying to forget something. 
D) seems to be involved in semantic memory but not in episodic memory.

Question 17

Damage to the diencephalon can lead to: s

Accepted Answer

A) Retrograde amnesia,but not anterograde amnesia. 
B) difficulty determining what information to store. 
C) difficulty consolidating memories. 
D) difficulty remembering one's identity. 
A) Retrograde amnesia,but not anterograde amnesia. 
B) difficulty determining what information to store. 
C) difficulty consolidating memories. 
D) difficulty remembering one's identity.

Question 18

Which brain area is involved in forming new episodic and semantic memories?

Accepted Answer

A) hippocampus 
B) frontal cortex 
C) diencephalon 
D) basal forebrain 
A) hippocampus 
B) frontal cortex 
C) diencephalon 
D) basal forebrain

Question 19

Explain why the shape of the typical forgetting curve implies that there is a consolidation period for memories.

Accepted Answer

Grading criteria: Explain that the forge

Question 20

Describe how episodic memory was demonstrated in either gorillas or scrub jays,.

Accepted Answer

Grading criteria: Clearly desc

When you remember information but cannot remember where you learned it,this is known as:

What is the difference between memory misattribution and false memory?

Which theory is supported by the finding that some people can have retrograde memory loss extending all the way back to their childhood?

Episodic memories are _ memories,and semantic memories are memories .

Describe the effect of repeated exposure on semantic memory and on episodic memory.

Which of the following is an example of semantic memory?

According to Tulving and other researchers,the ability to maintain episodic memories requires the ability to:

The findings regarding the effect of electroconvulsive shock on memory have been used to support the idea that:

Electroconvulsive shock:

In several studies,participants were given a list of related words to learn,such as DREAM,AWAKE,REST,TIRED.When later asked if they recognized the "theme" word (e.g. ,SLEEP),which had never been presented,it was found that they:

Which of the following is true regarding the depth of processing idea?

Mere exposure to visual details on coins:

In the directed forgetting task,participants can typically:

Which brain area is involved in determining where information was learned?

The frontal cortex:

Damage to the diencephalon can lead to: s

Which brain area is involved in forming new episodic and semantic memories?

Explain why the shape of the typical forgetting curve implies that there is a consolidation period for memories.

Describe how episodic memory was demonstrated in either gorillas or scrub jays,.

The Psychology of Learning and Memory

The Neuroscience of Learning and Memory

Habituation, Sensitization, and Familiarization: Learning About Repeated Events

Classical Conditioning: Learning to Predict Important Events

Operant Conditioning: Learning the Outcome of Behaviors

Generalization and Discrimination Learning

Skill Memory: Learning by Doing

Working Memory and Cognitive Control

Emotional Influences on Learning and Memory

Social Learning and Memory: Observing, Interacting, and Reenacting

Development and Aging: Learning and Memory Across the Lifespan

Filters

Exam 7: Episodic and Semantic Memory: Memory for Facts and Events

When you remember information but cannot remember where you learned it,this is known as:

What is the difference between memory misattribution and false memory?

Which theory is supported by the finding that some people can have retrograde memory loss extending all the way back to their childhood?

Episodic memories are _____ memories,and semantic memories are ____memories .

Describe the effect of repeated exposure on semantic memory and on episodic memory.

Which of the following is an example of semantic memory?

According to Tulving and other researchers,the ability to maintain episodic memories requires the ability to:

The findings regarding the effect of electroconvulsive shock on memory have been used to support the idea that:

Electroconvulsive shock:

In several studies,participants were given a list of related words to learn,such as DREAM,AWAKE,REST,TIRED.When later asked if they recognized the "theme" word (e.g. ,SLEEP),which had never been presented,it was found that they:

Which of the following is true regarding the depth of processing idea?

Mere exposure to visual details on coins:

In the directed forgetting task,participants can typically:

Which brain area is involved in determining where information was learned?

The frontal cortex:

Damage to the diencephalon can lead to: s

Which brain area is involved in forming new episodic and semantic memories?

Explain why the shape of the typical forgetting curve implies that there is a consolidation period for memories.

Describe how episodic memory was demonstrated in either gorillas or scrub jays,.

The Psychology of Learning and Memory

The Neuroscience of Learning and Memory

Habituation, Sensitization, and Familiarization: Learning About Repeated Events

Classical Conditioning: Learning to Predict Important Events

Operant Conditioning: Learning the Outcome of Behaviors

Generalization and Discrimination Learning

Skill Memory: Learning by Doing

Working Memory and Cognitive Control

Emotional Influences on Learning and Memory

Social Learning and Memory: Observing, Interacting, and Reenacting

Development and Aging: Learning and Memory Across the Lifespan

Filters

Episodic memories are _ memories,and semantic memories are memories .