Question 1

Episodic memory and semantic memory are components of Baddeley's working memory model.

Accepted Answer

A) True 
 B)False

Question 2

Wynn has been studying for his chemistry exam by breaking up each chapter into manageable sections and then learning key information one section at a time. According to the chapter's Enhancing Well-Being with Psychology section, Wynn is using which technique to enhance his memory?

Accepted Answer

A)  massed practice 
B)  reducing interference within a topic 
C)  counteracting the serial position effect 
D)  using contextual cues to jog memory 
A)  massed practice 
B)  reducing interference within a topic 
C)  counteracting the serial position effect 
D)  using contextual cues to jog memory

Question 3

The essence of encoding failure is the inability to recall long-term memories because of inadequate or missing retrieval cues.

Accepted Answer

A) True 
 B)False

Question 4

After being presented with a list of 30 random words, Jennifer was asked to recall as many words as she could. In recalling the words, Jennifer remembered groups of related words, such as harp, flute, and piano. Jennifer's pattern of answers during recall demonstrates:

Accepted Answer

A)  the self-reference effect. 
B)  clustering. 
C)  the serial position effect. 
D)  autobiographical memory. 
A)  the self-reference effect. 
B)  clustering. 
C)  the serial position effect. 
D)  autobiographical memory.

Question 5

In a study by Elizabeth Loftus, subjects watched a film of an automobile accident, then answered a series of questions, including one asking them to estimate the speed of the cars. Which subjects gave the highest speed estimates?

Accepted Answer

A)  the subjects who were asked, "About how fast were the cars going when they smashed into each other?" 
B)  the subjects who were asked, "About how fast were the cars going when they contacted each other?" 
C)  the subjects who were asked, "About how fast were the cars going when they went by the stop signs?" 
D)  the subjects who were asked, "About how fast were the cars going when they entered the intersection?" 
A)  the subjects who were asked, "About how fast were the cars going when they smashed into each other?" 
B)  the subjects who were asked, "About how fast were the cars going when they contacted each other?" 
C)  the subjects who were asked, "About how fast were the cars going when they went by the stop signs?" 
D)  the subjects who were asked, "About how fast were the cars going when they entered the intersection?"

Question 6

Researchers William Marmie and Alice Healy (2004) asked participants to study an unfamiliar coin for 15 seconds to 60 seconds. The results showed that participants were better able to remember details of the unfamiliar coin than the familiar U.S. penny. This finding confirmed that one of the most common reasons for forgetting is:

Accepted Answer

A)  retrieval failure. 
B)  retroactive interference. 
C)  encoding failure. 
D)  proactive interference. 
A)  retrieval failure. 
B)  retroactive interference. 
C)  encoding failure. 
D)  proactive interference.

Question 7

A cross-cultural study found that the content of earliest autobiographical memories for Taiwanese and Chinese college students tended to concern routine activities performed in the company of other people.

Accepted Answer

A) True 
 B)False

Question 8

The peg-word method and method of loci are:

Accepted Answer

A)  techniques that have been used to induce false memories in participants in research studies. 
B)  retrieval cue strategies to help you recall a blocked word or name during tip-of-the-tongue experiences. 
C)  suggestive techniques that can be used to recover repressed memories. 
D)  mnemonic devices to help you remember information. 
A)  techniques that have been used to induce false memories in participants in research studies. 
B)  retrieval cue strategies to help you recall a blocked word or name during tip-of-the-tongue experiences. 
C)  suggestive techniques that can be used to recover repressed memories. 
D)  mnemonic devices to help you remember information.

Question 9

You can increase the likelihood of developing a pseudo-memory of an event that never occurred by vividly imagining the event.

Accepted Answer

A) True 
 B)False

Question 10

The typical sequence of behaviors or actions at a common event, such as checking out at a grocery store or going to the movies, is a particular type of schema that psychologists call:

Accepted Answer

A)  a semantic network. 
B)  a script. 
C)  an engram. 
D)  false familiarity. 
A)  a semantic network. 
B)  a script. 
C)  an engram. 
D)  false familiarity.

Question 11

The leader lines point to some of the key brain structures involved in memory. Identify the letter that corresponds to the brain area involved in motor skill memories and simple classically conditioned reflexes, such as the eye-blink reflex.

Accepted Answer

A)  prefrontal cortex 
B)  amygdala 
C)  hippocampus 
D)  cerebellum 
A)  prefrontal cortex 
B)  amygdala 
C)  hippocampus 
D)  cerebellum

Question 12

Describe two forms of the encoding specificity principle, and give an example of each.

Accepted Answer

The encoding specificity principle is a

Question 13

The standard stage model of memory has three distinct memory components: the phonological loop, the visuospatial sketchpad, and the central executive.

Accepted Answer

A) True 
 B)False

Question 14

As Rick was filling out the loan application, he couldn't remember his previous address even though he had lived there for five years. Rick's memory of his current address was interfering with his memory of his old address, which is an example of:

Accepted Answer

A)  encoding failure. 
B)  the misinformation effect. 
C)  proactive interference. 
D)  retroactive interference. 
A)  encoding failure. 
B)  the misinformation effect. 
C)  proactive interference. 
D)  retroactive interference.

Question 15

In the study in which participants sat briefly in a psychology professor's office:

Accepted Answer

A)  most participants were unable to remember significant details of the office when tested later. 
B)  most participants were able to accurately remember significant details of the objects that were present in the office when tested later. 
C)  memory for details of the office was easily distorted by the later use of misinformation during the recall test. 
D)  many participants erroneously remembered items that were not actually present in the room but that were consistent with the schema of a professor's office. 
A)  most participants were unable to remember significant details of the office when tested later. 
B)  most participants were able to accurately remember significant details of the objects that were present in the office when tested later. 
C)  memory for details of the office was easily distorted by the later use of misinformation during the recall test. 
D)  many participants erroneously remembered items that were not actually present in the room but that were consistent with the schema of a professor's office.

Question 16

Enumerate and discuss the diverse ways that studying a single individual, H.M., has contributed to a better understanding of episodic, procedural, and semantic memory.

Accepted Answer

Studying the single individual H.M. has

Question 17

As she read the suggestions in the textbook on how to improve memory, Tanika thought of different ways she could apply the suggestions in her own life. By applying the information to herself, Tanika used _____ to help her encode and remember the information.

Accepted Answer

A)  the self-reference effect 
B)  contextual cues 
C)  the serial position effect 
D)  clustering 
A)  the self-reference effect 
B)  contextual cues 
C)  the serial position effect 
D)  clustering

Question 18

Psychologist Elizabeth Loftus developed the "lost-in-the-mall" technique, which involves leading participants through an unfamiliar shopping center or mall and then asking them to retrace the path to the starting point.

Accepted Answer

A) True 
 B)False

Question 19

Describe schemas and scripts, and explain how they can potentially contribute to inaccurate memories.

Accepted Answer

Schemas are mental frameworks that help

Question 20

In order for chunking to work:

Accepted Answer

A)  information must be processed by prospective memory before being sent to short-term memory. 
B)  sensory memory information must be encoded differently than other types of information. 
C)  retrieval of meaningful long-term memory information is often necessary. 
D)  information must be retrieved before it is stored. 
A)  information must be processed by prospective memory before being sent to short-term memory. 
B)  sensory memory information must be encoded differently than other types of information. 
C)  retrieval of meaningful long-term memory information is often necessary. 
D)  information must be retrieved before it is stored.

Episodic memory and semantic memory are components of Baddeley's working memory model.

Wynn has been studying for his chemistry exam by breaking up each chapter into manageable sections and then learning key information one section at a time. According to the chapter's Enhancing Well-Being with Psychology section, Wynn is using which technique to enhance his memory?

The essence of encoding failure is the inability to recall long-term memories because of inadequate or missing retrieval cues.

After being presented with a list of 30 random words, Jennifer was asked to recall as many words as she could. In recalling the words, Jennifer remembered groups of related words, such as harp, flute, and piano. Jennifer's pattern of answers during recall demonstrates:

In a study by Elizabeth Loftus, subjects watched a film of an automobile accident, then answered a series of questions, including one asking them to estimate the speed of the cars. Which subjects gave the highest speed estimates?

A cross-cultural study found that the content of earliest autobiographical memories for Taiwanese and Chinese college students tended to concern routine activities performed in the company of other people.

The peg-word method and method of loci are:

You can increase the likelihood of developing a pseudo-memory of an event that never occurred by vividly imagining the event.

The typical sequence of behaviors or actions at a common event, such as checking out at a grocery store or going to the movies, is a particular type of schema that psychologists call:

The leader lines point to some of the key brain structures involved in memory. Identify the letter that corresponds to the brain area involved in motor skill memories and simple classically conditioned reflexes, such as the eye-blink reflex.

Describe two forms of the encoding specificity principle, and give an example of each.

The standard stage model of memory has three distinct memory components: the phonological loop, the visuospatial sketchpad, and the central executive.

As Rick was filling out the loan application, he couldn't remember his previous address even though he had lived there for five years. Rick's memory of his current address was interfering with his memory of his old address, which is an example of:

In the study in which participants sat briefly in a psychology professor's office:

Enumerate and discuss the diverse ways that studying a single individual, H.M., has contributed to a better understanding of episodic, procedural, and semantic memory.

As she read the suggestions in the textbook on how to improve memory, Tanika thought of different ways she could apply the suggestions in her own life. By applying the information to herself, Tanika used _____ to help her encode and remember the information.

Psychologist Elizabeth Loftus developed the "lost-in-the-mall" technique, which involves leading participants through an unfamiliar shopping center or mall and then asking them to retrace the path to the starting point.

Describe schemas and scripts, and explain how they can potentially contribute to inaccurate memories.

In order for chunking to work:

Introduction and Research Methods

Neuroscience and Behavior

Sensation and Perception

Consciousness and Its Variations

Learning

Thinking, Language, and Intelligence

Motivation and Emotion

Lifespan Development

Personality

Social Psychology

Stress, Health, and Coping

Psychological Disorders

Therapies

Filters

Exam 6: Memory

Episodic memory and semantic memory are components of Baddeley's working memory model.

Wynn has been studying for his chemistry exam by breaking up each chapter into manageable sections and then learning key information one section at a time. According to the chapter's Enhancing Well-Being with Psychology section, Wynn is using which technique to enhance his memory?

The essence of encoding failure is the inability to recall long-term memories because of inadequate or missing retrieval cues.

After being presented with a list of 30 random words, Jennifer was asked to recall as many words as she could. In recalling the words, Jennifer remembered groups of related words, such as harp, flute, and piano. Jennifer's pattern of answers during recall demonstrates:

In a study by Elizabeth Loftus, subjects watched a film of an automobile accident, then answered a series of questions, including one asking them to estimate the speed of the cars. Which subjects gave the highest speed estimates?

A cross-cultural study found that the content of earliest autobiographical memories for Taiwanese and Chinese college students tended to concern routine activities performed in the company of other people.

The peg-word method and method of loci are:

You can increase the likelihood of developing a pseudo-memory of an event that never occurred by vividly imagining the event.

The typical sequence of behaviors or actions at a common event, such as checking out at a grocery store or going to the movies, is a particular type of schema that psychologists call:

The leader lines point to some of the key brain structures involved in memory. Identify the letter that corresponds to the brain area involved in motor skill memories and simple classically conditioned reflexes, such as the eye-blink reflex.

Describe two forms of the encoding specificity principle, and give an example of each.

The standard stage model of memory has three distinct memory components: the phonological loop, the visuospatial sketchpad, and the central executive.

As Rick was filling out the loan application, he couldn't remember his previous address even though he had lived there for five years. Rick's memory of his current address was interfering with his memory of his old address, which is an example of:

In the study in which participants sat briefly in a psychology professor's office:

Enumerate and discuss the diverse ways that studying a single individual, H.M., has contributed to a better understanding of episodic, procedural, and semantic memory.

As she read the suggestions in the textbook on how to improve memory, Tanika thought of different ways she could apply the suggestions in her own life. By applying the information to herself, Tanika used _____ to help her encode and remember the information.

Psychologist Elizabeth Loftus developed the "lost-in-the-mall" technique, which involves leading participants through an unfamiliar shopping center or mall and then asking them to retrace the path to the starting point.

Describe schemas and scripts, and explain how they can potentially contribute to inaccurate memories.

In order for chunking to work:

Introduction and Research Methods

Neuroscience and Behavior

Sensation and Perception

Consciousness and Its Variations

Learning

Thinking, Language, and Intelligence

Motivation and Emotion

Lifespan Development

Personality

Social Psychology

Stress, Health, and Coping

Psychological Disorders

Therapies

Filters