Question 1

The textbook recommends a number of ways in which to increase students' attention in class. Which one of the following is not recommended?

Accepted Answer

A)  Ask questions frequently. 
B)  Vary the method of presentation. 
C)  Place easily distractible students near the teacher. 
D)  Have several different activities going on simultaneously. 
A)  Ask questions frequently. 
B)  Vary the method of presentation. 
C)  Place easily distractible students near the teacher. 
D)  Have several different activities going on simultaneously. D

Question 2

Only one of the following teachers is applying contemporary memory theory. Which one?

Accepted Answer

A)  Ms. Alphonso suggests that students in her Russian class listen to Russian tapes while they sleep. 
B)  Mr. Bancroft helps students identify important ideas in their textbooks. 
C)  Ms. Cranston asks her students to memorize definitions of 15 geometric figures. 
D)  Mr. Dominowski suggests that his students put information for tomorrow's test in their short-term memories. 
A)  Ms. Alphonso suggests that students in her Russian class listen to Russian tapes while they sleep. 
B)  Mr. Bancroft helps students identify important ideas in their textbooks. 
C)  Ms. Cranston asks her students to memorize definitions of 15 geometric figures. 
D)  Mr. Dominowski suggests that his students put information for tomorrow's test in their short-term memories. B

Question 3

Which one of the following statements best describes an activation model of memory?

Accepted Answer

A)  Information is more effectively encoded when it is acted out (for example, through role playing) at the time of storage. 
B)  What you are thinking about is activated; other things stored in your memory are in an inactive state. 
C)  You must repeat information several times if it is to be stored effectively. 
D)  Different pieces of information in memory interact with one another, so that you often remember something differently from how which you first stored it. 
A)  Information is more effectively encoded when it is acted out (for example, through role playing) at the time of storage. 
B)  What you are thinking about is activated; other things stored in your memory are in an inactive state. 
C)  You must repeat information several times if it is to be stored effectively. 
D)  Different pieces of information in memory interact with one another, so that you often remember something differently from how which you first stored it. B

Question 4

Which one of the following scenarios reflects the typical duration of working (short-term) memory?

Accepted Answer

A)  Arnie's family spends a summer at his grandmother's house and is able to remember his grandmother's telephone number for the two months he is there. However, he quickly forgets the number after he moves back home again. 
B)  Barney looks up the correct spelling of the word fossil and closes the dictionary. By the time he finds a piece of paper on which to write the word, he has forgotten how to spell it. 
C)  Carol remembers most of the information that she has been learning about World War II in class this week, but she remembers very little of what she learned about World War I two weeks ago. 
D)  At 9:00 A.m., Darrell makes a mental list of the five items he needs to purchase at the grocery store at the end of the day. At noon, he checks himself and realizes that he still remembers all five. At 3:00 p.m., however, he discovers that he has forgotten three of the five items. 
A)  Arnie's family spends a summer at his grandmother's house and is able to remember his grandmother's telephone number for the two months he is there. However, he quickly forgets the number after he moves back home again. 
B)  Barney looks up the correct spelling of the word fossil and closes the dictionary. By the time he finds a piece of paper on which to write the word, he has forgotten how to spell it. 
C)  Carol remembers most of the information that she has been learning about World War II in class this week, but she remembers very little of what she learned about World War I two weeks ago. 
D)  At 9:00 A.m., Darrell makes a mental list of the five items he needs to purchase at the grocery store at the end of the day. At noon, he checks himself and realizes that he still remembers all five. At 3:00 p.m., however, he discovers that he has forgotten three of the five items.

Question 5

If you know how to wrap a present, you can probably describe the process to someone else. But if you know how to skip rope, you may have difficulty explaining what you do to someone else. The difference between these two kinds of knowledge can best be characterized as a difference between:

Accepted Answer

A)  explicit vs. implicit memory 
B)  declarative vs. procedural knowledge 
C)  things learned through deep vs. shallow processing 
D)  things learned through the visuospatial sketchpad vs. through the phonological loop 
A)  explicit vs. implicit memory 
B)  declarative vs. procedural knowledge 
C)  things learned through deep vs. shallow processing 
D)  things learned through the visuospatial sketchpad vs. through the phonological loop

Question 6

Contemporary memory theorists disagree about whether working memory and long-term memory are distinctly different entities. Describe two sources of evidence that support a dual-store model of memory and two sources of evidence that support a single-store model.

Accepted Answer

Dual-store model of memory suggests that

Question 7

People often learn more information when they intend to learn it. Explain why this is so using each of these perspectives: (1) the dual-store model, and (2) the levels of processing model.

Accepted Answer

(1) According to the dual-store model, p

Question 8

Which one of the following best reflects the use of the sensory register component of memory?

Accepted Answer

A)  You can remember a melody for several hours even though you don't remember the lyrics. 
B)  You can remember something you heard for a second or two even though you weren't initially paying attention to it. 
C)  You can remember the name of a person just long enough to introduce her to someone else. 
D)  You can remember the concept of reinforcement because you are able to relate it to your own experiences. 
A)  You can remember a melody for several hours even though you don't remember the lyrics. 
B)  You can remember something you heard for a second or two even though you weren't initially paying attention to it. 
C)  You can remember the name of a person just long enough to introduce her to someone else. 
D)  You can remember the concept of reinforcement because you are able to relate it to your own experiences.

Question 9

To prepare for his test on Tuesday morning, Harvey studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harvey's memory system did the information get?

Accepted Answer

A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all. 
A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all.

Question 10

During a lecture on World War II, Mr. Cochran tells his class about some of the major leaders of the countries involved in the war. He then asks Kathy to identify the leader of Great Britain during World War II, and she correctly responds, "Winston Churchill." At the time she answers the question, Kathy is exhibiting:

Accepted Answer

A)  storage 
B)  retrieval 
C)  elaboration 
D)  proactive facilitation 
A)  storage 
B)  retrieval 
C)  elaboration 
D)  proactive facilitation

Question 11

Three of the following teachers are practicing principles from contemporary memory theory. Which teacher is not?

Accepted Answer

A)  Mr. Adamson tells his students that, with practice, they will be able to do complicated long division problems in their heads. 
B)  Ms. Borelli tells her students that they should not try to remember every detail in their 100-page reading assignment, but instead should focus on main ideas. 
C)  Mr. Canton makes sure that students are paying attention before he begins an explanation of photosynthesis. 
D)  Ms. Darwin talks about how famous battles in history are in some ways similar to the fights students sometimes have on the playground. 
A)  Mr. Adamson tells his students that, with practice, they will be able to do complicated long division problems in their heads. 
B)  Ms. Borelli tells her students that they should not try to remember every detail in their 100-page reading assignment, but instead should focus on main ideas. 
C)  Mr. Canton makes sure that students are paying attention before he begins an explanation of photosynthesis. 
D)  Ms. Darwin talks about how famous battles in history are in some ways similar to the fights students sometimes have on the playground.

Question 12

Distinguish among the sensory register, working memory, and long-term memory in terms of the following:

Accepted Answer

The sensory register, working memory, an

Question 13

William is trying to remember his new nine-digit social security number, and he does so by thinking of it as three groups of three digits each. William is demonstrating:

Accepted Answer

A)  The use of chunking 
B)  Storage in the sensory register 
C)  Retrieval from working memory 
D)  The use of maintenance rehearsal 
A)  The use of chunking 
B)  Storage in the sensory register 
C)  Retrieval from working memory 
D)  The use of maintenance rehearsal

Question 14

Mr. Wagner stands in front of the class explaining the process of evolution. Ellen is sitting in the front row, but her mind is on the fight she had with her best friend just before class. Based on this information, how far in Ellen's memory system did Mr. Wagner's lecture get?

Accepted Answer

A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all. 
A)  It reached the sensory register. 
B)  It reached working memory. 
C)  It reached long-term memory. 
D)  It never got into the memory system at all.

Question 15

Which one of the following kinds of knowledge is least likely to be dependent on active, conscious processing to be learned? Base your choice on research findings presented in the textbook.

Accepted Answer

A)  Knowing that Los Angeles is approximately 3,000 miles from New York. 
B)  Knowing how to start a fire using crumpled newspaper and small twigs. 
C)  Knowing that football, lighthouse, and airport are all compound words. 
D)  Knowing that the word cat appears in speech more often than feline. 
A)  Knowing that Los Angeles is approximately 3,000 miles from New York. 
B)  Knowing how to start a fire using crumpled newspaper and small twigs. 
C)  Knowing that football, lighthouse, and airport are all compound words. 
D)  Knowing that the word cat appears in speech more often than feline.

Question 16

Which one of the following pairs illustrates two different levels of processing?

Accepted Answer

A)  Deciding whether bear rhymes with chair; deciding whether bear rhymes with deer. 
B)  Deciding whether bear rhymes with chair; deciding whether actual rhymes with natural. 
C)  Deciding whether bear rhymes with chair; thinking about how a bear and a dog are similar. 
D)  Thinking about how a bear and a dog are similar; thinking about how a chair and a table are similar. 
A)  Deciding whether bear rhymes with chair; deciding whether bear rhymes with deer. 
B)  Deciding whether bear rhymes with chair; deciding whether actual rhymes with natural. 
C)  Deciding whether bear rhymes with chair; thinking about how a bear and a dog are similar. 
D)  Thinking about how a bear and a dog are similar; thinking about how a chair and a table are similar.

Question 17

Which one of the following most clearly illustrates the Gestalt principle of figure-ground?

Accepted Answer

A)  Aaron is watching the teacher's face so intently that he doesn't notice what she is writing on the chalkboard. 
B)  Bart has difficulty seeing the difference between the letters b and d because the two letters are so similar in appearance. 
C)  Caryn is lost in her thoughts. 
D)  Darlene has difficulty judging the size of objects more than six meters away from her. 
A)  Aaron is watching the teacher's face so intently that he doesn't notice what she is writing on the chalkboard. 
B)  Bart has difficulty seeing the difference between the letters b and d because the two letters are so similar in appearance. 
C)  Caryn is lost in her thoughts. 
D)  Darlene has difficulty judging the size of objects more than six meters away from her.

Question 18

Marnie attends very closely to the English teacher's lecture because she knows she must pass her English course in order to graduate. Marnie's attentiveness demonstrates the effect of _______ on attention.

Accepted Answer

A)  stimulus intensity 
B)  personal significance 
C)  emotion 
D)  incongruity 
A)  stimulus intensity 
B)  personal significance 
C)  emotion 
D)  incongruity

Question 19

When a stray dog wanders into a classroom, all of the students stop their seatwork and watch the teacher try to coax the dog from the room. The students' attentiveness demonstrates the effect of _______ on attention.

Accepted Answer

A)  novelty 
B)  proximity 
C)  size 
D)  personal significance 
A)  novelty 
B)  proximity 
C)  size 
D)  personal significance

Question 20

Peter and Paul are both listening to the same lecture. Peter is trying to learn the information being presented so that he can remember it later on. Paul is listening closely but not necessarily trying to remember it. From a levels-of-processing perspective, we would predict that:

Accepted Answer

A)  Peter is engaging in incidental learning, so will probably remember more. 
B)  Paul is likely to process the information at a deeper level, so will probably remember more. 
C)  Both boys will remember the same amount if they process the information in the same way. 
D)  Both boys will remember the same amount if they are equally alert. 
A)  Peter is engaging in incidental learning, so will probably remember more. 
B)  Paul is likely to process the information at a deeper level, so will probably remember more. 
C)  Both boys will remember the same amount if they process the information in the same way. 
D)  Both boys will remember the same amount if they are equally alert.

The textbook recommends a number of ways in which to increase students' attention in class. Which one of the following is not recommended?

Only one of the following teachers is applying contemporary memory theory. Which one?

Which one of the following statements best describes an activation model of memory?

Which one of the following scenarios reflects the typical duration of working (short-term) memory?

If you know how to wrap a present, you can probably describe the process to someone else. But if you know how to skip rope, you may have difficulty explaining what you do to someone else. The difference between these two kinds of knowledge can best be characterized as a difference between:

Contemporary memory theorists disagree about whether working memory and long-term memory are distinctly different entities. Describe two sources of evidence that support a dual-store model of memory and two sources of evidence that support a single-store model.

People often learn more information when they intend to learn it. Explain why this is so using each of these perspectives: (1) the dual-store model, and (2) the levels of processing model.

Which one of the following best reflects the use of the sensory register component of memory?

To prepare for his test on Tuesday morning, Harvey studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harvey's memory system did the information get?

Three of the following teachers are practicing principles from contemporary memory theory. Which teacher is not?

Distinguish among the sensory register, working memory, and long-term memory in terms of the following:

William is trying to remember his new nine-digit social security number, and he does so by thinking of it as three groups of three digits each. William is demonstrating:

Mr. Wagner stands in front of the class explaining the process of evolution. Ellen is sitting in the front row, but her mind is on the fight she had with her best friend just before class. Based on this information, how far in Ellen's memory system did Mr. Wagner's lecture get?

Which one of the following kinds of knowledge is least likely to be dependent on active, conscious processing to be learned? Base your choice on research findings presented in the textbook.

Which one of the following pairs illustrates two different levels of processing?

Which one of the following most clearly illustrates the Gestalt principle of figure-ground?

Marnie attends very closely to the English teacher's lecture because she knows she must pass her English course in order to graduate. Marnie's attentiveness demonstrates the effect of _______ on attention.

When a stray dog wanders into a classroom, all of the students stop their seatwork and watch the teacher try to coax the dog from the room. The students' attentiveness demonstrates the effect of _______ on attention.

Peter and Paul are both listening to the same lecture. Peter is trying to learn the information being presented so that he can remember it later on. Paul is listening closely but not necessarily trying to remember it. From a levels-of-processing perspective, we would predict that:

Perspectives on Learning

Learning and the Brain

Behaviorism and Classical Conditioning

Instrumental Conditioning

Applications of Instrumental Conditioning

Social Cognitive Theory

Introduction to Cognitivism

Long-Term Memory I: Storage and Encoding

Long-Term Memory Iii: Retrieval and Forgetting

Long-Term Memory Iii: Retrieval and Forgetting

Cognitive-Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking

Motivation and Affect

Cognitive Factors in Motivation

Filters

Exam 8: Basic Components of Memory

The textbook recommends a number of ways in which to increase students' attention in class. Which one of the following is not recommended?

Only one of the following teachers is applying contemporary memory theory. Which one?

Which one of the following statements best describes an activation model of memory?

Which one of the following scenarios reflects the typical duration of working (short-term) memory?

If you know how to wrap a present, you can probably describe the process to someone else. But if you know how to skip rope, you may have difficulty explaining what you do to someone else. The difference between these two kinds of knowledge can best be characterized as a difference between:

Contemporary memory theorists disagree about whether working memory and long-term memory are distinctly different entities. Describe two sources of evidence that support a dual-store model of memory and two sources of evidence that support a single-store model.

People often learn more information when they intend to learn it. Explain why this is so using each of these perspectives: (1) the dual-store model, and (2) the levels of processing model.

Which one of the following best reflects the use of the sensory register component of memory?

To prepare for his test on Tuesday morning, Harvey studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harvey's memory system did the information get?

Three of the following teachers are practicing principles from contemporary memory theory. Which teacher is not?

Distinguish among the sensory register, working memory, and long-term memory in terms of the following:

William is trying to remember his new nine-digit social security number, and he does so by thinking of it as three groups of three digits each. William is demonstrating:

Mr. Wagner stands in front of the class explaining the process of evolution. Ellen is sitting in the front row, but her mind is on the fight she had with her best friend just before class. Based on this information, how far in Ellen's memory system did Mr. Wagner's lecture get?

Which one of the following kinds of knowledge is least likely to be dependent on active, conscious processing to be learned? Base your choice on research findings presented in the textbook.

Which one of the following pairs illustrates two different levels of processing?

Which one of the following most clearly illustrates the Gestalt principle of figure-ground?

Marnie attends very closely to the English teacher's lecture because she knows she must pass her English course in order to graduate. Marnie's attentiveness demonstrates the effect of _______ on attention.

When a stray dog wanders into a classroom, all of the students stop their seatwork and watch the teacher try to coax the dog from the room. The students' attentiveness demonstrates the effect of _______ on attention.

Peter and Paul are both listening to the same lecture. Peter is trying to learn the information being presented so that he can remember it later on. Paul is listening closely but not necessarily trying to remember it. From a levels-of-processing perspective, we would predict that:

Perspectives on Learning

Learning and the Brain

Behaviorism and Classical Conditioning

Instrumental Conditioning

Applications of Instrumental Conditioning

Social Cognitive Theory

Introduction to Cognitivism

Long-Term Memory I: Storage and Encoding

Long-Term Memory Iii: Retrieval and Forgetting

Long-Term Memory Iii: Retrieval and Forgetting

Cognitive-Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking

Motivation and Affect

Cognitive Factors in Motivation

Filters