Deck 6: Learning and Remembering

Question 1

A person's autobiographical memory, memory for personally experienced events:

A) Semantic
B) Episodic
C) Implicit
D) Nondeclarative

Answer 1

Episodic

Question 2

Which of the following contributes to how mnemonics work?

A) Being confident that the mnemonic will work
B) Using a novel and unique method to remember information
C) Integrating material into an existing memory framework
D) Only using the mnemonic occasionally so it does not become stale

Answer 2

Integrating material into an existing memory framework

Question 3

Which of the following is true of Ebbinghaus's legacy?

A) The common use of operant conditioning
B) The use of complicated statistical methods
C) The contribution to verbal learning
D) An understanding of how we develop language

Answer 3

The contribution to verbal learning

Question 4

Multimodal effects on learning:

A) Improve dialogue recall by actors when dialogue and stage movements are practiced together
B) Visual images are better remembered than words
C) Mnemonic devices are limited in application to highly effortful learning
D) Reveal that it is possible to gain positive knowledge about human memory

Question 5

Metacognitive awareness can sometimes mislead us in which of the following ways:

A) To falsely believe a memory is correct
B) To ignore the contribution of declarative memory
C) To learn information too slowly
D) To develop inefficient mnemonics

Question 6

The improved retention of one piece of information that is made distinct or different from the information around it:

A) Content accuracy
B) Technical accuracy
C) Priming
D) von Restorff / isolation effect

Question 7

Primacy effects are associated with:

A) Rehearsal
B) Short-term memory storage
C) Dual coding
D) Cued recall

Question 8

After being shown a picture of a girl with a bat, you are asked "Was it a BOY or a GIRL?" You are then asked "Did you see a BAT?". This type of memory test would best be defined as:

A) Free recall
B) Paired-associate learning
C) Recognition
D) Method of savings

Question 9

Which of the following could reflect a problem for the depth of processing account?

A) Task effects (e.g., comparing cued versus free recall)
B) Mnemonic devices leading to improved memory performance
C) Definingness
D) That the amount of time spent remembering a "G-word" during a maintenance rehearsal task did not impact accuracy of recall

Question 10

With respect to levels of processing, task effects refer to:

A) Type I rehearsal producing superior recall to Type II rehearsal
B) Higher recall for earlier list items
C) Recognition reflects familiarity and actual recognition
D) Type I processing sometimes leading to equal or superior recognition performance than type II rehearsal

Question 11

Subjective organization:

A) Consistent grouping of unrelated words
B) An active strategic kind of rehearsal
C) Organization is necessary for memory encoding
D) Clustered list learning

Question 12

Endel Tulving presented people with a long list of unrelated words several different times. Each time the list was presented, the order of the items was rearranged. After each list presentation Tulving had the participants free-recall as many of the words on the list as possible. When he analyzed the order in which the words were recalled, he discovered that the subjects had developed their own grouping of the words. This consistency illustrates:

A) Miller's magical number seven.
B) Implicit knowledge
C) Declarative knowledge
D) Subjective organization

Question 13

Words that denote concrete objects, as opposed to abstract words, can be encoded into memory twice, once in terms of their verbal attributes and once in terms of their image-based properties. This:

A) Increases the likelihood that the words will be recalled or remembered
B) Causes a problem because of interference between the verbal and imagery properties
C) Concrete objects cannot be encoded this way
D) Both concrete and abstract words can easily be encoded in this way

Question 14

Words that denote concrete objects, as opposed to abstract words, can be encoded into memory twice, once in terms of their verbal attributes and once in terms of their image-based properties.

A) Semantic integration
B) Dual-coding hypothesis
C) Propositional representation
D) Cued recall

Question 15

The hypothesis that the specific nature of an item's encoding, including all related information that was encoded along with it, determines how effectively the item can be retrieved:

A) Dual-coding
B) Semantic integration
C) Elaborative encoding
D) Encoding specificity

Question 16

Jenkins & Dallenbach (1924) report an experiment in which participants underwent a nonsense syllable study phase followed by sleep or waking across a delay of either 1, 2, 4, or 8 hours. They report:

A) Less integration in the sleep condition
B) Better memory in those who slept straight after learning
C) More memory consolidation and integration in the sleep condition
D) Less memory consolidation and integration in the sleep condition

Question 17

According to traditional PI, if you learn A-B, then learn A-C, and are then tested on A-C, the following effect will be seen:

A) Recall will be unaffected
B) Recall should be high as A-C was learned last
C) List A-B interferes with A-C at test
D) List A-B interferes with A-C on the learning trial

Question 18

Momentarily unable to recall some shred of information, for example, the title of a song, with the sense of being on the verge of remembering:

A) TOT
B) POT
C) ACT
D) RAS

Question 19

"Law of disuse" reflects:

A) Proactive interference
B) Decay
C) Retroactive interference
D) Temporaneous

Question 20

Recognition failure of recallable words:

A) Weakly associated cue paired in initial learning (glue-CHAIR) often is not recognized in a contextualized recall situation (desk, top, chair)
B) Any long-term memory knowledge that can influence thought and behavior without any necessary involvement of conscious awareness
C) An explanation for "forgetting" of some target information in which related or recent information competes with or causes the loss of the target information
D) The loss of memory or memory abilities caused by brain damage or disease

Question 21

Double dissociation refers to:

A) Not being able to associate two words in a paired associates task
B) The fact the two patients show opposite patterns of impaired and spared functions
C) Loss of memory for anything associated with your past
D) Forgetting due to the passage of time and unfamiliarity

Question 22

Klaus attends class in a small room that is next door to the music practice room. His final exam is taken in a large but very quiet room. Klaus is likely to:

A) Not do as well on the exam compared to if he had taken it in the original classroom
B) Do much better than if he had taken it in the original classroom as it will be quieter and less cramped
C) Do just the same regardless of which room he takes it in
D) Only do well on questions asking about music

Question 23

A patient who can remember events that occurred before his/her brain injury, but cannot remember anything that has occurred since is most likely suffering from:

A) Retrograde amnesia
B) A double dissociation
C) Alzheimer's disease
D) Anterograde amnesia

Question 24

Patient KC shows a pattern of:

A) Impaired implicit memory but spared explicit memory
B) Impaired semantic memory but spared implicit memory
C) Impaired episodic memory but spared semantic memory
D) Impairments of both episodic and semantic memory

Question 25

________ refers to an experience in which a person tries to remember something that is known to be stored in memory, but that the person cannot quite retrieve.

A) The tip-of-awareness phenomenon
B) The tip-of-the-tongue phenomenon
C) Freudian slip
D) Nondeclarative memory

Question 26

Patients with anterograde amnesia show intact memory for which of the following?

A) New motor skills
B) New motor skills and new names
C) New events that occur after the brain damage
D) Word lists if the words in them are meaningful

Question 27

Levels of processing is associated with Ebbinghaus.

Question 28

Type I rehearsal does not usually lead to more meaningful levels of storage.

Question 29

In recall tasks, people often cluster related words together.

Question 30

Concrete words are usually remembered better than abstract words.

Question 31

At a party, Joan was introduced to Steve just as she arrived. Joan then went off to speak with a different group and was introduced to each of them as well. After hearing the new names, Joan could not remember Steve's name. This description illustrates ________.

Question 32

Jessica asked Nick to go to a supermarket and buy 10 things for her. Nick is out of paper
and can't find a pencil, so he decides to use the pegword method to remember Jessica's shopping list. How would he do this? Provide a brief description of what he needs to do to encode the first two items of Jessica's list (let's say the first two items on Jessica's list are a bar of soap and steak). Be specific.

Question 33

Why did Ebbinghaus use nonsense syllables?

Question 34

You have a fantastic new job writing television commercials and wonder if all those psychology
courses you slaved over will be of any use. Your first assignment is to design a commercial promoting a certain university. Of course, you want people to remember the name of the university after the advertisement has ended, and suddenly realize you can impress your supervisor by using your knowledge of the serial position effect. Explain how you would design your commercial so that the university's name is remembered both straight after the commercial has ended and for a long time afterwards. In your discussion, mention where you would avoid placing the university's name and why.

Question 35

H.M. is an anterograde amnesic. Discuss how he performs on a novel motor task such as mirror-tracing a star pattern. How does his performance change across several days of practice? What does he report?

Question 36

Describe two pieces of evidence that support the existence of a meaningful distinction between implicit
and explicit memory.