lOMoAR cPSD| 48680473
Downloaded by Vincent kyalo
()
, lOMoAR cPSD| 48680473
QUESTION 1
- - - - - memory is a component of - - - - - memory that can be regarded
as conscious memories.
a. Explicit; short-term
b. Implicit; long-term
c. Explicit; long-term
d. Implicit; procedural
Option c is correct. It is essential to understand the various structural
components of short- and long- term memory and how they relate to
each other (see CP, p. 165 for an outline).
QUESTION 2
Stephan and Aleko are studying for their grade 12 mathematics exams.
They are making really good progress as they discuss various examples
and apply techniques to problem solving that they had learned since
grade 10. This is an example of how Stephan’s and Aleko’s - - - - -
memory and - - - - - memory are working together during their exam
preparation.
a. working; long-term
b. sensory; short-term
c. iconic; procedural
d. echoic; episodic
Option a is correct. Whilst it is important to learn the different
components of short-term, working memory and long-term memory, it
is important to understand that these memories work together to assist
us to function optimally. The above example illustrates how working-
2
Downloaded by Vincent kyalo ()
, lOMoAR cPSD| 48680473
PYC3703/203
memory and long-term memory work hand in hand when studying, for
example (CP, pp. 165-166).
QUESTION 3
Kayden is trying to remember the grocery list that he learned before
going to the supermarket. He realises that he only remembers the
groceries at the beginning of the list. This is an example of the
- - - - -.
a. primacy effect
b. recency effect
c. retroactive interference
d. phonological similarity effect
Option a is correct. Murdoch’s (1962) serial position curve indicates
that participants were more likely to remember words presented at the
beginning of a sequence i.e. the primacy effect. This would explain why
Kayden only remembers the groceries at the beginning of the list and
not the words at the end of the list (CP, p. 167).
QUESTION 4
A class of students is asked to listen and remember a list of similar-
sounding words and another list of words that are dissimilar. The class
struggles to remember the list of words that are similar to each other.
This is an example of the - - - - -.
a. phonological similarity effect
b. proactive interference
c. recency effect
d. primacy effect
3
Downloaded by Vincent kyalo
()
, lOMoAR cPSD| 48680473
Option a is correct. The phonological similarity effect indicates how
auditory sounds can be encoded short-term and long-term coding.
Sounds that are similar are harder to remember than sounds that are
dissimilar (CP, p. 168).
QUESTION 5
- - - - - memory involves reconnecting with experiences from the past
whereas - - - - - memory is not tied to remembering personal experiences
from the past but in accessing things that are known or familiar.
a. Semantic; echoic
b. Episodic; semantic
c. Echoic; episodic
d. Iconic; procedural
Option b is correct. A defining feature of episodic memory is mental
time travel or reconnecting to events that happened in the past whereas
semantic memory is about knowing, for example, knowing facts about
a phenomenon (CP, p. 174).
QUESTION 6
- - - - - involves acquiring information and transferring information to
long-term memory whereas - - - - - involves recalling information stored
in long-term memory.
a. Coding; retrieval
b. Coding; encoding
c. Re-coding; decoding
d. Encoding; retrieval
Option d is correct. According to CP (p. 192), encoding and coding are
similar but the term coding refers to the form in which information is
4
Downloaded by Vincent kyalo ()
Downloaded by Vincent kyalo
()
, lOMoAR cPSD| 48680473
QUESTION 1
- - - - - memory is a component of - - - - - memory that can be regarded
as conscious memories.
a. Explicit; short-term
b. Implicit; long-term
c. Explicit; long-term
d. Implicit; procedural
Option c is correct. It is essential to understand the various structural
components of short- and long- term memory and how they relate to
each other (see CP, p. 165 for an outline).
QUESTION 2
Stephan and Aleko are studying for their grade 12 mathematics exams.
They are making really good progress as they discuss various examples
and apply techniques to problem solving that they had learned since
grade 10. This is an example of how Stephan’s and Aleko’s - - - - -
memory and - - - - - memory are working together during their exam
preparation.
a. working; long-term
b. sensory; short-term
c. iconic; procedural
d. echoic; episodic
Option a is correct. Whilst it is important to learn the different
components of short-term, working memory and long-term memory, it
is important to understand that these memories work together to assist
us to function optimally. The above example illustrates how working-
2
Downloaded by Vincent kyalo ()
, lOMoAR cPSD| 48680473
PYC3703/203
memory and long-term memory work hand in hand when studying, for
example (CP, pp. 165-166).
QUESTION 3
Kayden is trying to remember the grocery list that he learned before
going to the supermarket. He realises that he only remembers the
groceries at the beginning of the list. This is an example of the
- - - - -.
a. primacy effect
b. recency effect
c. retroactive interference
d. phonological similarity effect
Option a is correct. Murdoch’s (1962) serial position curve indicates
that participants were more likely to remember words presented at the
beginning of a sequence i.e. the primacy effect. This would explain why
Kayden only remembers the groceries at the beginning of the list and
not the words at the end of the list (CP, p. 167).
QUESTION 4
A class of students is asked to listen and remember a list of similar-
sounding words and another list of words that are dissimilar. The class
struggles to remember the list of words that are similar to each other.
This is an example of the - - - - -.
a. phonological similarity effect
b. proactive interference
c. recency effect
d. primacy effect
3
Downloaded by Vincent kyalo
()
, lOMoAR cPSD| 48680473
Option a is correct. The phonological similarity effect indicates how
auditory sounds can be encoded short-term and long-term coding.
Sounds that are similar are harder to remember than sounds that are
dissimilar (CP, p. 168).
QUESTION 5
- - - - - memory involves reconnecting with experiences from the past
whereas - - - - - memory is not tied to remembering personal experiences
from the past but in accessing things that are known or familiar.
a. Semantic; echoic
b. Episodic; semantic
c. Echoic; episodic
d. Iconic; procedural
Option b is correct. A defining feature of episodic memory is mental
time travel or reconnecting to events that happened in the past whereas
semantic memory is about knowing, for example, knowing facts about
a phenomenon (CP, p. 174).
QUESTION 6
- - - - - involves acquiring information and transferring information to
long-term memory whereas - - - - - involves recalling information stored
in long-term memory.
a. Coding; retrieval
b. Coding; encoding
c. Re-coding; decoding
d. Encoding; retrieval
Option d is correct. According to CP (p. 192), encoding and coding are
similar but the term coding refers to the form in which information is
4
Downloaded by Vincent kyalo ()
