Chapter 8: Memory

Chapter 8: Memory Multiple-Choice Questions 8.1-1. Which of the following is NOT a cognitive process involved in memory? a. Perceiving b. Encoding c. Storage d. Retrieval e. Recalling Difficulty: 1 Question ID: 8.1-1 Page Ref: 216 Topic: Overview of Memory Skill: Factual Answer: a. Perceiving 8.1-2. The process by which sensory information is converted into a form that can be useful to the brain's memory system is called a. sensation. b. encoding. c. information processing. d. transduction. e. perception. Difficulty: 1 Question ID: 8.1-2 Page Ref: 216 Topic: Overview of Memory Skill: Factual Answer: b. encoding. 8.1-3. When you were a child you probably learned a rhyme for remembering the alphabet. This was a technique that helped you with the _________ of this information, one of the basic cognitive processes of memory. a. information processing b. encoding c. input d. transduction e. perception Difficulty: 2 Question ID: 8.1-3 Page Ref: 216 Topic: Overview of Memory Skill: Applied Answer: b. encoding contact: 8.1-4. The form of memory that has the shortest duration is called __________ memory. a. sensory b. perceptual c. short-term d. episodic e. semantic Difficulty: 1 Question ID: 8.1-4 Page Ref: 216 Topic: Overview of Memory Skill: Factual Answer: a. sensory 8.1-5. Which of the following is NOT a feature of sensory memory? a. It contains all or most of what has just been perceived. b. It is difficult to distinguish from the act of perception. c. It holds information long enough for processing by the next form of memory. d. It receives its input from the first form of memory. e. It represents the original stimulus accurately. Difficulty: 2 Question ID: 8.1-5 Page Ref: 216-217 Topic: Overview of Memory Skill: Conceptual Answer: d. It receives its input from the first form of memory. 8.1-6. Your favorite singer has just stopped singing and for a second or so you can still hear his voice exactly as he sang the last line. Which type of memory is in operation here? a. Semantic b. Iconic c. Short-term d. Episodic e. Sensory Difficulty: 2 Question ID: 8.1-6 Page Ref: 216 Topic: Overview of Memory Skill: Applied Answer: e. Sensory 8.1-7. Rehearsal is often useful for transferring information from _________ memory to __________ memory. a. sensory; long-term b. perceptual; long-term c. short-term; long term d. iconic memory; long-term memory e. episodic; semantic Difficulty: 1 Question ID: 8.1-7 Page Ref: 217 Topic: Overview of Memory Skill: Factual Answer: c. short-term; long term 8.1-8. Unlike sensory memory, short-term memory a. has definite limits. b. does not process information. c. does not process information for the next form of memory. d. takes place out of awareness. e. must be reset before it can be used again. Difficulty: 2 Question ID: 8.1-8 Page Ref: 217 Topic: Overview of Memory Skill: Conceptual Answer: a. has definite limits. 8.1-9. Unlike short-term memory, long-term memory a. requires awareness. b. is relatively durable. c. quickly fades without rehearsal. d. receives information from a previous form of memory. e. does not involve physical changes in the brain. Difficulty: 2 Question ID: 8.1-9 Page Ref: 217 Topic: Overview of Memory Skill: Conceptual Answer: b. is relatively durable. 8.1-10. One of the key factors of Sperling's experiment was that a. participants knew which row of the matrix to recall before the material was presented. b. participants knew which row of the matrix to recall only after the material was presented. c. the tone was presented simultaneously with the material to be recalled. d. some participants were allowed to view the material to be recalled longer than the other participants. e. some participants were asked to recall letters following a high-pitched tone and some following a low-pitched tone. Difficulty: 2 Question ID: 8.1-10 Page Ref: 218 Topic: Sensory Memory Skill: Conceptual Answer: b. participants knew which row of the matrix to recall only after the material was presented. 8.1-11. In Sperling's research, if the tone was delayed for more than one second, the participants' recall of the letters a. slightly improved. b. was hampered. c. at first improved and then declined. d. at first declined and then improved. e. drastically improved. Difficulty: 1 Question ID: 8.1-11 Page Ref: 218 Topic: Sensory Memory Skill: Factual Answer: b. was hampered. 8.1-12. Sperling's procedure is called a partial-report procedure because a. only some of the participants were asked to recall the letters. b. not all letters of the alphabet were shown at once. c. participants were asked to report only one row of letters. d. some participants were better at recall then others. e. only three tones were used. Difficulty: 2 Question ID: 8.1-12 Page Ref: 218 Topic: Sensory Memory Skill: Conceptual Answer: c. participants were asked to report only one row of letters. 8.1-13. Iconic memory is to __________ as echoic memory is to _________. a. audition; vision b. short-term memory; long-term memory c. vision; audition d. sensory memory; short-term memory e. sensory memory; long-term memory Difficulty: 2 Question ID: 8.1-13 Page Ref: 218 Topic: Sensory Memory Skill: Conceptual Answer: c. vision; audition 8.1-14. When Sperling's subjects were asked to recall as many of the 9 letters as they could, how many did they typically recall? a. 2 or 3 b. 4 or 5 c. 7 or 8 d. All 9 e. None Difficulty: 1 Question ID: 8.1-14 Page Ref: 218 Topic: Sensory Memory Skill: Factual Answer: b. 4 or 5 8.1-15. Echoic memory's longer duration means that it is useful in processing a. visual images. b. spoken language. c. sudden sounds. d. unfamiliar odors. e. barely audible sounds. Difficulty: 1 Question ID: 8.1-15 Page Ref: 218 Topic: Sensory Memory Skill: Factual Answer: b. spoken language. 8.1-16. Echoic memory a. appears to be shorter in duration than iconic memory. b. is a form of memory for repetitive sounds. c. holds about 7 unrelated items. d. retains all the sounds in a word before making it available to short-term memory. e. is actually a part of short-term memory, according to the Atkinson-Shiffrin model. Difficulty: 1 Question ID: 8.1-16 Page Ref: 218 Topic: Sensory Memory Skill: Factual Answer: d. retains all the sounds in a word before making it available to short-term memory. 8.1-17. Most of the information that enters short-term memory a. gets transferred to long-term memory. b. stays there. c. is moved back to sensory memory. d. is forgotten. e. is important to the individual. Difficulty: 1 Question ID: 8.1-17 Page Ref: 219 Topic: Short-Term or Working Memory Skill: Factual Answer: d. is forgotten. 8.1-18. Information can enter short-term memory a. from iconic memory only. b. from long-term memory only. c. from both sensory and long-term memory. d. only if it is rehearsed. e. only if it is considered important to the individual. Difficulty: 1 Question ID: 8.1-18 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Factual Answer: c. from both sensory and long-term memory. 8.1-19. Because short-term memory processes information from sensory memory and from longterm memory, Baddeley referred to it as __________ memory instead. a. working b. two-source c. intermediate d. mediate e. transitional Difficulty: 1 Question ID: 8.1-19 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Factual Answer: a. working 8.1-20. In recall, the tendency to remember words at the beginning of a list rather than those in the middle is called the __________ effect. a. primacy b. recency c. encoding specificity d. consolidation e. precedence Difficulty: 1 Question ID: 8.1-20 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Factual Answer: a. primacy 8.1-21. Patrick wrote a shopping list and then left it at home on the kitchen counter. Now, at the supermarket, the only items he can remember are the first two on the list. This is an example of a. chunking. b. the recency effect. c. encoding specificity. d. consolidation hypothesis. e. the primacy effect. Difficulty: 1 Question ID: 8.1-21 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Applied Answer: e. the primacy effect. 8.1-22. The recency effect occurs because the words that are in the list we are trying to memorize a. are still in short-term memory. b. have been stored in long-term memory. c. have been rehearsed several times. d. are generally the easiest words to memorize. e. are still in sensory memory. Difficulty: 1 Question ID: 8.1-22 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Factual Answer: a. are still in short-term memory. 8.1-23. The primacy effect can be explained as resulting from a. changes in long-term memory. b. the efficiency of sensory memory. c. repeated rehearsal in short-term memory. d. transfer from iconic to echoic memory. e. dominance by short-term memory. Difficulty: 2 Question ID: 8.1-23 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Conceptual Answer: c. repeated rehearsal in short-term memory. 8.1-24. Working memory can be observed when people rehearse material aloud. The behavior of rehearsing a. is essential for sensory memory. b. is thus individual rather than social. c. is speeded-up in short-term memory. d. reduces the resources available for long-term memory. e. can also occur inside the head. Difficulty: 2 Question ID: 8.1-24 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Conceptual Answer: e. can also occur inside the head. 8.1-25. Suppose that you have been given a short list of words to memorize. After you have read through the list once, you discover that you can remember the last four words easily. This result is an example of a. Peterson and Peterson’s recall procedure. b. proactive remembering. c. the primacy effect. d. the recency effect. e. the chunking procedure. Difficulty: 1 Question ID: 8.1-25 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Applied Answer: d. the recency effect. 8.1-26. If not rehearsed, information stays in short-term memory for less than _________ seconds. a. 3 b. 5 c. 10 d. 15 e. 20 Difficulty: 1 Question ID: 8.1-26 Page Ref: 221 Topic: Short-Term or Working Memory Skill: Factual Answer: e. 20 8.1-27. To prevent the participants in their experiment from rehearsing information, Peterson and Peterson a. used a partial-report procedure. b. taught their participants to use mnemonic devices incorrectly. c. used long lists of nonsense syllables. d. asked participants to count backwards from a given number. e. reduced the amount of time between the presentation of the material and subsequent recall. Difficulty: 2 Question ID: 8.1-27 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Factual Answer: d. asked participants to count backwards from a given number. 8.1-28. In their research, Peterson and Peterson showed that correct recall of information had dropped to about zero after a delay of __________ seconds between the presentation of information and the request to recall that information. a. 6-9 b. 9-12 c. 12-15 d. 15-18 e. more than 20 Difficulty: 1 Question ID: 8.1-28 Page Ref: 221 Topic: Short-Term or Working Memory Skill: Factual Answer: d. 15-18 8.1-29. According to Miller, the capacity of short-term memory is roughly __________ items plus or minus 2. a. 3 b. 5 c. 7 d. 9 e. 12 Difficulty: 1 Question ID: 8.1-29 Page Ref: 221 Topic: Short-Term or Working Memory Skill: Factual Answer: c. 7 8.1-30. When Wing phones her aunt in Taiwan she has to remember the long-distance code, a country code, an area code, and then the local number. She manages to remember the 15 numbers involved by using a. short-term memory. b. consolidation. c. iconic memory. d. chunking. e. the recency effect. Difficulty: 2 Question ID: 8.1-30 Page Ref: 221 Topic: Short-Term or Working Memory Skill: Applied Answer: d. chunking. 8.1-31. Which of the following lists should be the easiest to remember? a. 4 b. 4 c. 9 d. 1 e. 2 Difficulty: 3 Question ID: 8.1-31 Page Ref: 221 Topic: Short-Term or Working Memory Skill: Applied Answer: d. 1 8.1-32. Which of the following statements is FALSE? a. Chunking is a form of encoding information. b. A chunk contains 7 plus or minus 2 items. c. Chunking creates meaningful units of information. d. Chunking may be accomplished through the use of rules. e. The capacity of short-term memory depends on the meaning of the information it contains. Difficulty: 2 Question ID: 8.1-32 Page Ref: 221-222 Topic: Short-Term or Working Memory Skill: Factual Answer: b. A chunk contains 7 plus or minus 2 items. 8.1-33. The amount of information that can be retained in short-term memory is limited by the a. use of language to encode the information. b. meaning of the information. c. rate of rehearsal. d. the capacity of sensory memory. e. total amount of material presented. Difficulty: 2 Question ID: 8.1-33 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Conceptual Answer: b. meaning of the information. 8.1-34. McNamara and Scott showed that people can improve their short-term memory for unrelated words by imagining a. equivalent words. b. rhyming words. c. a story involving the words. d. repeating the words aloud. e. clapping when each word was read. Difficulty: 1 Question ID: 8.1-34 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Factual Answer: c. a story involving the words. 8.1-35. Short-term storage of verbal information occurs in __________ working memory. a. iconic b. echoic c. phonological d. articulatory e. lingual Difficulty: 1 Question ID: 8.1-35 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Factual Answer: c. phonological 8.1-36. According to Conrad's research on phonological short-term memory, which kind of error would someone be LEAST likely to make? a. Writing a P when seeing a B b. Writing an M when seeing an N c. Writing a B when seeing a V d. Writing an F when seeing a T e. Writing a D when seeing a P Difficulty: 2 Question ID: 8.1-36 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Conceptual Answer: d. Writing an F when seeing a T 8.1-37. While writing an exam, you write the word "receive." Then you hesitate over the order of the vowels in that word. In order to clarify the situation you recall and recite in your head the rhyme "I before E except after C." Which aspect of phonological short-term memory does this illustrate? a. Echoic memory b. Iconic memory c. Subvocal articulation d. Chunking e. The primacy effect Difficulty: 2 Question ID: 8.1-37 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Applied Answer: c. Subvocal articulation 8.1-38. Unvoiced speech utterances are called a. unvoiced acoustics. b. unvoiced articulations. c. subvocal phrasings. d. subvocal articulations. e. subvocal coding. Difficulty: 1 Question ID: 8.1-38 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Factual Answer: d. subvocal articulations. 8.1-39. Phonological short-term memory may involve activity in the auditory association cortex as well as the __________ association cortex. a. frontal b. visual c. prefrontal d. motor e. sensory Difficulty: 2 Question ID: 8.1-39 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Conceptual Answer: d. motor 8.1-40. Cale and Kyle were born deaf. Cale speaks fairly well; Kyle doesn't. If they were given a list of letters to look at briefly and then write down, Cale would most likely make __________ errors than Kyle. a. fewer articulatory b. more articulatory c. fewer visual d. more visual e. the same number of articulatory and acoustical Difficulty: 2 Question ID: 8.1-40 Page Ref: 222 Topic: Short-Term or Working Memory Skill: Applied Answer: d. more visual 8.1-41. Ashley suffers from mild conduction aphasia. This suggests that she a. has difficulty understanding what she hears. b. has difficulty repeating exactly what she hears. c. can produce words but cannot compose sentences. d. can talk but not remember what she has said. e. cannot understand what others are saying. Difficulty: 1 Question ID: 8.1-41 Page Ref: 222,224 Topic: Short-Term or Working Memory Skill: Factual Answer: b. has difficulty repeating exactly what she hears. 8.1-42. Conduction aphasia is likely caused by brain damage that a. destroys the ability to pass information from short-term to long-term memory. b. disrupts connections between Wernicke's and Broca's areas. c. produces spontaneous activation of the left parietal cortex. d. inhibits the neural circuits that constitute working memory. e. disrupts the neural circuits between echoic memory and short-term memory. Difficulty: 2 Question ID: 8.1-42 Page Ref: 223 Topic: Short-Term or Working Memory Skill: Factual Answer: b. disrupts connections between Wernicke's and Broca's areas. 8.1-43. The information contained in visual working memory is derived from the immediate environment a. and short-term memory. b. and auditory working memory. c. and long-term memory. d. and phonological short-term memory. e. and is largely verbal. Difficulty: 2 Question ID: 8.1-43 Page Ref: 223 Topic: Short-Term or Working Memory Skill: Factual Answer: c. and long-term memory. 8.1-44. Carlos saw a horse in a pasture. The image he has of the horse in his visual working memory a. is just like a photograph of the horse. b. is a combination of his version of a prototypical horse and the specific details of this particular horse. c. lacks the specific details of this particular horse. d. is limited by his ability to encode the image of this particular horse in precise words. e. is essentially the same image that his phonological short-term memory contains. Difficulty: 2 Question ID: 8.1-44 Page Ref: 223 Topic: Short-Term or Working Memory Skill: Applied Answer: b. is a combination of his version of a prototypical horse and the specific details of this particular horse. 8.1-45. When DeGroot tested the working memories of expert and novice chess players by briefly showing them chess pieces on a board, experts performed better than novices a. only if the pieces were placed randomly on the board. b. only if the pieces were placed in recognizable geometric patterns. c. when the pieces were ordered as if a game was in progress. d. if they were able to view the placement of the pieces for at least two minutes. e. regardless of the pattern the pieces were arranged in. Difficulty: 1 Question ID: 8.1-45 Page Ref: 223 Topic: Short-Term or Working Memory Skill: Factual Answer: c. when the pieces were ordered as if a game was in progress. 8.1-46. Based on Shepard and Metzler's research on mental rotation, which of the following statements is TRUE? a. Humans are not very accurate in judging whether pairs of geometrical shapes are the same or different. b. Decision times decreased when one of the shapes was rotated. c. The rotation of one of the shapes produced more correct answers than rotation of the other shape. d. As the degree of rotation of the shapes increased, decision times increased. e. The degree of rotation had no effect on decision time; only the difference in size affected decision time. Difficulty: 1 Question ID: 8.1-46 Page Ref: 224 Topic: Short-Term or Working Memory Skill: Factual Answer: d. As the degree of rotation of the shapes increased, decision times increased. 8.1-47. Participants in Shepard and Metzler's research reported that, to decide whether the geometric shapes were identical, they a. compared the numbers of blocks in each shape. b. estimated the number of steps that would be required in order to alter one of the shapes to make it identical to the other. c. alternately close one eye then the other to see if the images looked different. d. rotated an image of one of the shapes in their heads. e. imagined what each shape would look like if it was rotated 90 degrees. Difficulty: 2 Question ID: 8.1-47 Page Ref: 224 Topic: Short-Term or Working Memory Skill: Conceptual Answer: d. rotated an image of one of the shapes in their heads. 8.1-48. Nairne's juggler metaphor of short-term memory makes the basic assumption that information a. only exists in one form. b. must be modified before it can be stored. c. must remain "in the air" for a fixed period of time. d. decays. e. expands. Difficulty: 2 Question ID: 8.1-48 Page Ref: 224 Topic: Short-Term or Working Memory Skill: Conceptual Answer: d. decays. 8.1-49. Each of the following is characteristic of long-term memory EXCEPT a. a fixed chunk size. b. a combination of active and passive processes. c. the involvement of all sensory systems. d. relative stability of the information it contains. e. the involvement of connections between sensory and motor neurons. Difficulty: 2 Question ID: 8.1-49 Page Ref: 224-225 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: a. a fixed chunk size. 8.1-50. According to the traditional view of memory, consolidation refers to the transfer of information from __________ memory to __________ memory. a. long-term; short-term b. sensory; long-term c. sensory; short-term d. short-term; long-term e. iconic; echoic Difficulty: 1 Question ID: 8.1-50 Page Ref: 225 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: d. short-term; long-term 8.1-51. Consolidation involves each of the following EXCEPT a. structural changes in the brain. b. the possibility of unconsciously creating a long-term memory. c. transfer of information from short-term to long-term memory. d. the passage of time. e. large metabolic changes to neurons resulting from increased activity of ion pumps. Difficulty: 1 Question ID: 8.1-51 Page Ref: 225 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: e. large metabolic changes to neurons resulting from increased activity of ion pumps. 8.1-52. Strong evidence for the consolidation hypothesis stems from a. research on selective rehearsal. b. disruption of normal brain functioning, such as "closed-head" injury. c. research on mental rotation. d. enhancement of brain functioning through memory training. e. studies of individuals with highly developed memories. Difficulty: 1 Question ID: 8.1-52 Page Ref: 225 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: b. disruption of normal brain functioning, such as "closed-head" injury. 8.1-53. As she was driving to work, Margie was in a serious auto accident. When she woke up in the hospital, she could not remember anything about the accident or what had happened to her just before it took place. Margie's failure of memory illustrates __________ amnesia. a. anterograde b. retrograde c. retroactive d. proactive e. elaborative Difficulty: 1 Question ID: 8.1-53 Page Ref: 225 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: b. retrograde 8.1-54. Retrograde amnesia refers to a. lack of memory for newly learned information that is presented together with previously learned information. b. decreased memory for previously learned information that has decayed over time. c. lack of memory for events that occurred just before an injury. d. a decrease in the capacity of short-term memory. e. lack of memory for events that occur immediately following an injury. Difficulty: 1 Question ID: 8.1-54 Page Ref: 225 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: c. lack of memory for events that occurred just before an injury. 8.1-55. Craik and Lockhart's model of memory challenged which assumption of the consolidation hypothesis? a. Short-term memory and long-term memory appear to be physiologically distinct. b. The time that information spends in short-term memory is the critical factor in information reaching long-term memory. c. All of the information that gets into long-term memory must first pass through short-term memory. d. Memory for recent events may be lost more readily than that for distant events. e. Memory involves changes in the brain. Difficulty: 2 Question ID: 8.1-55 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: b. The time that information spends in short-term memory is the critical factor in information reaching long-term memory. 8.1-56. Elaborative is to _________ as maintenance is to _________. a. short-term; long-term b. shallow; superficial c. automatic; effortful d. association; repetition e. consolidation; encoding Difficulty: 3 Question ID: 8.1-56 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: d. association; repetition 8.1-57. Sal has six items on his grocery list. When he was at the grocery store, the other shoppers could hear him repeating "milk, juice, eggs, soap, chocolate, fruit" over and over again. Sal's behavior is an example of __________ rehearsal. a. activational b. elaborative c. differential d. maintenance e. recollective Difficulty: 2 Question ID: 8.1-57 Page Ref: 225 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: d. maintenance 8.1-58. Salaam is studying a list of psychology terms by associating each of them to everyday experiences. In this way she is trying to make the terms as relevant as possible to her life. Her method of studying illustrates __________ rehearsal. a. activational b. elaborative c. differential d. maintenance e. recollective Difficulty: 2 Question ID: 8.1-58 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: b. elaborative 8.1-59. Craik and Tulving's research using sentences of different complexity suggested that complex sentences a. produce more elaboration, which leads to better retention of the information that is presented. b. produce more elaboration, which leads to less distinctive memories. c. are more difficult to recall than simple ones. d. do not produce adequate mental imagery for the precise recall of complex information. e. require the use of both long-term and short-term memory, resulting in less precise recall of the information than simple sentences. Difficulty: 1 Question ID: 8.1-59 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: a. produce more elaboration, which leads to better retention of the information that is presented. 8.1-60. Craik and Lockhart proposed the __________ model of the relation between short-term and long-term memory. a. consolidation. b. levels-of-processing. c. multiple processors. d. repetitive reconsolidation. e. simple-to-complex. Difficulty: 1 Question ID: 8.1-60 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: b. levels-of-processing. 8.1-61. Which of the following is NOT a part of Craik and Lockhart's levels-of-processing model? a. Attention controls the level of processing. b. Memory is a by-product of perceptual analysis. c. Levels of processing are specific to separate sensory systems. d. A central processor analyzes information on different levels. e. The levels of processing are arranged hierarchically. Difficulty: 2 Question ID: 8.1-61 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: c. Levels of processing are specific to separate sensory systems. 8.1-62. Shallow processing involves a. letters and words. b. the semantic features of verbal stimuli. c. contextual characteristics of stimuli. d. surface characteristics of stimuli. e. general categories of information. Difficulty: 1 Question ID: 8.1-62 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: d. surface characteristics of stimuli. 8.1-63. Deep processing involves a. letters and words. b. the semantic features of stimuli. c. contextual characteristics of stimuli. d. the surface characteristics of stimuli. e. general categories of information. Difficulty: 1 Question ID: 8.1-63 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: b. the semantic features of stimuli. 8.1-64. Deep is to __________ as shallow is to_________. a. maintenance; surface b. semantic; elaborative c. elaborative; maintenance d. long-term; short-term e. primary; secondary Difficulty: 2 Question ID: 8.1-64 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: c. elaborative; maintenance 8.1-65. Whitney has to remember a poem for school. She does this by thinking about its meaning and the ways in which its structure enhances that meaning. She is using _________ processing. a. shallow b. automatic c. maintenance d. mnemonic e. deep Difficulty: 1 Question ID: 8.1-65 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: e. deep 8.1-66. Shallow processing is to __________ features as deep processing is to _________ features. a. semantic; meaningful b. contextual; elaborative c. surface; semantic d. physical; abstract e. general; specific Difficulty: 2 Question ID: 8.1-66 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: c. surface; semantic 8.1-67. According to the levels-of-processing model, a subject will more easily recall the word "watch"after processing which of the following statements? a. "Watch me jump in the water." b. "The watch battery was dead." c. "I saw the watch." d. "That is my watch." e. "The young sailor traveled thousands of miles to retrieve his grandfather's valuable watch." Difficulty: 1 Question ID: 8.1-67 Page Ref: 226 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: e. "The young sailor traveled thousands of miles to retrieve his grandfather's valuable watch." 8.1-68. Which of the following statements is TRUE? a. Encoding is a secondary feature of our ability to remember information. b. Adding knowledge always enhances recall. c. Encoding is the process of getting information out of long-term memory. d. How we encode information bears little relation to remembering that information later. e. Humans are able to encode information without attending to it at all. Difficulty: 1 Question ID: 8.1-68 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: e. Humans are able to encode information without attending to it at all. 8.1-69. __________ processing involves using either shallow or deep processing to rehearse information. a. Effortful b. Automatic c. Selective d. Attentive e. Semantic Difficulty: 1 Question ID: 8.1-69 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: a. Effortful 8.1-70. Which type of information processing is NOT considered effortful? a. Semantic b. Maintenance rehearsal c. Elaborative rehearsal d. Automatic e. Deep Difficulty: 1 Question ID: 8.1-70 Page Ref: 226-227 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: d. Automatic 8.1-71. Automatic processing is to __________ as effortful processing is to __________. a. elaborative rehearsal; maintenance rehearsal b. maintenance rehearsal; elaborative rehearsal c. frequency, place, and time; shallow and deep processing d. remembering your name; remembering the capital of Zimbabwe e. deep processing; shallow processing Difficulty: 2 Question ID: 8.1-71 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: d. remembering your name; remembering the capital of Zimbabwe 8.1-72. Information you have stored in memory but have never rehearsed reflects __________ processing. a. shallow b. elaborative c. effortful d. automatic e. effortless Difficulty: 1 Question ID: 8.1-72 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: d. automatic 8.1-73. Practicing or rehearsing information is known as __________ processing. a. effortful b. automatic c. information d. meaningful e. deep Difficulty: 1 Question ID: 8.1-73 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: a. effortful 8.1-74. When you study for a test by reading and rereading your textbook, making an outline of the chapter, and going over (and over) the key terms in the chapter, you are encoding information using __________ processing. a. effortful b. automatic c. information d. meaningful e. shallow Difficulty: 2 Question ID: 8.1-74 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: a. effortful 8.1-75. You know that each chapter in your text contains a chapter preview and that the key terms in each chapter are found at the end of the chapter. This information was likely encoded into your memory through __________ processing. a. effortful b. automatic c. information d. meaningful e. shallow Difficulty: 2 Question ID: 8.1-75 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: b. automatic 8.1-76. The notion that it is how we encode information that determines our ability to retrieve it later is called the encoding _________ principle. a. processing b. consolidation c. specificity d. elaboration e. mnemonic Difficulty: 1 Question ID: 8.1-76 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: c. specificity 8.1-77. If you want to learn information, the best time to make it meaningful is __________ encoding. a. at least one hour after b. during c. just after d. at least one hour before e. There is no "best time" to make the information to be learned meaningful. Difficulty: 1 Question ID: 8.1-77 Page Ref: 226-227 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: b. during 8.1-78. In terms of memory for written material, having the title of a passage, essay, or book a. can aid encoding if it is available before processing the material. b. usually interferes with encoding. c. can aid encoding if it is available soon after processing the material. d. assures that the encoding will be automatic. e. is a form of maintenance rehearsal. Difficulty: 2 Question ID: 8.1-78 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Conceptual Answer: c. can aid encoding if it is available soon after processing the material. 8.1-79. Which of the following is NOT a criticism of the levels-of-processing model? a. The distinction between shallow and deep processing has never been clearly defined. b. Shallow processing does not always imply a poor memory. c. Researchers cannot control the depth to which their subjects process information. d. The model has not produced further research on the nature of long-term memory. e. Memory is not a directly observable phenomenon. Difficulty: 2 Question ID: 8.1-79 Page Ref: 227 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: d. The model has not produced further research on the nature of long-term memory. 8.1-80. Techniques or strategies that are specifically used to enhance memory are called a. encoding tactics. b. mnemonic systems. c. elaborative aids. d. retrieval cues. e. encoding specifics. Difficulty: 1 Question ID: 8.1-80 Page Ref: 228 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: b. mnemonic systems. 8.1-81. The key to the effectiveness of any mnemonic system is that it a. simplifies the information to be remembered. b. decreases the amount of total information to be stored. c. makes use of information already stored in memory. d. divides information into separate units. e. replaces effortful processing with automatic processing. Difficulty: 1 Question ID: 8.1-81 Page Ref: 228 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: c. makes use of information already stored in memory. 8.1-82. One way to help yourself remember a list of items is to use the __________, which involves associating familiar locations with the items to be remembered. a. peg-word method b. narrative story c. method of loci d. method of meaningful processing e. method of deep processing Difficulty: 1 Question ID: 8.1-82 Page Ref: 228 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: c. method of loci 8.1-83. Which of the following is a characteristic of the peg-word method? a. It involves attaching images of items to be remembered to familiar locations already in memory. b. It is one of the few mnemonic systems that does not involve imagery. c. It entails using familiar items already in memory. d. It requires first memorizing a list of words that mean the same thing. e. It is usually the first mnemonic system that people learn. Difficulty: 1 Question ID: 8.1-83 Page Ref: 228 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: c. It entails using familiar items already in memory. 8.1-84. When Chen wishes to remember something, especially a list of items, she associates each item with a specific landmark in her neighborhood. Later, when she needs to recall the items, she simply pictures the landmarks and the corresponding items. She is using the a. narrative story. b. peg-word method. c. geographic method. d. method of loci. e. method of deep processing. Difficulty: 1 Question ID: 8.1-84 Page Ref: 228 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: d. method of loci. 8.1-85. If you remembered a list of items by associating each item with the rhyme "one is a bun, two is a shoe, three is a tree..." and so on, you would be using the a. narrative technique. b. peg-word method. c. geographic method. d. method of loci. e. method of deep processing. Difficulty: 1 Question ID: 8.1-85 Page Ref: 228 Topic: Learning and Encoding in Long-Term Memory Skill: Applied Answer: b. peg-word method. 8.1-86. In the _________ mnemonic system, you memorize a list of items by putting them into a coherent story. a. narrative b. peg-word c. geographic d. method of loci e. deep processing Difficulty: 1 Question ID: 8.1-86 Page Ref: 229 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: a. narrative 8.1-87. In Bower and Clark's study of memory aids, two groups were asked to learn 12 lists of 10 words. Only one group was given instructions to create a narrative. The results showed that a. both groups were equally good at remembering the first two lists. b. the narrative method group eventually confused the narratives and performed more poorly. c. both groups were equally good at remembering any single list immediately after learning it. d. the non-narrative method proved more successful for learning abstract words than concrete. e. the narrative method proved more successful for learning abstract words than concrete. Difficulty: 3 Question ID: 8.1-87 Page Ref: 229 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: c. both groups were equally good at remembering any single list immediately after learning it. 8.1-88. Research suggests that words are easier to learn if they are sung than merely spoken because a. a melody provides a structure for the words. b. singing words makes processing automatic. c. a song speeds up the rate at which the words are heard and thus enhances chunking. d. words have a deeper meaning if they are sung. e. singing provides a slower rate of presentation and thus aids encoding. Difficulty: 3 Question ID: 8.1-88 Page Ref: 229 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: e. singing provides a slower rate of presentation and thus aids encoding. 8.1-89. A major limitation of the use of mnemonic systems is that they a. are primarily advantageous for memorizing items that can be converted to list form. b. only apply to real-life situations. c. do not require elaborative rehearsal. d. are easily confused with each other. e. confuse effortful with automatic processing. Difficulty: 2 Question ID: 8.1-89 Page Ref: 229 Topic: Learning and Encoding in Long-Term Memory Skill: Factual Answer: a. are primarily advantageous for memorizing items that can be converted to list form. 8.1-90. Mr. Tilson, who is now in his 80s, often reflects on his life's experiences. These experiences are a part of Mr. Tilson's __________ memory. a. semantic b. episodic c. inherent d. state-dependent e. implicit Difficulty: 1 Question ID: 8.1-90 Page Ref: 229-230 Topic: The Organization of Long-Term Memory Skill: Applied Answer: b. episodic 8.1-91. Memory for personal events is called a. semantic memory. b. episodic memory. c. inherent memory. d. working memory. e. implicit memory. Difficulty: 1 Question ID: 8.1-91 Page Ref: 229-230 Topic: The Organization of Long-Term Memory Skill: Factual Answer: b. episodic memory. 8.1-92. Conceptual information is stored in __________ memory. a. semantic b. episodic c. inherent d. working e. implicit Difficulty: 1 Question ID: 8.1-92 Page Ref: 230 Topic: The Organization of Long-Term Memory Skill: Factual Answer: a. semantic 8.1-93. Episodic memory is to _________ as semantic memory is to _________. a. effortful; automatic b. specificity; generality c. shallow; deep d. form; meaning e. context; concept Difficulty: 2 Question ID: 8.1-93 Page Ref: 229-230 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: e. context; concept 8.1-94. Remembering where you went on your first date is an example of a. semantic memory. b. episodic memory. c. short-term memory. d. implicit memory. e. procedural memory. Difficulty: 1 Question ID: 8.1-94 Page Ref: 229-230 Topic: The Organization of Long-Term Memory Skill: Applied Answer: b. episodic memory. 8.1-95. If you were asked to come up with a synonym for the word "diverse," you would attempt to retrieve the relevant information from your __________ memory. a. semantic b. episodic c. inherent d. working e. implicit Difficulty: 1 Question ID: 8.1-95 Page Ref: 230 Topic: The Organization of Long-Term Memory Skill: Applied Answer: a. semantic 8.1-96. Julane was telling her friends about her trip across Scandinavia. The information about her trip is stored in __________ memory. a. semantic b. episodic c. inherent d. state-dependent e. short-term Difficulty: 1 Question ID: 8.1-96 Page Ref: 229-230 Topic: The Organization of Long-Term Memory Skill: Applied Answer: b. episodic 8.1-97. To remember that people park cars is an example of _________ memory. To remember where you parked yours illustrates __________ memory. a. implicit; explicit b. semantic; episodic c. episodic; effortful d. semantic; shallow e. effortful; shallow Difficulty: 2 Question ID: 8.1-97 Page Ref: 230 Topic: The Organization of Long-Term Memory Skill: Applied Answer: b. semantic; episodic 8.1-98. The case study of the patient K.C., who suffered a closed-head injury at age 30, suggests that semantic and episodic memory a. deteriorate at the same rate. b. are actually the same system. c. are both related to a third underlying memory system. d. are separate systems in the brain. e. piggyback onto each other. Difficulty: 2 Question ID: 8.1-98 Page Ref: 230 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: d. are separate systems in the brain. 8.1-99. Which of the following kinds of memory does NOT belong with the other four kinds? a. Procedural b. Reconstructive c. Implicit d. Declarative e. Explicit Difficulty: 2 Question ID: 8.1-99 Page Ref: 230-231 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: b. Reconstructive 8.1-100. Memories of which we are aware are called __________ memories. a. implicit b. explicit c. procedural d. semantic e. surface Difficulty: 1 Question ID: 8.1-100 Page Ref: 230 Topic: The Organization of Long-Term Memory Skill: Factual Answer: b. explicit 8.1-101. Memories of which we are unaware are called __________ memories. a. implicit b. explicit c. declarative d. semantic e. episodic Difficulty: 1 Question ID: 8.1-101 Page Ref: 230-231 Topic: The Organization of Long-Term Memory Skill: Factual Answer: a. implicit 8.1-102. An accomplished cellist's memories of how to play a Bach sonata on the cello are a. declarative. b. explicit. c. implicit. d. semantic. e. episodic. Difficulty: 1 Question ID: 8.1-102 Page Ref: 230-231 Topic: The Organization of Long-Term Memory Skill: Applied Answer: c. implicit. 8.1-103. Implicit memory is to __________ memory as explicit memory is to __________ memory. a. declarative; procedural b. episodic; semantic c. elaborative; maintenance d. procedural; declarative e. procedural; semantic Difficulty: 1 Question ID: 8.1-103 Page Ref: 230-231 Topic: The Organization of Long-Term Memory Skill: Factual Answer: d. procedural; declarative 8.1-104. Following a head injury, Maya could not remember ever having typed before, but when she started using a word processor she typed easily. Apparently, she sustained damage to her __________ but not to her _________ memory. a. semantic; episodic b. sensory; motor c. explicit; implicit d. procedural; declarative e. implicit; explicit Difficulty: 2 Question ID: 8.1-104 Page Ref: 230-231 Topic: The Organization of Long-Term Memory Skill: Applied Answer: c. explicit; implicit 8.1-105. Which of the following is NOT likely to be stored in implicit memory? a. The time of day b. Playing the piano c. Catching a football d. Driving a car e. Writing your name Difficulty: 1 Question ID: 8.1-105 Page Ref: 231 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: a. The time of day 8.1-106. Explicit is to _________ as implicit is to _________. a. deep; shallow b. automatic; effortful c. shallow; deep d. effortful; automatic e. maintenance; elaborative Difficulty: 2 Question ID: 8.1-106 Page Ref: 231 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: d. effortful; automatic 8.1-107. The inability to form new long-term memories AFTER brain damage occurs is called __________ amnesia. a. conduction b. retrograde c. proactive d. anterograde e. production Difficulty: 1 Question ID: 8.1-107 Page Ref: 231 Topic: The Organization of Long-Term Memory Skill: Factual Answer: d. anterograde 8.1-108. The textbook cites all of the following as causes of anterograde amnesia EXCEPT a. head trauma. b. stroke. c. long-term alcoholism. d. diabetes. e. severe malnutrition. Difficulty: 2 Question ID: 8.1-108 Page Ref: 231 Topic: The Organization of Long-Term Memory Skill: Factual Answer: d. diabetes. 8.1-109. Anterograde is to _________ as retrograde is to _________. a. explicit; implicit b. after; before c. motor; phonological d. episodic; procedural e. hippocampus; temporal lobe Difficulty: 2 Question ID: 8.1-109 Page Ref: 225; 231 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: b. after; before 8.1-110. Trish is a neurological patient who learned how to play the game of Chinese checkers yesterday. Today, she has no recollection of ever learning the game. Trish is displaying the symptoms of a. proactive interference. b. retrograde amnesia. c. anterograde amnesia. d. retroactive interference. e. procedural amnesia. Difficulty: 1 Question ID: 8.1-110 Page Ref: 231 Topic: The Organization of Long-Term Memory Skill: Applied Answer: c. anterograde amnesia. 8.1-111. In the case of H.M., the removal of part of both temporal lobes interfered with __________ memory but not with __________ memory. a. semantic; episodic b. implicit; explicit c. explicit; implicit d. procedural; declarative e. short-term; long-term Difficulty: 2 Question ID: 8.1-111 Page Ref: 231-232 Topic: The Organization of Long-Term Memory Skill: Factual Answer: c. explicit; implicit 8.1-112. The famous case of the patient H.M. demonstrates a. anterograde amnesia. b. failure of consolidation. c. retrograde amnesia. d. loss of short-term memory. e. loss of explicit memory. Difficulty: 1 Question ID: 8.1-112 Page Ref: 231-232 Topic: The Organization of Long-Term Memory Skill: Factual Answer: a. anterograde amnesia. 8.1-113. People with anterograde amnesia a. cannot solve a crossword puzzle. b. cannot learn to use a word processor. c. cannot learn to distinguish Greek letters from each other. d. cannot remember learning a task, which, in fact, they learned recently. e. cannot learn to throw a ball or shoot a puck. Difficulty: 2 Question ID: 8.1-113 Page Ref: 232 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: d. cannot remember learning a task, which, in fact, they learned recently. 8.1-114. The brain damage that leads to anterograde amnesia a. disrupts explicit memories that formed before the damage occurred. b. disrupts implicit memories that formed before the damage occurred. c. interferes with the formation of new explicit memories. d. interferes with the formation of all implicit memories. e. show an improved ability to identify predictive relations. Difficulty: 2 Question ID: 8.1-114 Page Ref: 232 Topic: The Organization of Long-Term Memory Skill: Conceptual Answer: c. interferes with the formation of new explicit memories. 8.1-115. The hippocampus, located in the __________ lobe is important for the formation of new __________ memories. a. frontal; implicit b. parietal; implicit c. occipital; explicit d. temporal; explicit e. frontal; implicit and explicit Difficulty: 2 Question ID: 8.1-115 Page Ref: 232 Topic: The Organization of Long-Term Memory Skill: Factual Answer: d. temporal; explicit 8.1-116. Anterograde amnesia creates greater deficits in _________ memory than in _________ memory. a. semantic; episodic b. implicit; explicit c. short-term; long-term d. procedural; declarative e. explicit; implicit Difficulty: 1 Question ID: 8.1-116 Page Ref: 232 Topic: The Organization of Long-Term Memory Skill: Factual Answer: e. explicit; implicit 8.1-117. The hippocampus a. is mature at birth. b. is located in the temporal cortex. c. receives information from, and sends information to, all association areas of the brain. d. lacks connections to the interior cerebral hemispheres. e. is involved in nondeclarative (outside of awareness) memory for landmarks. Difficulty: 2 Question ID: 8.1-117 Page Ref: 232 Topic: The Organization of Long-Term Memory Skill: Factual Answer: c. receives information from, and sends information to, all association areas of the brain. 8.1-118. The Stroop effect provides evidence for a. automatic processes involved in remembering. b. active processes involved in remembering. c. failure to suppress the active processes involved in remembering. d. the value of introspection in remembering. e. conscious processes involved in remembering. Difficulty: 2 Question ID: 8.1-118 Page Ref: 237 Topic: Remembering, Recollecting, and Forgetting Skill: Conceptual Answer: a. automatic processes involved in remembering. 8.1-119. The book's demonstration of the Stroop effect involves all of the following EXCEPT a. color naming. b. color names printed in colors different from the name. c. reading. d. color vision. e. asking participants to read the color name, then name the color. Difficulty: 2 Question ID: 8.1-119 Page Ref: 237-238 Topic: Remembering, Recollecting, and Forgetting Skill: Conceptual Answer: e. asking participants to read the color name, then name the color. 8.1-120. The occasional problem with the retrieval of information that we are sure we know but cannot immediately bring to mind is called a. the Stroop effect. b. the tip-of-the-tongue phenomenon. c. the Macleod interference effect. d. repression. e. Ebbinghaus's forgetting effect. Difficulty: 1 Question ID: 8.1-120 Page Ref: 237-238 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: b. the tip-of-the-tongue phenomenon. 8.1-121. Jaunae has been staring at a fill-in-the-blank question on an exam trying to remember the term. She knows it begins with "B" but can't seem to bring the word itself to mind. She is showing __________ and has a __________ percent chance of coming up with the right answer. a. retrograde amnesia; 0 b. anterograde amnesia; 100 c. the tip-of-the-tongue phenomenon; 50 d. the Stroop effect; 0 e. the tip-of-the-tongue phenomenon; 100 Difficulty: 2 Question ID: 8.1-121 Page Ref: 238 Topic: Remembering, Recollecting, and Forgetting Skill: Applied Answer: c. the tip-of-the-tongue phenomenon; 50 8.1-122. Research on the tip-of-the-tongue phenomenon has confirmed that it a. occurs about once a week. b. is more frequent among younger people than older people. c. usually involves adjectives and adverbs. d. is uncommon. e. rarely involves proper names. Difficulty: 1 Question ID: 8.1-122 Page Ref: 238 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: a. occurs about once a week. 8.1-123. The active search for stimuli that will evoke the appropriate memory is called a. remembering. b. retrieval. c. recovery. d. recollection. e. rehearsal. Difficulty: 2 Question ID: 8.1-123 Page Ref: 238 Topic: Remembering, Recollecting, and Forgetting Skill: Conceptual Answer: d. recollection. 8.1-124. Contextual variables that aid recollection are termed a. mnemonics. b. retrieval cues. c. contextual registers. d. memory aids. e. anterograde pointers. Difficulty: 1 Question ID: 8.1-124 Page Ref: 238 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: b. retrieval cues. 8.1-125. Arlo has a big exam in psychology coming up next week. Based on what you know about retrieval cues, you correctly advise him to a. read each chapter thoroughly. b. study all of the key terms and concepts in each of the chapters. c. do as much effortful processing as possible. d. study for the exam in the classroom in which he will take the exam. e. make notes from each chapter, and then study the notes. Difficulty: 3 Question ID: 8.1-125 Page Ref: 238 Topic: Remembering, Recollecting, and Forgetting Skill: Applied Answer: d. study for the exam in the classroom in which he will take the exam. 8.1-126. The first experiments to study the duration of memory were conducted by a. Tulving. b. Ebbinghaus. c. Sperling. d. Bahrick. e. Craik. Difficulty: 1 Question ID: 8.1-126 Page Ref: 235 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: b. Ebbinghaus. 8.1-127. Ebbinghaus's pioneering memory research included all of the following EXCEPT a. himself as participant. b. the use of nonsense syllables. c. the memorization of lists. d. English-to-German translation. e. relearning lists after variable delays. Difficulty: 2 Question ID: 8.1-127 Page Ref: 235 Topic: Remembering, Recollecting, and Forgetting Skill: Conceptual Answer: d. English-to-German translation. 8.1-128. One problem faced by Rogoff and colleagues in their cross-cultural studies of children's memory was that a. children in some cultures are smarter than children in other cultures. b. the memory tests they used had to be specific to a culture. c. some of the cohorts had lived through different time periods and so had very different cultural experiences. d. the experiences of children living in one culture may be different from those in other cultures. e. some children liked to memorize and other didn't. Difficulty: 2 Question ID: 8.1-128 Page Ref: 236-237 Topic: Remembering, Recollecting, and Forgetting Skill: Conceptual Answer: d. the experiences of children living in one culture may be different from those in other cultures. 8.1-129. Rogoff and colleagues found that once certain cultural biases in educational training were controlled, children living in Western and non-Western cultures performed similarly in a. memorizing long lists of factual information. b. reconstructing a visual scene from memory. c. memorizing long lists of surnames. d. reconstructing the events that took place at the scene of an accident. e. memorizing long lists of numbers. Difficulty: 2 Question ID: 8.1-129 Page Ref: 236 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: b. reconstructing a visual scene from memory. 8.1-130. Maya children's inability to report the details of a story to an adult was due, at least in part, to the fact that Maya children a. have widespread memory deficits. b. did not understand the instructions they received. c. have underdeveloped language skills. d. are uncomfortable talking openly to adults. e. are not familiar with the format of the stories used by the researchers. Difficulty: 1 Question ID: 8.1-130 Page Ref: 236-237 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: d. are uncomfortable talking openly to adults. 8.1-131. American children appeared to have better memories for a Maya story than Maya children did. However, cultural styles of _________ may account for this difference. a. talking to adults b. children's stories c. forming images d. verbal ability e. encoding specificity Difficulty: 1 Question ID: 8.1-131 Page Ref: 236-237 Topic: Remembering, Recollecting, and Forgetting Skill: Conceptual Answer: a. talking to adults 8.1-132. Bartlett's research asked participants to recall a story at various points after they first read it. The results indicated that a. people tend to remember the gist of most stories. b. the remembering of any story is very specific to the events in the story. c. people tend to reconstruct missing portions of a story based on their expectations. d. remembering the details of a story is easier than remembering the details of major historical events. e. reports of a story are affected by the strength of the adjectives and verbs it included. Difficulty: 2 Question ID: 8.1-132 Page Ref: 240 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: c. people tend to reconstruct missing portions of a story based on their expectations. 8.1-133. According to Bartlett, people tend to recall a story based on a. schemas. b. scripts. c. gists. d. character in the story. e. the story's similarity to other stories. Difficulty: 1 Question ID: 8.1-133 Page Ref: 240 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: a. schemas. 8.1-134. Loftus's research on eyewitness testimony showed that a. eyewitness testimony is very accurate regardless of pretrial investigation. b. retrieval cues can bias eyewitness accounts. c. women are generally more accurate eyewitnesses than men. d. eyewitness testimony is highly resistant to leading questions. e. eyewitness testimony is not influenced by encoding specificity. Difficulty: 2 Question ID: 8.1-134 Page Ref: 240 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: b. retrieval cues can bias eyewitness accounts. 8.1-135. Which of the following words, when used in the question, "How fast were the cars going when one of them __________ into the other?" likely would result in the greatest estimate of speed by an eyewitness to the accident? a. collided b. bumped c. hit d. smashed e. contacted Difficulty: 1 Question ID: 8.1-135 Page Ref: 240 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: d. smashed 8.1-136. Pretrial investigations of eyewitness testimony may bias that testimony by encouraging witnesses to focus on a. the wording of the questions they are asked. b. recalling as many details as possible. c. writing their testimony rather than dictating it. d. what they remember. e. the legal system. Difficulty: 2 Question ID: 8.1-136 Page Ref: 241 Topic: Remembering, Recollecting, and Forgetting Skill: Conceptual Answer: b. recalling as many details as possible. 8.1-137. Information about any given episode can be more efficiently stored using a. a few unique details. b. all of its major details and features. c. only acoustical information. d. its function with respect to the life of the individual. e. only visual information. Difficulty: 1 Question ID: 8.1-137 Page Ref: 241 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: a. a few unique details. 8.1-138. Brown and Kulik speculated that because of intense emotion and surprise,__________ memories tend to remain especially vivid and long-lasting. a. photographic b. overwhelming c. flashbulb d. life-changing e. formative Difficulty: 1 Question ID: 8.1-138 Page Ref: 241 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: c. flashbulb 8.1-139. Research by Schmolck and colleagues showed that even flashbulb memories eventually become prone to error, particularly in recalling the a. people involved. b. time frame. c. places involved. d. original source of the information. e. original feelings. Difficulty: 1 Question ID: 8.1-139 Page Ref: 241 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: d. original source of the information. 8.1-140. Interference has its strongest effect a. during sleep. b. during dreaming. c. during wakefulness. d. on episodic memory. e. on semantic memory. Difficulty: 1 Question ID: 8.1-140 Page Ref: 238-239 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: c. during wakefulness. 8.1-141. Failure to retrieve information when more recently learned information interferes is called a. proactive interference. b. decay. c. motivated forgetting. d. retroactive interference. e. retrograde interference. Difficulty: 2 Question ID: 8.1-141 Page Ref: 239 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: d. retroactive interference. 8.1-142. Failure to retrieve information when previously learned information interferes is called a. proactive interference. b. decay. c. motivated forgetting. d. retroactive interference. e. anterograde interference. Difficulty: 1 Question ID: 8.1-142 Page Ref: 239 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: a. proactive interference. 8.1-143. Monika has been studying all night. First she studied psychology, then she studied sociology. Later, when she was taking a practice quiz in sociology, she had a difficult time recalling anything but psychology materials. Her difficulty in recalling sociology material reflects a. proactive interference. b. retroactive interference. c. decay. d. implicit forgetting. e. anterograde interference. Difficulty: 2 Question ID: 8.1-143 Page Ref: 239 Topic: Remembering, Recollecting, and Forgetting Skill: Applied Answer: a. proactive interference. 8.1-144. Trying to remember your former telephone number after having become used to your new number reflects a. proactive interference. b. retroactive interference. c. decay. d. implicit forgetting. e. anterograde interference. Difficulty: 2 Question ID: 8.1-144 Page Ref: 239 Topic: Remembering, Recollecting, and Forgetting Skill: Applied Answer: b. retroactive interference. 8.1-145. According to Schacter, the "commission sins" of memory include each of the following EXCEPT a. suggestibility. b. bias. c. displacement. d. misattribution. e. persistence. Difficulty: 3 Question ID: 8.1-145 Page Ref: 242 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: c. displacement. 8.1-146. The failure to retrieve information we know we possess is the "memory sin" that Schacter refers to as a. blocking. b. persistence. c. transience. d. suggestibility. e. absent-mindedness. Difficulty: 3 Question ID: 8.1-146 Page Ref: 242 Topic: Remembering, Recollecting, and Forgetting Skill: Factual Answer: a. blocking. 8.1-147. Sperling showed participants a set of 9 letters, and they could not recall more than 4 or 5 of them correctly because a. the set of letters was greater than the capacity of iconic memory. b. the visual stimulus fades quickly from iconic memory. c. items in iconic memory cannot be chunked efficiently. d. stimuli are not accurately represented in sensory memory. e. subvocalization requires more complex stimuli. Difficulty: 1 Question ID: 8.1-147 Page Ref: 218 Topic: Sensory Memory Skill: Factual Answer: b. the visual stimulus fades quickly from iconic memory. 8.1-148. Echoic memory is important for a. spelling. b. comprehension of sounds. c. sound location. d. reading. e. long-term consolidation. Difficulty: 1 Question ID: 8.1-148 Page Ref: 218 Topic: Sensory Memory Skill: Factual Answer: b. comprehension of sounds. 8.1-149. Short-term memory a. stores unrehearsed information. b. has a limited capacity that can be increased through rehearsal. c. is difficult to distinguish from the later stages of perception. d. receives new information from both sensory memory and information from long-term memory. e. provides information for processing in working memory. Difficulty: 1 Question ID: 8.1-149 Page Ref: 220 Topic: Short-Term or Working Memory Skill: Factual Answer: d. receives new information from both sensory memory and information from longterm memory. 8.1-150. Stimuli only remain in short-term or working memory about __________ seconds unless they are __________. a. 10; rehearsed b. 20; rehearsed c. 10; emotionally charged d. 20; already familiar e. 5 to 9; chunked Difficulty: 1 Question ID: 8.1-150 Page Ref: 221 Topic: Short-Term or Working Memory Skill: Factual Answer: b. 20; rehearsed 8.1-151. The fact that people who are congenitally deaf sometimes make acoustical errors when they repeat letters presented to them on a screen, implies that a. proactive inhibition is responsible for most errors in short-term memory. b. auditory information fades faster than visual information. c. phonological short-term memory uses an articulatory code. d. the short-term memory of deaf people is less accurate than that of people who can hear. e. ech