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Examen

PSY 316 Exam 2 | Questions with 100% Verified Answers | Latest Update 2026/2027

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Vista previa 2 fuera de 15 páginas

PSY 316 Exam 2 | Questions with 100% Verified Answers | Latest Update 2026/2027

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Choose
1 Speed-up
an answer principle 2 Retrieval-structure principle
Connect information to cues that help retrieve it later.
Learn 1 /7 Study with Learn
Choose
1 Speed-up
an answer principle 2 Retrieval-structure principle
3 Encoding principle 4 Encoding specificity principle
Connect information to cues that help retrieve it later.
Learn 1 /7 Study with Learn
Choose
1 Speed-up
an answer principle 2 Retrieval-structure principle
PSY 316 Exam 2 | Questions
Connect information
3
to cues that withlater.
Encoding principle
100% Verified Answers | Latest
help Don't
retrieve
4
know?it
Encoding specificity principle

Learn 1 /7 Study with Learn
Speed-up principle
Choose
1 an answer Retrieval-structure principle
2
Encoding principle
3 Update 2026/2027
Encoding specificity principle
Connect information to cues that help retrieve it later.
4
Don't know?

Terms in this set (154) Choose
1 Speed-up
an answer principle 2 Retrieval-structure principle
3 Encoding principle 4 Encoding specificity principle
Question: Connect information to cues that help retrieve
Answer:
Don't know?it later.

Terms in this set (154) Choose
1 Speed-up
an answer principle 2 Retrieval-structure principle
Massed practice 3 Encoding principle 4
Study sessions closeEncoding specificity
together with principle
little time between them.
Don't know?

Terms in this set (154) Choose
1 Speed-up
an answer principle 2 Retrieval-structure principle
Distributed
Massed practice
practice 3 Encoding principle Spreadsessions
Study 4 Encoding
study sessions
close specificity
over time.
together with principle
little time between them.
Question: Answer:
Don't know?

Terms in this set (154) 1 Speed-up principle 2 Retrieval-structure principle
Spacing practice
effect
Distributed
Massed practice 3 Encoding principle Spaced
Spread
Study study
sessions 4
closeEncoding
study sessions
usually improves specificity
long-term
over time.
together with principle
retention
little time betweenmore than cramming.
them.
Don't know?

Terms in this set (154)
Consolidation
Spacing effect
Distributed
Massed account
practice
practice 3 Encoding principle Spacing
Spaced
Spread
Study givessessions
study
study
sessionsthe brain
4
usually
close Encoding specificity principle
timetime.
improves
over
together towith
stabilize
long-term memories.
retention
little time betweenmore than cramming.
them.
Question: Answer:
Don't know?

Terms in this set (154)
Deficientpractice
processing
Consolidation
Spacing effect
Distributed
Massed practice account
account Repeated,
Spacing
Spaced
Spread
Study close-together
gives
study
study
sessions the brain
usually
sessions
close exposure
time
improves
over towith
time.
together getstime
stabilize
long-term
little less attention
memories.
retention
between because
more the material feels
than cramming.
them.
Don't know?
familiar.
Terms in this set (154)
Deficient processing
Consolidation
Spacing effect
Distributed
Massed practice
practice account
account Repeated,
Spacing
Spaced
Spread close-together
gives
study
study
Study sessions the brain
usually
sessions
close exposure
time
improves
over towith
time.
together getstime
stabilize
long-term
little less attention
memories.
retention
between because
more the material feels
than cramming.
them.
Question: Answer:
Contextual variability account Different study contexts provide more retrieval cues.
familiar.
Terms in this set (154)
Deficientpractice
processing
Consolidation
Spacing effect
Distributed
Massed account
practice account Repeated,
Spacing
Spaced
Spread
Study close-together
gives
study
study
sessions the brain
usually
sessions
close exposure
time
improves
over towith
time.
together getstime
stabilize
long-term
little less attention
memories.
retention
between because
more the material feels
than cramming.
them.
Study-phase
Contextual retrieval account
variability account New study
Different
familiar. sessions
study prompt
contexts retrieval
provide more ofretrieval
earlier sessions,
cues. strengthening memory.

Deficient processing
Consolidation
Spacing effect
Distributed
Massed account
practice
practice account Repeated,
Spacing
Spaced
Spread
Study close-together
gives
study
study
sessions the brain
usually
sessions
close exposure
time
improves
over towith
time.
together getstime
stabilize
long-term
little less attention
memories.
retention
between because
more the material feels
than cramming.
them.
Question: Answer:
Testing effect
Study-phase
Contextual / retrieval-practice
retrieval
variability account effect
account Actively
New
Different
familiar. recalling
studystudy information
sessions prompt
contexts improves
retrieval
provide more long-term
ofretrieval
earlier retention
sessions,
cues. more than memory.
strengthening rereading.

Deficient
Spacing processing
Consolidation
effect
Distributed account
practice account Repeated,
Spacingstudy
Spaced
Spread close-together
gives
study the brain
usually
sessions exposure
time
improves
over getsmemories.
to stabilize
time.long-term less attention
retention because
more the material feels
than cramming.
Testing effect
Study-phase
Contextual / retrieval-practice
retrieval
variability account effect
account Actively
New study
Different
familiar. recalling
study information
sessions prompt
contexts improves
retrieval
provide more long-term
ofretrieval
earlier retention
sessions,
cues. more than memory.
strengthening rereading.

Deficienteffect
Spacing processing
Consolidation account account Repeated,
Spacing
Spaced close-together
gives
study the brain
usually exposure
time
improves getsmemories.
to stabilize
long-term less attention
retention because
more the material feels
than cramming.
Testing effect
Study-phase
Contextual / retrieval-practice
retrieval
variability account effect
account Actively
New study
Different
familiar. recalling
study information
sessions prompt
contexts improves
retrieval
provide more long-term
ofretrieval
earlier retention
sessions,
cues. more than memory.
strengthening rereading.
Question: Answer:
Deficient processing
Consolidation accountaccount Repeated, close-together
Spacing gives exposure
the brain time getsmemories.
to stabilize less attention because the material feels
Testing effect
Study-phase / retrieval-practice
retrieval account effect
Contextual variability account Actively
New recalling information improves long-term
Different study contexts provide more retrievalsessions,
study
familiar. sessions prompt retrieval of earlier retention
cues. more than memory.
strengthening rereading.

Deficient processing account Repeated, close-together exposure gets less attention because the material feels
Testing effect
Study-phase
Contextual / retrieval-practice
retrieval
variability account effect
account Actively
New study
Different
familiar. recalling
study information
sessions prompt
contexts improves
retrieval
provide more long-term
ofretrieval
earlier retention
sessions,
cues. more than memory.
strengthening rereading.
Question: Answer:

Testing effect
Study-phase
Contextual / retrieval-practice
retrieval
variability account effect
account Actively
New
Differentrecalling
study information
sessions
study prompt
contexts improves
retrieval
provide more long-term
ofretrieval
earlier retention
sessions,
cues. more than memory.
strengthening rereading.


Testing effectretrieval
Question:/ retrieval-practice
Study-phase account effect Actively
New recalling
study
Answer: information
sessions improves
prompt retrieval long-term
of earlier retention
sessions, more than memory.
strengthening rereading.


Testing effect / retrieval-practice effect Actively recalling information improves long-term retention more than rereading.



Question: Answer:

Roediger & Karpicke (2006) Restudy helped recall after 5 minutes; testing helped more after 2 days and 1 week.


Forward testing
Roediger effect(2006)
& Karpicke Testing earlier
Restudy helpedmaterial improves
recall after learning
5 minutes; of later
testing material.
helped more after 2 days and 1 week.
Question: Answer:

Szpunar, testing
Forward McDermott,
effect& Roediger (2008) Lists 1-4material
Testing earlier improved learning
improves of a later
learning of list
laterversus restudy or filler tasks.
material.


ProactiveMcDermott,
Szpunar, interference& Roediger (2008) Old information
Testing interferes learning
Lists 1-4 improved with learning or recalling
of a later new
list versus information.
restudy or filler tasks.


Elaborative
Proactive retrieval
interference Recall
Old activates related
information knowledge
interferes and builds
with learning connections.
or recalling new information.

, Roediger & Karpicke (2006) Restudy helped recall after 5 minutes; testing helped more after 2 days and 1 week.


Forward
Roedigertesting
Question: effect(2006)
& Karpicke Testing
Restudyearlier
Answer: helpedmaterial improves
recall after learning
5 minutes; of later
testing material.
helped more after 2 days and 1 week.


Szpunar, McDermott,
Forward testing
Roediger & Roediger (2008)
effect(2006)
& Karpicke Testing
RestudyLists 1-4material
earlier
helped improved learning
improves
recall after of atesting
later
learning
5 minutes; of list
laterversus restudy
material.
helped more or2filler
after daystasks.
and 1 week.


Proactive
Szpunar,
Forward
Roediger interference
McDermott,
testing
& & Roediger (2008)
effect(2006)
Karpicke Old information
Testing
Restudy Lists
earlier
helped interferes
1-4material
improved
recall with
improves
after learning
learninglearning
5 minutes; orof
recalling
of atesting
later list
later new
versus information.
restudy
material.
helped more or2filler
after daystasks.
and 1 week.
Question: Answer:

Elaborative
Szpunar,
Forward
Roediger & retrieval
Proactivetesting
interference
McDermott, & Roediger (2008)
effect(2006)
Karpicke Recall
Testing
Restudyactivates
Old information
Lists
earlier
helped related
1-4material
improved
recall knowledge
interferes with
improves
after and
learning
learning of
5 minutes; builds
orof
atesting
later
learning connections.
recalling
list
later new
versus information.
restudy
material.
helped more or2filler
after daystasks.
and 1 week.


Dual-memory
Elaborative
Proactive
Szpunar, framework
retrieval
interference
McDermott, & Roediger (2008) Retrieval
Recall
Old strengthens
activates
information
Lists relateddirect
interferes
1-4material
improved access
knowledge
with and
and
learning
learning of reconstruction
builds
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atesting
later list new
versus ofinformation.
connections.a memory.
restudy or2filler
Forward
Roediger
Question:testing
& effect(2006)
Karpicke Testing
Restudy
Answer: earlier
helped recall improves
after learning
5 minutes; later material.
helped more after daystasks.
and 1 week.


Episodic
Proactive
Szpunar, context
Dual-memory
Elaborative account
framework
retrieval
interference
McDermott, & Roediger (2008) Retrieval
Recall
Old brings
information
Lists back
strengthens
activates related
1-4materialaspects
direct
improved oflearning
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learning original
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list new
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restudy or2filler
Forward
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& effect(2006)
Karpicke Testing
Restudy earlier
helped recall improves
after learning
5 minutes; later material.
helped more after daystasks.
and 1 week.


Relational
Dual-memory
Elaborative
Proactive processing
Episodic context account
framework
retrieval
interference Retrieval helps identify relationships among pieces of information.
Retrieval
Recall
Old brings
activates
information back
strengthens
relatedaspects
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knowledge
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access original
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Szpunar,
Forward
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Question: McDermott,
testing
& Karpicke & Roediger (2008)
effect(2006) Testing
Restudy
Answer: Lists 1-4material
earlier
helped improved
recall learning
improves
after atesting
later
learning
5 minutes; list
laterversus restudy
material.
helped more or2filler
after daystasks.
and 1 week.

Levels-of-processing
Relationalcontext
Episodic
Dual-memory
Elaborative processing
framework
retrieval framework
account Deeper,
Retrieval
Recall meaning-focused
helps identify
brings back
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Proactive
Szpunar,
Forward interference
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effect(2006)
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Testing
Restudy Lists
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after learning
5 minutes; orof
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later new
versus restudy
material.
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after daystasks.
and 1 week.

Shallow
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Relational processing
context
Dual-memory framework
account
framework Focus onmeaning-focused
Deeper,
Retrieval
Retrievalsurface features, such
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Elaborative
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Forward
Question:
Roediger retrieval
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McDermott,
testing
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effect(2006)
Karpicke Recall
Old
Testing
Answer:
Restudy activates
information
Lists
earlier
helped related
recall knowledge
interferes
1-4material
improved with
learning
improves
after and
5 minutes; builds
orof
later
learning connections.
recalling
atestinglist
later new
versus
helped restudy
material.
more or2filler
after daystasks.
and 1 week.

Deep processing
Shallow processing
Levels-of-processing
Relational
Episodic processing
context framework
account Focus
Deeper,onmeaning-focused
Retrieval meaning
surface
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brings and
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relationships
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supports
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Dual-memory
Elaborative
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McDermott, & Roediger (2008) Retrieval
Recall
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interferes
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and
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Forward
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Karpicke Testing
Restudy earlier
helped recall improves
after learning
5 minutes; later material.
helped more after daystasks.
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Maintenance
Deep processing
Shallow rehearsal
processing
Levels-of-processing
Relational processing framework Repeaton
Focus
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meaningfeatures,
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helps identify it active.
connections
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Episodic context
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Question:
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Testing Lists 1-4material
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Elaborative
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meaning
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prior pieces
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Levels-of-processing
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new
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Craik &processing
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Elaborative
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processing Words
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Levels-of-processing
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Question: processing
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account
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retrieval
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Craik &processing
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Craik & Watkins (1973) Simply repeating
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Levels-of-processing
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Question: processing
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Craik & Watkins (1973) Simply repeating
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or sound.

Craik &processing
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Deep (1975)
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help
later
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memory.

Craik & Tulving
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Maintenance (1975)
rehearsal
rehearsal Words processed
Connect
Repeat for
information
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toto were
meaning,
keep remembered
examples,
it active. better
or prior than words processed for
knowledge.
Question:
Self-reference
Morris, effect
Bransford, & Franks (1977)
Answer:
Information
Meaning related
study to oneself
helped meaningis tests;
remembered especially
rhyme study couldwell.
help rhyme tests.
Transfer-appropriate
Craik & Watkins (1973)processing Memory
Simply improves
repeating
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information
or sound. doesprocesses matchlasting
not guarantee the later test.
memory.

Craik & Tulving
Elaborative (1975)
rehearsal Words
Connectprocessed for to
information meaning were
meaning, remembered
examples, better
or prior than words processed for
knowledge.
Self-reference
Morris, effect
Bransford,
Transfer-appropriate
Craik & Watkins & Franks
(1973) (1977)
processing Information
Meaning
Memory
Simply related
study helped
improves
repeating to
whenoneself
meaningis
learning
information
appearance or sound. does remembered
tests; rhyme
processes
not especially
study
match
guarantee could
the well.
help
later
lasting rhyme tests.
test.
memory.

Craik & Tulving (1975) Words processed for meaning were remembered better than words processed for
Self-reference
Morris, effect
Bransford,
Transfer-appropriate
Craik & Watkins & Franks
(1973) (1977)
processing Information
Meaning
Memory
Simply related
study
improves
repeating
appearance to oneself
or helped
whenmeaning is tests;
learning
information
sound. does remembered
notrhyme
processes especially
study
match
guarantee could
the well.
help
later
lasting rhyme tests.
test.
memory.


Self-reference
Morris, effect
Bransford, & Franks
Transfer-appropriate
Craik & Watkins (1973) (1977)
processing Information
Meaning
Memory
Simply related
study helped
improves
repeating to oneself
whenmeaning is tests;
learning
information does remembered
notrhyme
processes especially
study
match
guarantee could
the well.
help
later
lasting rhyme tests.
test.
memory.

Información del documento

Subido en
26 de octubre de 2026
Número de páginas
15
Escrito en
2026/2027
Tipo
Examen
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