Memory Foundations And Applications 2nd Edition By Bennett L. Schwartz – Test Bank
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Sample
Questions
Chapter 4
1. The
scientist who formalized the distinction between episodic and semantic memory
is
2. a)
Hermann Ebbinghaus
3. b)
Martin Conway
*c) Endel Tulving
1. d)
Elizabeth Loftus
2. Rickie
knows that Angela Merkel is the name of a chancellor of Germany. Rickie is
retrieving this information from storage in
3. a)
autobiographical memory
4. b)
semantic memory
*c) episodic memory
1. d)
pedantic memory
3. Lola
tells a story about the time she went in a hot-air balloon with her father when
she was nine years old. She is retrieving this story from
4. a)
semantic memory
5. b)
the philogical loop
6. c)
prospective memory
*d) episodic memory
4. Episodic
memory concerns the memory for ____, whereas semantic memory concerns the
memory for ______
5. a)
facts, words
6. b)
lists, witnessed events
*c) personal events, facts
1. d)
strictly words, strictly images
5. Retrieval
from episodic memory draws on
*a) more right prefrontal lobe processes than does semantic
memory.
1. b)
more cerebellar processes than does semantic memory.
2. c)
more cognitive processes than does semantic memory.
3. d)
the same neural regions as working memory.
6. The
highly salient memories people have of their own circumstances during major
public events are called
7. a)
public event memories
8. b)
salutatory memories
9. c)
repressed memories
*d) flashbulb memories
7. Episodic
memories, compared to semantic memories, are often
8. a)
more difficult to maintain over long periods of time.
*b) more likely to be oriented to the past.
1. c)
more difficult to express in words.
2. d)
less likely to be emotional.
8. “Remember”
judgments are associated with ____, and “know” judgments are associated
with________
*a) episodic memory; semantic memory
1. b)
semantic memory; episodic memory
2. c)
working memory; semantic memory
3. d)
working memory; autobiographical memory
9. Tulving’s
patient KC shows memory deficits for
*a) episodic memory only.
1. b)
episodic and semantic memory, but not working memory.
2. c)
the ability to generate visual images.
3. d)
episodic memories from early childhood only.
10. The
term that means that brain damage (or an experimental variable) can affect one
cognitive system, but leave another one intact is
*a) dissociation
1. b) amnesia
2. c)
hyperagnosia
3. d)
hyperamnesia
11. According
to the HERA (Hemispheric Encoding/Retrieval Asymmetry) model of memory, for
episodic memory encoding is more based in the
*a) the right medial temporal lobe than the left prefrontal
lobe.
1. b)
the parietal lobe than the amygdala.
2. c)
the two hemispheres are equally active.
3. d)
the left pre-frontal lobe is more involved than the right pre-frontal lobe.
12. According
to the HERA (Hemispheric Encoding/Retrieval Asymmetry) model of memory
13. a)
both semantic and episodic memory make use of the pre-frontal lobes in an
identical manner.
14. b)
there is no pattern in which hemisphere is more involved in retrieval.
15. c)
episodic memory is not processed in the frontal lobes.
*d) right pre-frontal cortex is more involved in the retrieval
of episodic memory.
13. Representation,
in memory science, means
*a) how we store information when it is not currently in use.
1. b)
how we learn new information.
2. c) if
we will enter the memory into our prospective memory system.
3. d) is
synonymous with episodic memory, but is an older term.
14. Activating
information already stored in long-term memory is called
15. a)
encoding
16. b)
representation
17. c)
episodic memory
*d) retrieval
15. The
cognitive psychologist’s term for learning is
*a) encoding
1. b)
representation
2. c)
episodic memory
3. d)
retrieval
16. Levels
of processing is based on the assumption that
17. a)
all learning takes place in a semantic vacuum.
18. b)
episodic memory and semantic memory are similar but not identical.
*c) that most learning is incidental, not intentional.
1. d)
that higher levels lead to worse memory performance than lower levels.
17. Incidental
learning means that
18. a)
that encoding takes place without attention.
*b) that people encode information not by actively trying to
remember but rather as by-product of perceiving and understanding the world.
1. c)
that people encode information by actively trying to remember but also without
regard to content matter.
2. d)
that people encode information in a haphazard manner.
18. Intentional
learning means that
19. a)
that people encode information not by actively trying to remember but rather as
by-product of perceiving and understanding the world.
*b) that people actively engage in learning information because
they know that their memories may be tested.
1. c)
that people learn by early sensory processing.
2. d)
that ill intention seldom leads to long-term recall.
19. Elaborative
processing means that we
20. a)
process for shallow sensory characteristics.
21. b)
deliberately study, as in preparation for a test.
*c) process for meaning.
1. d)
encode via prospective means.
20. In
the levels of processing framework, better memory is produced when we
*a) use deeper level processing.
1. b)
use sensory processing.
2. c)
use maintenance rehearsal.
3. d)
trust our semantic memories.
21. In the
experiment by Craik and Tulving (1975), orienting tasks were used to
22. a)
allow all participants to process deeply.
23. c)
maximize the ability of participants to encode the material.
24. c)
control whether semantic or episodic memories were being used.
*d) control the level of processing.
22. Craik
and Tulving (1975) found that
23. a)
orienting tasks were not useful for memory improvement.
*b) orienting tasks that promoted deeper processing led to
better memory.
1. c)
orienting tasks that promoted sensory processing led to better memory.
2. d)
memory performance was not affected by the orienting tasks.
23. Sporer
(1991) showed that people were better at recognizing faces if they had first
processed them in terms of whether or not the face looked “honest” or not than
if they had processed them in terms of whether or not the person had a wide
nose. This is consistent with
24. a)
encoding specificity.
*b) levels of processing.
1. c)
retrieval inhibition.
2. d)
cross-race representation.
24. What
is the term for the observation that linking to-be-learned information to
personally-relevant information about oneself creates strong encoding?
25. a)
survival processing.
*b) self-reference effect.
1. c)
the mirror effect.
2. d)
encoding reversal.
25. Survival
processing means that
26. a) we
remember the words we learned when we feel as if our lives are threatened, as
in weapon focus.
27. b)
people more prone to use deeper processing are more likely to survive
evolutionarily.
*c) focusing on the relevance of words to surviving in an
imaginary grasslands leads to strong memory traces.
1. d)
the more we study certain words, the more they will “survive” in memory.
26. That
memory is better when we generate associations ourselves than when we simply
read of see them is known as the
27. a)
the primacy effect.
*b) the generation effect.
1. c)
the self-reference effect.
2. d)
the mirror effect.
27. Slameka
and Graf (1978) demonstrated the generation effect by devising an experiment in
which
28. a) by
preventing elaborative rehearsal by using irrelevant speech.
*b) they compared pairs in which participants read the items to
pairs in which participants generated the target item.
1. c) by
providing no clues to the participant as to how to complete the stimulus pairs.
2. d) by
subtly manipulating the likelihood of sub-conscious generation.
28. Butler
and Roediger (2007) gave some students a lecture summary whereas other
“students” received short answer tests with feedback if the participants for
half of the answers. A final control group of participants did not get a summary
nor did they receive a short answer test. The group that did the best on a
later test was
29. a)
the control group.
30. b)
the group given lecture summaries.
31. c)
all groups performed equivalently.
*d) the group that received short-answer tests.
29. According
to the enactment effect,
30. a)
actors have exceptional memories.
31. b)
acting out one’s repressed memories brings a relief of emotional distress.
*c) performed tasks are remembered better than those that are
simply read about.
1. d)
state-dependent memory occurs only under mood-congruent situations.
30. Organization
leads to deeper levels of processing. The king of organization that leads to
the best memory performance is
*a) self-organization.
1. b)
mood-congruent organization.
2. c)
survival organization.
3. d) incidental
organization.
31. Consider
the following list of words: crocodile, salamander, gecko, alligator, turtle,
newt, saxophone, tortoise, iguana, toad. The Von Restorff effect means that
32. a)
“crocodile” will be remembered well because it is at the beginning of the list.
33. b)
“iguana” and toad will be remembered well because they are at the end of the
list.
*c) “saxophone” will be well remembered because it benefits from
distinctiveness.
1. d)
“gecko” will be well remembered because of its position in the serial position
curve.
32. One
potential application of the Von Restorff effect is to
*a) focus on the distinctive aspect of a stimulus you want to
remember.
1. b)
always use subjective organization.
2. c)
focus on the first item in a list as it is always defines the category.
3. d)
recognize situations in which levels of processing does not predict
performance.
33. The
Von Restorff effect works because
34. a)
the isolated item always occurs in a critical serial position.
35. b)
mood congruence can account for why we remember off-color or offensive words.
36. c)
encoding specificity applies to representation as well as encoding.
*d) distinctiveness implies that we search for the unique
meaning for each item.
34. The
distinction between availability and accessibility is
35. a)
availability means retrieval from episodic memory, whereas accessibility means
retrieval from semantic memory.
*b) availability means everything that is represented in memory,
whereas accessibility means that which we can retrieve at the moment.
1. c)
availability means encoding, whereas accessibility means retrieval.
2. d)
availability means those memories which require a retrieval cue, whereas
accessibility means those memories easily maintained in working memory.
35. The
concept of accessibility implies that
36. a) everything
we ever perceive is stored in memory.
*b) retrieval cues are necessary to unlock some memories.
1. c) in
some cases, retrieval should occur before encoding.
2. d)
the limbic system is involved in episodic memory.
36. Encoding
specificity means that
37. a) retrieval
cues do not apply to semantic memory.
38. b)
deeper processing leads to stronger memory representations.
*c) retrieval of information from memory will be maximized when
the conditions at retrieval match the conditions at encoding.
1. d) we
remember happy events from our life better when we are currently happy.
37. In
Godden and Baddeley’s (1975) experiment, scuba divers remembered best when
38. a)
they were tested on land.
39. b)
they were tested underwater.
40. c)
they retrieved in the opposite environment that they learned in.
*d) they retrieved in the same environment that they learned in.
38. In
Godden and Baddeley’s experiment on encoding specificity, the results revealed
that
*a) if a diver studied underwater, he or she remembered more
when tested underwater.
1. b) if
a diver studied underwater, he or she remembered more when tested on land.
2. c) if
a diver studied underwater, he or she remembered better when tested under the
influence of alcohol.
3. d) if
a diver studied underwater, he or she remembered better when tested with
nicotine.
39. Eich
et al. (1975) examined the influence of marijuana on people’s memory. He found
that
40. a)
marijuana is always a memory enhancer.
41. b)
participants preferred learning when not using marijuana.
42. c)
marijuana hurts memory performance even in working memory tests.
*d) state-dependent learning applies to drugs, such as
marijuana.
40. Eich
et al. (1975) found that
*a) if a person studies when under the influence of a drug, he
or she does best when tested under the influence of the same drug.
1. b)
certain drugs can improve memory.
2. c)
marijuana hurt memory performance, but nicotine improved it.
3. d) if
person studies under the influence of a drug, he or she does best when tested
sober.
41. Eich
and Metcalfe (1989) induced their participants into either happy moods or sad
moods during encoding. They found that
*a) participants retrieved best when they were in the same mood
as they were when they learned the information.
1. b)
participants retrieved best when they were in sad moods.
2. c) participants
retrieved best when they were in happy moods.
3. d)
participants retrieved best when they were in the opposite mood as they were
when they learned the information.
42. Mood
congruence means
43. a)
Moods are best remembered when we study them under levels of processing.
44. b)
that we remember the moods we are in later, when it is congruent to do so.
45. c)
that you are more likely to remember events if you are in the same mood as when
you learned them.
*d) that you are more likely to remember events that is positive
when you are in a positive mood and more likely to remember events that is
negative when you are in a negative mood.
43. Inhibition
refers to
44. a) a
mechanism that promotes decay from working memory.
45. b)
conscious refusal to acknowledge painful memories.
46. c)
encoding specificity applied to repressed memories.
*d) a mechanism that actively interferes with and reduces the
likelihood of recall of particular information.
44. Retrieval-induced
inhibition means that
*a) the retrieval of some items interferes with the retrieval of
related items later.
1. b)
the retrieval of some items interferes with the retrieval of the same items
later.
2. c)
the retrieval of category names interferes with the retrieval of category
exemplars.
3. d)
the retrieval of category names interferes with the retrieval of studied
exemplars.
45. In
Anderson et al.’s (1994) experiment on retrieval-induced inhibition,
participants
46. a)
RP+ (retrieval practiced category; studied items) items are recalled worse than
NRP (not studied) items.
47. b)
RP- (retrieval practiced category; unstudied items) items are recalled better
than NRP (not studied) items.
*c) RP- (retrieval practiced category; unstudied items) items
are recalled worse than NRP (not studied) items.
1. a)
RP+ (retrieval practiced category; studied items) items are recalled worse than
RP- (retrieval practiced category; unstudied items) items.
46. Akiko
studies half of the countries of Europe, but not the other half. When tested on
her knowledge of European countries, Akiko is likely to show
47. a)
mood-congruence; she’ll remember the countries that she studied when she was in
a good mood.
48. b)
levels of processing; she’ll remember the countries that she studied using
perceptual priming.
49. c)
maintenance rehearsal; she’ll remember those countries that she is keeping in
working memory.
*d) part-set cueing; she’ll remember those countries she studied
well, but will retrieve the remaining half worse than if she had not studied.
47. In
directed forgetting, participants are asked to forget certain items. This
results in
48. a)
ironically, enhanced memory for those items.
49. b)
participants cannot inhibit the to-be-forgotten items, resulting in greater
recall of those items.
50. c)
participants do not follow the directions and forget all of the items.
*d) participants inhibit the to-be-forgotten items, resulting in
less recall of those items.
48. Part-set
cueing occurs
*a) if a person studies only half the items in the list. The
unstudied items are less likely to be recall compared to a control group that
did not study any of the items.
1. b) if
a person studies only half the items in the list. The unstudied items are more
likely to be recall compared to a control group that did not study any of the
items.
2. c) if
a person studies only half the items in the list. The unstudied items no more
or less likely to be recall compared to a control group that did not study any
of the items.
3. d)
when the person is directed to forget all of the items.
49. Scullin
and Bugg (2012) examined prospective memory. They found one error that occurred
in prospective memory was
*a) repeating a task that had already been performed.
1. b)
not directing their forgetting to prospective memory.
2. c)
indicating that their memory was semantic not episodic.
3. d)
not checking the clock when they were supposed to.
50. Which
of these brain regions has been shown to be critical in prospective memory
tasks?
51. a)
the cerebellum.
52. b)
the Largent temperata.
53. c)
the medial surface of the parietal lobe.
*d) areas in the pre-frontal lobe.
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