Memory Foundations And Applications 3rd Edition By Bennett L. Schwartz – Test Bank
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Sample
Questions
Chapter 4: Episodic Memory
Test
Bank
Multiple
Choice
1. The
scientist who formalized the distinction between episodic and semantic memory
is:
2. Hermann
Ebbinghaus.
3. Martin
Conway.
4. Endel
Tulving.
5. Elizabeth
Loftus.
Ans: c
Cognitive Domain: Knowledge
Answer Location: Episodic Memory
Difficulty Level: Easy
2. Rickie
knows that Angela Merkel is the name of a chancellor of Germany. Rickie is
retrieving this information from storage in:
3. autobiographical
memory.
4. semantic
memory.
5. episodic
memory.
6. pedantic
memory.
Ans: c
Cognitive Domain: Comprehension
Answer Location: Episodic Memory
Difficulty Level: Medium
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. semantic
memory.
5. the
philogical loop.
6. prospective
memory.
7. episodic
memory.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Episodic Memory
Difficulty Level: Medium
4. Retrieval
from episodic memory draws on:
5. more
right prefrontal lobe processes than does semantic memory.
6. more
cerebellar processes than does semantic memory.
7. more
cognitive processes than does semantic memory.
8. the
same neural regions as working memory.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Episodic Memory
Difficulty Level: Medium
5. The
highly salient memories people have of their own circumstances during major
public events are called:
6. public
event memories.
7. salutatory
memories.
8. repressed
memories.
9. flashbulb
memories.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Episodic Memory
Difficulty Level: Medium
6. Episodic
memories, compared to semantic memories, are often:
7. more
difficult to maintain over long periods of time.
8. more
likely to be oriented to the past.
9. more
difficult to express in words.
Ans: b
Cognitive Domain: Comprehension
Answer Location: Episodic Memory
Difficulty Level: Medium
7. Tulving’s
patient KC shows memory deficits for:
8. episodic
memory only.
9. episodic
and semantic memory, but not working memory.
10. the
ability to generate visual images.
11. episodic
memories from early childhood only.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Neuropsychological Evidence
Difficulty Level: Medium
8. The
term that means that brain damage (or an experimental variable) can affect one
cognitive system, but leave another one intact is:
9. dissociation.
10. amnesia.
11. hyperagnosia.
12. hyperamnesia.
Ans: a
Cognitive Domain: Knowledge
Answer Location: Neuropsychological Evidence
Difficulty Level: Easy
9. This
type of learning occurs when it is perceived the memory will be tested.
10. intentional
11. incidental
12. processed
13. encoded
Ans: a
Cognitive Domain: Knowledge
Answer Location: Levels of Processing
Difficulty Level: Easy
10. Representation,
in memory science, means:
11. how
we store information when it is not currently in use.
12. how
we learn new information.
13. if we
will enter the memory into our prospective memory system.
14. is
synonymous with episodic memory, but is an older term.
Ans: a
Cognitive Domain: Knowledge
Answer Location: Memory Processes: Encoding, Representation, and
Retrieval (Part I)
Difficulty Level: Easy
11. Activating
information already stored in long-term memory is called:
12. encoding.
13. representation.
14. episodic
memory.
15. retrieval.
Ans: d
Cognitive Domain: Knowledge
Answer Location: Memory Processes: Encoding, Representation, and
Retrieval (Part I)
Difficulty Level: Easy
12. The
cognitive psychologist’s term for learning is:
13. encoding.
14. representation.
15. episodic
memory.
16. retrieval.
Ans: a
Cognitive Domain: Knowledge
Answer Location: Memory Processes: Encoding, Representation, and
Retrieval (Part I)
Difficulty Level: Easy
13. Levels
of processing are based on the assumption that:
14. all
learning takes place in a semantic vacuum.
15. episodic
memory and semantic memory are similar but not identical.
16. most
learning is incidental, not intentional.
17. higher
levels lead to worse memory performance than lower levels.
Ans: c
Cognitive Domain: Application
Answer Location: Levels of Processing
Difficulty Level: Medium
14. Incidental
learning means that:
15. encoding
takes place without attention.
16. people
encode information not by actively trying to remember but rather as by-product
of perceiving and understanding the world.
17. people
encode information by actively trying to remember but also without regard to
content matter.
18. people
encode information in a haphazard manner.
Ans: b
Cognitive Domain: Comprehension
Answer Location: Levels of Processing
Difficulty Level: Medium
15. Intentional
learning means that:
16. people
encode information not by actively trying to remember but rather as by-product
of perceiving and understanding the world.
17. people
actively engage in learning information because they know that their memories
may be tested.
18. people
learn by early sensory processing.
19. ill
intention seldom leads to long-term recall.
Ans: b
Cognitive Domain: Knowledge
Answer Location: Levels of Processing
Difficulty Level: Easy
16. Elaborative
processing means that we:
17. process
for shallow sensory characteristics.
18. deliberately
study, as in preparation for a test.
19. process
for meaning.
20. encode
via prospective means.
Ans: c
Cognitive Domain: Comprehension
Answer Location: Levels of Processing
Difficulty Level: Medium
17. In
the levels of processing framework, better memory is produced when we:
18. use
deeper level processing.
19. use
sensory processing.
20. use
maintenance rehearsal.
21. trust
our semantic memories.
Ans: a
Cognitive Domain: Application
Answer Location: Levels of Processing
Difficulty Level: Hard
18. In
the experiment by Craik and Tulving (1975), orienting tasks were used to:
19. allow
all participants to process deeply.
20. maximize
the ability of participants to encode the material.
21. control
whether semantic or episodic memories were being used.
22. control
the level of processing.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Levels of Processing
Difficulty Level: Medium
19. Craik
and Tulving (1975) found that:
20. orienting
tasks were not useful for memory improvement.
21. orienting
tasks that promoted deeper processing led to better memory.
22. orienting
tasks that promoted sensory processing led to better memory.
23. memory
performance was not affected by the orienting tasks.
Ans: b
Cognitive Domain: Comprehension
Answer Location: Levels of Processing
Difficulty Level: Medium
20. 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:
21. encoding
specificity.
22. levels
of processing.
23. retrieval
inhibition.
24. cross-race
representation.
Ans: b
Cognitive Domain: Analysis
Answer Location: Levels of Processing
Difficulty Level: Hard
22. What
is the term for the observation that linking to-be-learned information to
personally relevant information about oneself creates strong encoding?
23. survival
processing
24. self-reference
effect
25. the
mirror effect
26. encoding
reversal
Ans: b
Cognitive Domain: Knowledge
Answer Location: The Self-Reference Effect
Difficulty Level: Easy
23. Survival
processing means that:
24. we
remember the words we learned when we feel as if our lives are threatened, as
in weapon focus.
25. people
more prone to use deeper processing are more likely to survive evolutionarily.
26. focusing
on the relevance of words to surviving in an imaginary grasslands leads to
strong memory traces.
27. the
more we study certain words, the more they will “survive” in memory.
Ans: c
Cognitive Domain: Knowledge
Answer Location: Survival Processing
Difficulty Level: Easy
24. That
memory is better when we generate associations ourselves than when we simply
read or see them is known as:
25. the
primacy effect.
26. the
generation effect.
27. the
self-reference effect.
28. the
mirror effect.
Ans: b
Cognitive Domain: Comprehension
Answer Location: The Generation Effect
Difficulty Level: Medium
25. 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:
26. the
control group.
27. the
group given lecture summaries.
28. all
groups performed equivalently.
29. the
group that received short-answer tests.
Ans: d
Cognitive Domain: Analysis
Answer Location: The Generation Effect
Difficulty Level: Hard
26. Consider
the following list of words: crocodile, salamander, gecko, alligator, turtle,
newt, saxophone, tortoise, iguana, and toad. The von Restorff effect means
that:
27. “crocodile”
will be remembered well because it is at the beginning of the list.
28. “iguana”
and toad will be remembered well because they are at the end of the list.
29. “saxophone”
will be well remembered because it benefits from distinctiveness.
30. “gecko”
will be well remembered because of its position in the serial position curve.
Ans: c
Cognitive Domain: Comprehension
Answer Location: Distinctiveness
Difficulty Level: Medium
27. Organization
leads to deeper levels of processing. The kind of organization that leads to
the best memory performance is:
28. self-organization.
29. mood-congruent
organization.
30. survival
organization.
31. incidental
organization
Ans: a
Cognitive Domain: Comprehension
Answer Location: Organization
Difficulty Level: Medium
28. One
potential application of the von Restorff effect is to:
29. focus
on the distinctive aspect of a stimulus you want to remember.
30. always
use subjective organization.
31. focus
on the first item in a list as it always defines the category.
32. recognize
situations in which levels of processing does not predict performance.
Ans: a
Cognitive Domain: Analysis
Answer Location: Distinctiveness
Difficulty Level: Hard
29. The
von Restorff effect works because:
30. the
isolated item always occurs in a critical serial position.
31. mood
congruence can account for why we remember off-color or offensive words.
32. encoding
specificity applies to representation as well as encoding.
33. distinctiveness
implies that we search for the unique meaning for each item.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Distinctiveness
Difficulty Level: Medium
30. The
distinction between availability and accessibility is:
31. availability
means retrieval from episodic memory, whereas accessibility means retrieval
from semantic memory.
32. availability
means everything that is represented in memory, whereas accessibility means
that which we can retrieve at the moment.
33. availability
means encoding, whereas accessibility means retrieval.
34. availability
means those memories which require a retrieval cue, whereas accessibility means
those memories easily maintained in working memory.
Ans: b
Cognitive Domain: Comprehension
Answer Location: Retrieval from Episodic Memory
Difficulty Level: Medium
31. The
concept of accessibility implies that:
32. everything
we ever perceive is stored in memory.
33. retrieval
cues are necessary to unlock some memories.
34. in
some cases, retrieval should occur before encoding.
35. the
limbic system is involved in episodic memory.
Ans: b
Cognitive Domain: Comprehension
Answer Location: Retrieval from Episodic Memory
Difficulty Level: Medium
32. Encoding
specificity means that:
33. retrieval
cues do not apply to semantic memory.
34. deeper
processing leads to stronger memory representations.
35. retrieval
of information from memory will be maximized when the conditions at retrieval
match the conditions at encoding.
36. we
remember happy events from our life better when we are currently happy.
Ans: c
Cognitive Domain: Knowledge
Answer Location: Encoding Specificity
Difficulty Level: Easy
33. In
Godden and Baddeley’s (1975) experiment, scuba divers remembered best when:
34. they
were tested on land.
35. they
were tested underwater.
36. they
retrieved in the opposite environment that they learned in.
37. they
retrieved in the same environment that they learned in.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Encoding Specificity
Difficulty Level: Medium
34. In
Godden and Baddeley’s experiment on encoding specificity, the results revealed
that:
35. if a
diver studied underwater, he or she remembered more when tested underwater.
36. if a
diver studied underwater, he or she remembered more when tested on land.
37. if a
diver studied underwater, he or she remembered better when tested under the
influence of alcohol.
38. if a
diver studied underwater, he or she remembered better when tested with
nicotine.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Encoding Specificity
Difficulty Level: Medium
35. Eich
et al. (1975) examined the influence of marijuana on people’s memory. He found
that:
36. marijuana
is always a memory enhancer.
37. participants
preferred learning when not using marijuana.
38. marijuana
hurts memory performance even in working memory tests.
39. state-dependent
learning applies to drugs, such as marijuana.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Encoding Specificity
Difficulty Level: Medium
36. Eich
et al. (1975) found that:
37. 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.
38. certain
drugs can improve memory.
39. marijuana
hurt memory performance, but nicotine improved it.
40. participants
retrieved best when they were in the opposite mood as they were when they
learned the information.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Encoding Specificity
Difficulty Level: Medium
37. Mood
congruence means:
38. that
moods are best remembered when we study them under levels of processing.
39. that
we remember the moods we are in later, when it is congruent to do so.
40. that
you are more likely to remember events if you are in the same mood as when you
learned them.
41. that
you are more likely to remember events that are positive when you are in a
positive mood and more likely to remember events that are negative when you are
in a negative mood.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Encoding Specificity
Difficulty Level: Medium
38. Inhibition
refers to:
39. a
mechanism that promotes decay from working memory.
40. conscious
refusal to acknowledge painful memories.
41. encoding
specificity applied to repressed memories.
42. a
mechanism that actively interferes with and reduces the likelihood of recall of
particular information.
Ans: d
Cognitive Domain: Knowledge
Answer Location: Inhibition in Episodic Memory
Difficulty Level: Easy
39. Retrieval-induced
inhibition means that:
40. the
retrieval of some items interferes with the retrieval of related items later.
41. the
retrieval of some items interferes with the retrieval of the same items later.
42. the
retrieval of category names interferes with the retrieval of category
exemplars.
43. the
retrieval of category names interferes with the retrieval of studied exemplars.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Inhibition in Episodic Memory
Difficulty Level: Medium
40. In
Anderson et al.’s (1994) experiment on retrieval-induced inhibition,
participants:
41. RP+
(retrieval practiced category; studied items) items are recalled worse than NRP
(not studied) items.
42. RP-
(retrieval practiced category; unstudied items) items are recalled better than
NRP (not studied) items.
43. RP-
(retrieval practiced category; unstudied items) items are recalled worse than
NRP (not studied) items.
44. RP+
(retrieval practiced category; studied items) items are recalled worse than RP-
(retrieval practiced category; unstudied items) items.
Ans: c
Cognitive Domain: Analysis
Answer Location: Inhibition in Episodic Memory
Difficulty Level: Hard
41. 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:
42. mood
congruence; she will remember the countries that she studied when she was in a
good mood.
43. levels
of processing; she will remember the countries that she studied using
perceptual priming.
44. maintenance
rehearsal; she will remember those countries that she is keeping in working
memory.
45. part-set
cueing; she will remember those countries she studied well, but will retrieve
the remaining half worse than if she had not studied.
Ans: d
Cognitive Domain: Analysis
Answer Location: Part-Set Cueing
Difficulty Level: Hard
42. In
directed forgetting, participants are asked to forget certain items. This
results in:
43. ironically,
enhanced memory for those items.
44. participants
cannot inhibit the to-be-forgotten items, resulting in greater recall of those items.
45. participants
do not follow the directions and forget all of the items.
46. participants
inhibit the to-be-forgotten items, resulting in less recall of those items.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Directed Forgetting
Difficulty Level: Medium
43. Part-set
cueing occurs:
44. 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.
45. 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.
46. 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.
47. when
the person is directed to forget all of the items.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Part-Set Cueing
Difficulty Level: Medium
44. Scullin
and Bugg (2012) examined prospective memory. They found one error that occurred
in prospective memory was:
45. repeating
a task that had already been performed.
46. not
directing their forgetting to prospective memory.
47. indicating
that their memory was semantic not episodic.
48. not
checking the clock when they were supposed to.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Prospective Memory
Difficulty Level: Medium
45. Encoding
specificity is the idea of:
46. encoding
specificity.
47. state-dependent
memory.
48. mood
congruence.
49. transfer-appropriate
processing.
Ans: d
Cognitive Domain: Comprehension
Answer Location: Encoding Specificity
Difficulty Level: Hard
46. To
interfere with and reduce the likelihood of recall of particular information is
termed:
47. retrieval.
48. congruence.
49. inhibition.
50. remembering.
Ans: c
Cognitive Domain: Knowledge
Answer Location: Inhibition in Episodic Memory
Difficulty Level: Easy
47. Future
memory for things needing accomplished is called:
48. directed
memory.
49. predetermined
memory.
50. perspective
memory.
51. prospective
memory.
Ans: d
Cognitive Domain: Knowledge
Answer Location: Prospective Memory
Difficulty Level: Easy
48. On
the retrieval side, memory is dependent on:
49. directed
cues.
50. retrieval
cues.
51. perspective
cues.
52. memonic
cues.
Ans: b
Cognitive Domain: Comprehension
Answer Location: Summary
Difficulty Level: Medium
49. Prospective
memory appears to be directed by mechanisms in the:
50. frontal
lobes.
51. memory
cortex.
52. medula.
53. optic
nerves.
Ans: a
Cognitive Domain: Comprehension
Answer Location: Summary
Difficulty Level: medium
True/False
1. It is
possible for one damaged cognitive system to be independent from another.
Ans: T
Cognitive Domain: Cognition
Answer Location: Neuropsychological Evidence
Difficulty Level: Medium
2. Retrieval
from episodic memory draws on more cerebellar processes than semantic memory.
Ans: F
Cognitive Domain: Comprehension
Answer Location: Episodic Memory
Difficulty Level: Medium
3. The
von Restorff effect works because the isolated item always occurs in a critical
serial position.
Ans: F
Cognitive Domain: Comprehension
Answer Location: Distinctiveness
Difficulty Level: Medium
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