Memory Foundations And Applications Second Edition by Bennett L. Schwartz -Test Bank
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Sample
Test
Chapter 3
1. Which
of the following are not characteristics of working memory?
2. a) It
is a short-term memory system.
3. b) It
contains the active contents of consciousness.
4. c) It
can only hold a limited amount of information.
*d) It is not affected by interference.
2. If
you have not rehearsed a bit of knowledge and you remember it more than two
minutes after learning it, you are retrieving from
3. a)
the phonological loop.
4. b)
the episodic buffer.
*c) long-term memory.
1. d)
short-term memory.
3. According
to George Miller, the capacity of working memory is estimated to be
*a) 7 plus or minus 2.
1. b) 8
plus or minus 1.
2. c)
exactly 4.
3. d)
there is no limit to its capacity.
4. Digit
span tasks measure
*a) the capacity of working memory.
1. b)
the duration of working memory.
2. c)
the rate of consciousness.
3. d)
the interaction of long-term and working memory.
5. The
term chunk refers to
6. a)
the amount of information that can be simultaneously rehearsed.
7. b)
the first item recalled in a serial position list.
8. c)
the basic unit of information in working memory.
*d) the amount of time information can be stored in working
memory before interference occurs.
6. Anders
Ericsson and his colleagues trained a normal college student to
7. a)
never forget autobiographical information.
*b) to obtain an 80 number digit span.
1. c)
remember every item in a series of serial position curve.
2. d)
overcome the word length effect.
7. With
training, people can increase their digit span by focusing on
8. a)
using concurrent retrieval.
9. b)
using elaborative rehearsal.
10. c)
using constant maintenance rehearsal.
*d) developing complex chunking strategies.
8. Pronunciation
time refers to
*a) the amount of time it would take to say aloud the items
being rehearsed in working memory.
1. b)
how long it takes a child to learn to pronounce digit spans during chunking
training.
2. c)
whether or not a participant can repeat digits in a digit-span task.
3. d)
how long it takes to demonstrate decay from working memory.
9. The
pronunciation time effect demonstrates that
10. a)
the capacity of working memory is determined only by the difficulty of
pronouncing the words.
11. b)
words that that are harder to pronounce are less likely to be free recall from
long-term memory.
12. c)
the word length effect only works in long-term memory.
*d) the magic number 7 plus or minus two does not completely
explain working memory in the digit-span task.
10. Ellis
and Hennely (1980) looked at digit spans in children in the U.K. They found
that
11. a)
digit spans were always better in kids who were bilingual because they have
stronger working memories.
*b) digits spans were better in English than in Welch because it
takes less time to pronounce the digits in English.
1. c)
digit spans showed no change in development because the ability is innate.
2. d)
digit spans were better when children were tested in the morning because their
episodic buffers were fresh.
11. Navah-Benjamin
and Ayres (1986) found that
12. a)
digit spans could not be measured unless novel words were used.
*b) digit spans were related to pronunciation times of those
digits in each the language tested.
1. c)
digit spans are better in Semitic languages than Indo-European languages.
2. d)
digits spans also show primacy effects.
12. Maintenance
rehearsal means
13. a)
the person tries to associate new meaning with the words in working memory.
*b) the person repeats the items in working memory over and
over.
1. c)
the person tries to maintain working memory within long-term memory.
2. d)
recency effects occur without primacy effects.
13. Using
elaborative rehearsal promotes
14. a)
strong primacy effects.
15. b)
strong word-length effects.
16. c)
weak word-length effects.
*d) good encoding into long-term memory.
14. Most
estimates of the duration of working memory are around
*a) 15 to 30 seconds.
1. b) 5
to 10 seconds.
2. c) 1
to 3 seconds.
3. d)
less than a second.
15. In
the Brown-Peterson task, rehearsal prevention means that
*a) a secondary task is given which prevents maintenance
rehearsal of the to-be-remembered items.
1. b)
participants are instructed not to use maintenance rehearsal.
2. c)
maintenance rehearsal is prevented by present the words in a language not
spoken by the participant.
3. d)
participants use non-verbal coding of verbal materials.
16. When
rehearsal is prevented in the Brown-Peterson task,
17. a)
maintenance rehearsal is reversed.
*b) the secondary task creates interference, making the
to-be-remembered items less likely to be in working memory.
1. c)
the secondary task creates a word-length effect, which causes massive
forgetting.
2. d)
the primacy effect is negated.
17. Interference
means that
18. a)
new information decays from working memory.
19. b)
primacy effects occur in both long-term and working memory.
*c) new information enters working memory and displaces
information already present.
1. d)
new information is lost from primacy memory.
18. Waugh
and Norman (1965) presented participants with a sequential list of sixteen
digits. After viewing all 16 digits, the participants were presented with one
of the digits that they had seen in the list. They found that
*a) the fewer items that followed the probe digit, the better
memory was for the item that preceded it.
1. b)
the fewer items that preceded the probe digit, the better memory was for that
probe items.
2. c)
interference was not a factor in this experimental design.
3. d)
interference predicted forgetting of the probe digit.
19. The
serial position curve measures
20. a)
the number of digits recalled in a digit-span task.
21. b) the
order of input of the phonological loop.
22. c)
the ability to order a serial list.
*d) the likelihood of correct free recall of items as a function
of the input order at presentation.
20. Manny
reads the following words, “flower, cat, stone, gum, basket, plate, statue,
pillow, lake, screen, cashew, orange.” According to what you know about the
serial position curve, which words are most likely to be remembered?
21. a)
pillow, lake
*b) flower, orange
1. c)
flower, statue
2. d)
None of the above
21. The
primacy effect refers to
22. a)
the improved memory that occurs after elaborative encoding.
23. b)
the observation that reading words in primary colors leads to better recall.
24. c)
that there is comparatively good recall for words at the end of the list.
*d) that there is comparatively good recall for words at the
beginning of the list.
22. The
recency effect refers to
23. a)
the improved memory that occurs after elaborative encoding.
24. b)
the observation that reading words in primary colors leads to better recall.
*c) that there is comparatively good recall for words at the end
of the list.
1. d)
that there is comparatively good recall for words at the beginning of the list.
23. An
experimenter presents a list of words for participants to free recall in any
order. Immediately after the list is presented, the participants must do math
problems before they recall. Relative to a condition in which recall is
immediate, the participants who did math problems will show
24. a) a
decrease in their primacy effect but not their recency effect.
25. b) no
differences.
26. c)
both primacy and recency will decrease by approximately the same amount.
*d) a decrease in their recency effect, but not their primacy
effect.
24. An
experimenter presents a list of words for participants to free recall in any
order. She uses two conditions – one in which the words are read slowly and one
in which the words are read fast. You should expect her to find
25. a)
reduced recency effects for both lists.
26. b)
the list read slower should show no recency effect.
*c) the list read faster should show reduced primacy effects.
1. d)
reduced primacy effects for both lists.
25. The
standard explanation of why primacy effects occur is
26. a) we
recall the items using sensory memory.
*b) we recall the items because they were stored in long-term
memory.
1. c) we
recall the items because the experimenter always makes the first items the
easiest.
2. d) we
recall the items because the primacy words are no longer be encoded
elaboratively.
26. The
standard explanation of why recency effects occur is
27. a) we
recall the items using sensory memory.
28. b) we
recall the items because they were stored in long-term memory.
29. c) we
recall the items because we know their source.
*d) we recall the items because they are still accessible in
working memory.
27. When
examining errors made during retrieval in a serial position curve experiment,
the tendency is that
28. a)
people make errors based on meaning during the recency portion of the curve.
*b) people make errors based on meaning during the primacy
portion of the curve.
1. c)
people make errors based on sound during the primacy portion of the curve.
2. d)
people never make errors for recency items because they use working memory.
28. In a
classic experiment by Crowder and Roediger (1976), people were asked to
retrieve as many U.S. presidents as they could think of. They found that
29. a)
people’s memory of US presidents was consistent with their political leanings.
30. b)
most people could not name any presidents, suggesting that Americans need to
spend more time learning history.
*c) participants showed both a primacy effect and a recency
effect.
1. d)
many participants erroneously reported both Benjamin Franklin and Winston
Churchill as U.S. presidents.
29. Angie
is a participant in an experiment on the serial position curve. One of the
words on the list she hears is “lemon.” Later, when asked to recall the list,
she erroneously reports “lime.” The word “lemon” was most likely
30. a)
the very last word on the list.
31. b)
written in bold letters, causing her to experience a Von Restorff effect.
*c) one of the first three items of the list.
1. d)
the only word from the category “fruit” on the list.
30. Baddeley’s
model of working memory states that
31. a)
working memory is not necessary for a working cognition system.
*b) working memory is composed of separable sub-systems.
1. c)
working memory is equivalent to the phonological loop.
2. d)
previous models of working memory had no validity.
31. In
working memory, the sub-system responsible for attention and control is known
as the
32. a)
phonological loop
33. b)
visuo-spatial sketchpad
34. c)
episodic buffer
*d) central executive
32. In
working memory, the sub-system responsible for working memory for sounds is the
*a) phonological loop
1. b)
visuo-spatial sketchpad
2. c)
episodic buffer
3. d)
central executive
33. In
working memory, the sub-system responsible for working memory for visual images
is the
34. a)
phonological loop
*b) visuo-spatial sketchpad
1. c)
episodic buffer
2. d)
central executive
34. A
concurrent task is
35. a) a
task that occupies only the central executive.
36. b) a
task that is done prior to the main probe task.
*c) a task that is done simultaneously with another task.
1. d) a
task that is done subsequent to the main probe task.
35. In a
task, participants are asked to hold a visual image of what their best friends
look like. While holding that image, they are asked to perform a digit span
task. You would expect
*a) The participants holding the visual image would perform just
as well as a control group not holding a visual image because the two tasks use
different working memory sub-systems.
1. b)
The participants holding the visual image would perform better than the control
group not holding a visual image because the two tasks use different working
memory sub-systems.
2. c)
The participants holding the visual image would perform worse than control
group not holding a visual image because the two tasks use different working
memory sub-systems.
3. d)
All of the above.
36. When
can we expect to see interference between visual and auditory working memory
tasks?
37. a)
when the tasks are so easy that each task can be performed by the other system.
38. b)
only when the concurrent tasks occur simultaneously.
*c) when the tasks are difficult enough that they require
allocation of attentional resources by the central executive.
1. d)
when participants expect that visual images will interfere with visual
processing.
37. Articulatory
suppression means that
*a) a concurrent task occupies the phonological loop making it
difficult to rehearse items in the loop.
1. b)
the phonological loop is no longer able to interfere with the episodic buffer.
2. c) a
concurrent task is relegated to an alternative episodic route.
3. d)
the episodic buffer cannot handle the input coming from the visuo-spatial
sketchpad.
38. Peterson
and Johnson (1971) also did a digit span task with a simultaneously performed
concurrent task. Peterson and Johnson asked participants to repeat simple words
over and over (e.g., “the,” “the,” “the,” “the,” etc) while they were also
supposed to be rehearsing the digits for the digit span task. They found that
39. a)
participants recalled more digits because the concurrent task stimulated the
use of the phonological loop.
40. b)
participants could not simultaneously repeat the word and suppress the digits.
*c) participants recalled fewer digits because both tasks
occupied the phonological loop.
1. d)
the articulatory suppression prevented the use of the episodic buffer in this
task.
39. Wei-lin
likes to listen to her favorite singer on her iPod while she studies. Research
on the irrelevant speech effect suggests that
40. a)
listening to singing will reduce the capacity of her visuo-spatial sketchpad.
41. b)
listening to singing will allow her to perform source monitoring tasks with
greater accuracy.
*c) listening to singing will mean she can store fewer items in her
phonological loop.
1. d)
listening to singing will interfere with her appreciation of the musical
chords.
40. Salame
and Baddeley (1989) asked participants to maintain information in working
memory while listening to either singing, music without singing, or no sounds
at all. They found that
41. a)
music helps young adults to study, but hurts the ability of older adults to
learn.
*b) singing most interfered with maintaining information in the
phonological loop.
1. c)
all three conditions led to relatively good performance.
2. d)
the condition without any sound was the most challenging.
41. Brooks
(1968) asked participants to make judgments about letters when they were only
imagining the letter. He showed that
42. a)
visual tasks can interfere with auditory imagery.
43. b)
the phonological loop is a static entity.
*c) using a visual mode of responding interfered with
performance on a visual imagery task.
1. d)
visual imagery can be influenced by semantic factors, such as the shape and
size of the letters.
42. The
visuo-spatial sketchpad can be defined as
43. a) a
limited capacity working memory system that stores auditory information for a
short period of time.
44. b) an
attentional resource for visual information.
45. c) a
limited capacity long-term memory system for representing visual images.
*d) a limited capacity working memory system that stores visual
and spatial information for a short period of time.
43. Teasdale
(1995) asked participants to generate random numbers. The participants most
deviated from the instructions when
44. a)
the phonological loop was occupied with irrelevant speech.
45. b)
the visuo-spatial sketchpad was being used for imagery.
46. c)
during the primacy part of a serial position curve.
*d) when the central executive was not providing focus on the
task.
44. Warrington
and Shallice (1969) studied a young brain-damaged man identified in their paper
by the initial KF. They found that KF
45. a)
had a deficit in working memory, particularly with respect to the central
executive.
*b) had a deficit in working memory, particularly with respect
to the phonological loop.
1. c)
had impaired long-term memory but no deficit in working memory.
2. d)
recovered much lost function in working memory after therapy with Warrington
and Shallice.
45. PET
and fMRI data show that working memory functions are housed in the
46. a)
amygdala
47. b)
occipital lobe
48. c)
angular gyrus
*d) pre-frontal lobe
46. Daneman
and Carpenter have shown that good working memory is
*a) correlated with performance on reading fluency tests.
1. b)
correlated with performance of athletic fitness.
2. c)
has no correlations with individual differences in cognitive performance.
3. d) is
better in those whose first language is a Celtic language.
47. Research
on training working memory shows that
48. a)
training working memory immediately generalizes to long-term memory tasks.
49. b) by
training our working memory, we can boost our ability to learn and remember
facts and vocabulary words.
*c) With practice, we can improve our ability to remember digit
spans and other measures of working memory, but improving on these tasks does
not automatically translate to better reading comprehension.
1. None
of the above.
48. Strayer
and his colleagues have found
49. a)
that cell-phone use during driving always causes accidents.
*b) that cell-phone use during driving causes more accidents
relative to non-cell phone use when hazards are present that people react more
slowly to.
1. c)
that cell-phone use during driving cause more accidents relative to non-cell
use when the driver is otherwise distracted by other stimuli.
2. d)
That cell-phone use during driving is only detrimental in older drivers.
49. Strayer
and his colleagues link the decrement in driving performance with cell-phone
use to
50. a)
problems in semantic memory.
51. b)
cell-phone use exaggerates the recency effect.
*c) cell-phone use taxes the central executive (attentional
control).
1. d)
cell-phone use requires the phonological loop to be suppressed.
50. What
concept refers to a very brief memory system that holds literal information for
a fraction of a second to allow cognitive processing?
*a) sensory memory
1. b)
erstwhile memory
2. c)
autobiographical memory
3. d)
Von Restorff memory.
51. George
Sperling (1960) demonstrated the hypothetical existence of iconic memory or
visual sensory memory. Regarding this experiment, which of the following
statements is true?
*a) Participants in the partial-report condition could remember
3 from that line, suggesting that 9 letters were accessible visually at the
time of recall.
1. b)
the whole-report technique led to a greater estimate of letters that were
visually accessible.
2. c)
more information was accessible when echoic memory was used than when iconic
memory was used.
3. d)
all of the above are true.
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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