Description
A framework for studying memory that uses the computer as a model of human cognitive processes defines the _____ a) levels-of-processing theory. b) information-processing theory. c) sociocultural theory of memory. d) social-cognitive theory. Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
When information-processing theorists use the term hardware , they are often referring to _____ a) the brain structures involved in memory. b) the serial position effect. c) the skull that covers and protects the brain. d) the positive bias of memory. Answer: a
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Which of the following explains what information-processing theorists mean when they use the term software ? a) the brain structures involved in memory b) the serial position effect c) the skull that covers and protects the brain d) learned memory strategies the positive bias of memory Answer: d
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
According to the information-processing theorists, _____ refers to the hardware, whereas _____ refers to the software of the human memory system. a) the skull that covers and protects the brain; the positive bias of memory b) the serial position effect; learned memory strategies c) the brain structures involved in memory; learned memory strategies d) the positive bias of memory; the serial position effect Answer: c Brain structures are referred to as hardware, whereas learned memory strategies are referred to as software.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Based on the information-processing theory, _____ would be an accurate example of hardware. a) the skull b) a mnemonic c) the method of loci d) the hippocampus Answer: d
Skill Level: Applied
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Based on the information-processing theory, _____ would be an accurate example of software. a) the limbic system b) a mnemonic c) the skull d) the hippocampus Answer: b Learned memory strategies, such as a mnemonic, are referred to as software.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Based on the information-processing theory, _____ would be an accurate example of hardware, whereas _____ would be an accurate example of software. a) the limbic system; epinephrine b) a mnemonic; the hippocampus c) the skull; the method of loci d) the hippocampus; a learned memory strategy Answer: d Brain structures are referred to as hardware, whereas learned memory strategies are referred to as software.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
In terms of the processes of memory, _____ refers to transforming the information into a form that can be stored in memory. a) storage b) encoding c) metacognition d) retrieval Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Daris, a marathon runner, is trying diligently to read his textbook, but he keeps finding himself preoccupied with his upcoming race. He is frustrated because he has had to go back and reread sections the textbook in order to really understand the material. Daris seems to be having difficulty with _____ a) retrieval. b) the positive bias of memory. c) encoding. d) reconstruction. Answer: c. Because Daris is distracted, he is having difficulty with getting the information in (encoding).
Skill Level: Applied
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
In terms of the memory process, keeping the information in memory refers to _____ a) consolidation. b) encoding. c) storage. d) metacognition. Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Tilda is learning her algebra and memorizing the formulas. She is working on a problem that requires one of the formulas she studied yesterday. However, as she is thinking and trying to retrieve that information, she cannot seem to remember it. Clearly, Tilda did not successfully get the formula into her _____ a) storage. b) positive bias of memory. c) reconstruction area. d) decoding zone. Answer: a She cannot retrieve what is not properly stored.
Skill Level: Applied
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
In terms of the memory process, the physiological change that takes place in the brain to allow for new information to be stored is called _____ a) consolidation. b) metacognition. c) retrieval. d) encoding. Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Consolidation occurs after _____ but before _____ in the memory process. a) metamemory; storage b) encoding; storage c) retrieval; encoding d) storage; retrieval Answer: b
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Rinu was awake late one night in his apartment. He was trying to cram in as much biology material as he could because he had a midterm exam the next morning. However, he was getting so sleepy that he found it difficult to learn much of anything. His roommate woke up to get some water to drink and saw Rinu trying to study. He told Rinu that because he is so tired, his brain will not be able to physiologically change to accommodate the incoming information. He strongly suggested that Rinu get some sleep instead. To which process was Rinu’s roommate referring? a) metacognition b) consolidation c) automaticity d) retrieval Answer: b The physiological change in the brain that occurs when learning new information is called consolidation.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Bringing to mind the information when you need it is referred to as _____ a) metacognition. b) storage. c) encoding. d) retrieval. Answer: d This is an alternate explanation of retrieval.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Treysen was talking to his friend the other day about his favorite restaurant. Though he could remember where it was located and what was on the menu, he couldn’t remember the name of the restaurant for some reason. A problem with _____ was the cause of Treysen’s frustration. a) retrieval b) automaticity c) encoding d) metamemory Answer: a He could retrieve parts of the concept, but not all of it.
Skill Level: Applied
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Which of the following is NOT required in order for you to remember something? a) consolidation b) retrieval c) metacognition d) storage Answer: c Metacognition is thinking about thinking, which is not required for memory.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
According to the model of memory proposed by Atkinson and Shiffrin, the components of memory are _____ a) encoding, storage, and retrieval. b) metacognition and meta-analysis. c) declarative and nondeclarative memory. d) sensory memory, short-term memory, and long-term memory. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
According to the model of memory proposed by Atkinson and Shiffrin, virtually everything we see, hear, or otherwise sense is held in _____ a) long-term memory. b) sensory memory. c) metamemory. d) short-term memory. Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
Sensory memory holds information from the senses for a period of time ranging from _____ to _____ a) a fraction of a second; two seconds. b) two seconds; ten seconds. c) a fraction of a second; ten seconds. d) a fraction of a minute; two minutes. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
_____ holds information brought in through our senses but only for a very brief amount of time. a) Long-term memory b) Sensory memory c) Short-term memory d) Working memory Answer: b This is an alternate explanation of sensory memory.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
While Noreen was driving down the highway, she saw two cars on the side of the road. She noticed that no one was hurt and that no one needed help. Within a second or two, she could no longer recall the color of the cars or the make of the cars. Based on this information, that information was likely stored in Noreen’s _____ a) sensory memory. b) implicit memory. c) long-term memory. d) declarative memory. Answer: a The duration for sensory memory is up to 2 seconds.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
Douglas was shown a painting for a few moments, and then was asked to jot down as many details regarding the painting as he could remember. As he began writing, he was surprised to learn that although he remembered what the painting was, he had trouble recalling the details and seemed to lose them within a few seconds. Based on this information, the original information was likely stored in his _____ memory. a) sensory b) explicit c) short-term d) latent Answer: a The duration for sensory memory is very short—up to 2 seconds.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
According to the model of memory proposed by Atkinson and Shiffrin, _____ can hold information for less than 5 seconds, whereas _____ can hold information for 30 seconds or so. a) declarative memory; working memory b) iconic memory; sensory memory c) sensory memory; short-term memory d) implicit memory; metamemory Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b; LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Topic: Sensory Memory & Short-Term Memory
The ability to retain the image of a visual stimulus for several minutes after it has been removed from view, and to use this retained image to answer questions about the visual stimulus, is known as _____ a) the positive bias of sensory memory. b) autobiographical visual memory. c) eidetic imagery. d) the source memory. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
Which of the following statements is TRUE of eidetic imagery? a) Those with this ability tend to have extraordinary long-term memory. b) For most people who demonstrate this, the ability persists through adulthood. c) It is an ability most closely related to the notion of a “photographic memory.” d) Infants have the highest rate of eidetic imagery. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
According to the model of memory proposed by Atkinson and Shiffrin, the _____ is a memory system that can hold about seven items for about 30 seconds. a) implicit memory b) short-term memory c) declarative memory d) sensory memory Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Short-term memory usually codes information according to _____ a) visual image. b) sound. c) tactile properties. d) shape. Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 180
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Which of the following occurs when someone’s short-term memory is filled to capacity? a) They simply squeeze more information in. b) Displacement can occur at that point. c) The person actively decides to save some items and then sends the remaining items back to sensory memory for reprocessing. d) All of the information is automatically moved into the long-term memory store. Answer: b Some information will be lost, or pushed out.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
_____ is a memory strategy that involves grouping or organizing bits of information into larger units, which are easier to remember. a) Chunking b) Eidetic imagery c) A mnemonic trick d) Working backwards Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Raymond is required to learn long lists of numbers for his job. Because he wants to remember as many numbers as possible, he breaks the numbers up into groups. What technique is Raymond utilizing? a) elaboration b) rehearsal c) displacement d) chunking Answer: d Grouping items to expand the capacity of STM is called chunking.
Skill Level: Applied
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The event that occurs when short-term memory is filled to capacity, and each new, incoming item pushes out an existing item, which is then forgotten, is called _____ a) suppression. b) reconstruction. c) retrograde amnesia. d) displacement. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
As Jezebel walked into the supermarket, she realized she forgot her grocery list. She tried to recall the items on the list, but once she got up to about ten items, she realized she had already forgotten the first few items. What did Jezebel experience? a) displacement b) reconstruction c) retrograde amnesia d) rehearsal Answer: a Her list exceeded her capacity and she began forgetting, or losing due to displacement, information.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
When new information pushes current information out of memory because the short-term memory is full, _____ has occurred. a) retrograde amnesia b) displacement c) chunking d) rehearsal Answer: b This is an alternate explanation of displacement.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
According to memory researchers, _____ can help prevent _____ a) displacement; chunking. b) elaboration; rehearsal. c) chunking; displacement. d) rehearsal; retrograde amnesia. Answer: c Chunking can decrease the items in memory by grouping them. This reduces the item amount, which helps to avoid going over the memory store capacity. Thus, displacement is less likely to occur.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The act of purposely repeating information to maintain it in short-term memory defines _____ a) rehearsal. b) chunking. c) the method of loci strategy. d) the positive bias of memory. Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Layla was at the bar when she met Steve. He seemed like a nice guy and Layla was excited to get his phone number. He told her his number and then left when she realized she had nothing to write with. She could not program his number into her cell phone because her battery had just died. What should Layla do in order to increase her chances of remembering the number until she has an opportunity to write it down? a) She should use displacement. b) She should give up because there is no way she’ll remember it. c) She should utilize metacognition. d) She should use rehearsal. Answer: d Rehearsal increases the likelihood that the information will get into the LTM.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
What was learned from the memory research by Peterson and Peterson (1959) using the three consonants? a) Utilizing chunking as a memory strategy can help to increase the capacity of our long-term memory. b) The researchers found that eidetic imagery is much more common than once thought. c) Peterson and Peterson clearly demonstrated that there is a difference in the process of storing highly emotional versus mundane personal experiences. d) Any interruption in rehearsal can easily cause us to forget at least some of the information that was in our short-term memory. Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 181–182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
A major problem with cramming for an exam is that it overloads the capacity of _____ a) storage. b) short-term memory. c) long-term memory. d) sensory memory. Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Explain It: Why Is Cramming an Ineffective Study Method?
_____ is the memory subsystem that we use when we try to understand information, remember it, or use it to solve a problem or communicate with someone. a) Sensory memory b) Working memory c) Long-term memory d) Iconic memory Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Marie has a final exam in psychology in one hour. She has been studying for this exam for the last three days. However, she is not convinced she has mastered the material. Marie is currently sitting in her car in the college’s parking lot diligently studying her note cards so she can ace the exam. Not only is she striving to remember all of the information, but she is also trying to understand the theories from different perspectives. Which of the following memory systems is Marie MOST engaging? a) sensory memory b) eidetic memory c) flashbulb memory d) working memory Answer: d. Marie is currently studying and trying to remember the material. She is engaging her cognitive workspace, also called working memory.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Memory researchers strongly suggest that working memory is largely _____ a) speech-based. b) based on visual processing. c) tactile-based. d) prone to false memories. Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Which of the following brain structures is most utilized when someone is engaged in working memory? a) the hippocampus b) the prefrontal cortex c) the hypothalamus d) the cerebellum Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
When information is repeated over and over again until it is no longer needed, the process of _____ is being utilized. a) maintenance rehearsal b) chunking c) displacement d) elaborative rehearsal Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Kris just wrote a new song and wants to commit the lyrics to memory. He repeats the chorus over and over until he learns the words. What memory strategy has Kris just employed? a) elaborative rehearsal b) chunking c) the method of loci d) maintenance rehearsal Answer: d Repeating information over and over is called rote rehearsal, or maintenance rehearsal.
Skill Level: Applied
Difficulty: Easy
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
_____ occurs when an individual relates new information to something he/she already has stored in memory. a) Displacement b) Elaborative rehearsal c) Rote rehearsal d) Maintenance rehearsal Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
As Adam was learning the new material in his psychology class regarding neurons and memory, he couldn’t help but notice that he learned similar information in his biology class last semester. He decided to relate the new psychology material to the biology material he learned least semester as a way to help him learn and remember. What strategy is Adam using here? a) elaborative rehearsal b) chunking c) the method of loci d) maintenance rehearsal Answer: a Adam is relating the new information with what he already has stored in memory.
Skill Level: Applied
Difficulty: Easy
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
_____ is a memory strategy that involves an individual repeating something over and over, whereas _____ is a memory strategy that involves connecting new information to something already stored in memory. a) Elaborative rehearsal; displacement b) Chunking; rote rehearsal c) Maintenance rehearsal; elaborative rehearsal d) Elaborative rehearsal; rote rehearsal Answer: c These are alternate explanations of these concepts.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Which of the following statements is true of rehearsal? a) Because maintenance rehearsal involves surface processing, the information will likely go right into the long-term memory. b) Because elaborative rehearsal is simply repeating information over and over, it may not make it into the long-term memory. c) Any form of rehearsal increases the chances for the process of displacement to occur. d) Elaborative rehearsal involves processing at a deeper level, thereby increasing its chances for the information to make it into the long-term memory. Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The levels-of-processing model describes _____ rehearsal as shallow processing and _____ rehearsal as deep processing. a) spaced; massed b) maintenance; elaborative c) spaced; elaborative d) maintenance; spaced Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Three research subjects in a project about long-term memory were asked to memorize a series of words. Subject 1 was asked if the word was in capital letters. Subject 2 was asked if the word rhymed with another word given. Subject 3 was asked if the word made sense in a specific sentence presented. Who was likely to remember the most words and why? a) Subject 1 because his task was least distracting. b) Subject 2 because his task used sound. c) Subject 3 because his task required deeper processing. d) Subject 3 because his task required only superficial processing. Answer: c Determining meaning in context, Subject 3’s task requires deeper processing, which results in better odds it will move into long-term memory.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The ability to recall information from long-term memory without effort is called _____ a) chunking. b) maintenance rehearsal. c) automaticity. d) eidetic imagery. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Fantasia knows Freud’s theory of personality development so well that it appears she doesn’t need to put forth much effort when discussing it. Which of the following concepts would describe this scenario best? a) chunking b) automaticity c) massed practice d) eidetic imagery Answer: b Because she knows it so well, she can recall it from LTM without much effort.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Ginny and Martin are both studying for a psychology exam. Ginny organizes her time so that she has the entire day before the exam to read and study. Martin arranges his week so he gets about an hour and a half of study time in each day the week before his exam. Both Ginny and Martin end up studying the same total number of hours. Which of the following will likely be true? a) Ginny will perform better because she focused all of her energy on one subject matter for an extended period of time. b) Martin will perform better because he spaced out his studying. c) Ginny will perform better because she used the spaced practice technique. d) Both will do equally well because they spent the same amount of time studying. Answer: b Spaced practice has proven much more effective when compared to massed practice.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
Coming up with memory tricks such as ROY G. BIV for the visible spectrum of colors and HOMES for Michigan’s Great Lakes are types of _____ a) mnemonics. b) repeated testing. c) spaced practice. d) recency effects. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
Although all of following techniques are effective at enhancing memory and learning, Henry Roediger’s (2009) research demonstrates that _____ has proven to be the MOST effective for studying textbook material. a) maintenance rehearsal b) the method of loci c) spaced practice d) repeated testing Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
Jada has an upcoming anthropology exam. She has spaced out her studying over the course of six days and feels she knows the material well. Two days ago, she was confident with her knowledge, but decided to study beyond the point of being able to discuss it without error. She spent the last two days studying the material even further. She now feels ready to take her exam. Which technique best explains Jada’s last two days of studying? a) massed practice b) repeated testing c) elaborative rehearsal d) overlearning Answer: d Jada has learning the material beyond the point of recalling it once without error.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
There is no known limit to our _____ a) metamemory. b) working memory. c) long-term memory. d) short-term memory. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 183–184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The memory system with a virtually unlimited capacity that contains vast stores of a person’s permanent or relatively permanent memories is called _____ a) long-term memory. b) working memory. c) sensory memory. d) short-term memory. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Endel is thinking about the last time he was at his favorite restaurant. In order for him to access this information, Endel must tap into his _____ a) sensory memory. b) working memory. c) long-term memory. d) short-term memory. Answer: c This is his virtually limitless storehouse for information and memories.
Skill Level: Applied
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Long-term memories are usually stored in _____ form. a) visual b) tactile c) gustatory d) semantic Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Long-term memory is broken down into _____ and _____ a) declarative memory; nondeclarative memory. b) iconic memory; echoic memory. c) working memory; short-term memory. d) implicit memory; sensory memory. Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Declarative memory includes _____ a) implicit memory and explicit memory. b) episodic memory, explicit memory, and implicit memory. c) semantic memory and episodic memory. d) implicit memory and episodic memory. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184–185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ is a subsystem within long-term memory that stores facts, information, and personal life events that can be brought to mind verbally or in the form of images and then stated. a) Implicit memory b) Declarative memory c) Sensory memory d) Nondeclarative memory Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The knowledge of what Target stores sell and where one is located comes from your _____ a) semantic memory. b) iconic memory. c) nondeclarative memory. d) sensory memory. Answer: a. Semantic memory stores objective information and facts.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ is another label for declarative memory. a) Nondeclarative memory b) Implicit memory c) Explicit memory d) Working memory Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The type of declarative memory that records events as they have been subjectively experienced is referred to as _____ a) eidetic memory. b) sensory memory. c) semantic memory. d) episodic memory. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Lucille remembers the day she won the lottery like it was yesterday. She was at the gas station filling up her car and decided to check the lottery ticket she had purchased the day before. When the gas station attendant scanned it, he looked at her with a huge smile and then told her to get ready for some fantastic news. The memory of this event is located in Lucille’s _____ a) episodic memory. b) nondeclarative memory. c) sensory memory. d) short-term memory. Answer: a This is a memory store for events.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The type of declarative memory that stores general knowledge or objective facts and information is called _____ a) episodic memory. b) sensory memory. c) short-term memory. d) semantic memory. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
By the middle of the semester, Jeb is finally able to recall the name of his psychology professor. This information comes from his _____ a) short-term memory. b) semantic memory. c) sensory memory. d) episodic memory. Answer: b Semantic memory stores objective information and facts.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ refers to memory of events, whereas _____ refers to memory of information and facts, both of which can be found in the _____ a) Semantic memory; episodic memory; declarative memory. b) Episodic memory; semantic memory; implicit memory. c) Implicit memory; explicit memory; declarative memory. d) Episodic memory; semantic memory; explicit memory. Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ refers to memory of events, whereas _____ refers to memory of information and facts. a) Episodic memory; implicit memory b) Implicit memory; semantic memory c) Semantic memory; episodic memory d) Episodic memory; semantic memory Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184–185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Kristy lost her dad in a tragic accident. Her experience of this painful event is located in her _____ a) implicit memory. b) working memory. c) iconic memory. d) episodic memory. Answer: d This is the memory store for events.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Ali’s memory of her high school graduation is stored in her _____; her memory for what year Michigan became a state is located in her _____ a) semantic memory; episodic memory. b) implicit memory; explicit memory. c) episodic memory; semantic memory. d) eidetic memory; working memory. Answer: c Her high school graduation was an event (episodic memory), whereas knowing when Michigan became a state is a fact (semantic memory).
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184–185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Declarative memory is to explicit memory as short-term memory is to _____ a) semantic memory. b) working memory. c) nondeclarative memory. d) episodic memory. Answer: b Another name for STM is working memory, just as another name for declarative memory is explicit memory.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 182–184
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b; LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term & Short-Term Memory
Declarative memory is to explicit memory as _____ is to implicit memory. a) nondeclarative memory b) echoic memory c) semantic memory d) an event Answer: a Another name for implicit memory is nondeclarative memory; declarative memory is another name for explicit memory.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ is the subsystem within long-term memory that stores motor skills, habits, and simple classically conditioned responses. a) Declarative memory b) Explicit memory c) Semantic memory d) Nondeclarative memory Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Activities that do not take much conscious thought, such as walking down the stairs and tying your shoes, are a part of your _____ a) declarative memory. b) episodic memory. c) implicit memory. d) working memory. Answer: c Implicit memory stores habits, classically conditioned responses, and motor skills.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Conditioned responses you have learned by association are located in your _____ memory. a) implicit b) semantic c) declarative d) explicit Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Yvette just took a history exam that consisted of three essay questions. By giving essay questions, Yvette’s professor measured her _____ a) recognition. b) recall. c) relearning ability. d) savings. Answer: b Yvette had to search for, collect, and organize her memories and thoughts.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ is a way to measure memory that involves searching for information in order to produce it. a) Recognition b) Serial position testing c) Recall d) The relearning method Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ is a memory task in which a person must simply identify material as familiar or as having been encountered before. a) Recognition b) Serial position testing c) Recall d) The relearning method Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Averee just finished her sociology exam in which she was given 50 questions. Her professor also supplied 50 responses; all Averee had to do was pick the right answer from a field of four options. Averee’s sociology professor tested her _____ a) recall. b) learning ability. c) savings. d) recognition. Answer: d Averee was simply asked to recognize the answer from the distracters.
Skill Level: Applied
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Multiple choice exams are to _____ as essay exams are to _____ a) recall; recognition. b) relearning; recall. c) recognition; relearning. d) recognition; recall. Answer: d Recognition, measured by a multiple-choice test, involves recognizing the answer from the distracters. Recall, measured by essay exams, requires searching for, collecting, and organizing information from memory.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
When certain stimuli help in aiding long-term memory retrieval, those things act as _____ a) eidetic imagery. b) retrieval cues. c) distracters. d) discriminatory stimuli. Answer: b. This is an alternate explanation of a retrieval cue.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Coreen was taking her driving test at the Department of Transportation office so she could renew her license. When she came upon the last question, she couldn’t remember the answer. She paused to think and then started reviewing the previous questions for clues to the answer to the last question. Since that strategy didn’t work, she started looking around the office for clues on the wall posters and windows. The poster on the wall nearest to her jogged her memory and helped her to answer the last question. The poster on the wall served as a(n) _____ a) eidetic image. b) discriminatory stimulus. c) distracter. d) retrieval cue. Answer: d The poster helped in aiding long-term memory retrieval.
Skill Level: Applied
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
A(n) _____ is any stimulus or bit of information that aids in retrieving particular information from long-term memory. a) eidetic image b) discriminatory stimulus c) distracter d) retrieval cue Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ is a measure of memory in which retention is expressed as the percentage of time saved when material is relearned compared with the time required to learn the material originally. a) Recall b) Retrieval c) The relearning method d) The Ebbinghaus method Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Mitzi learned the concept of classical conditioning for the first time in her psychology class. It took her about 60 minutes to thoroughly learn the process. Three weeks later, she had an exam in that class that covered classical conditioning. As she studied for that part of her exam, she realized it took her about 60 minutes to understand it once again. Which of the following statements is true of Mitzi based on this scenario? a) It is evident that she did not maintain any of the original learning in her long-term memory. b) Based on the relearning technique, her savings score was 100%. c) It can be ascertained that Mitzi learned about half of the material the first time around. d) After calculating Mitzi’s savings score, it is clear that she maintained about 60% of what she learned the first time around. Answer: a If it took her 60 minutes the first time and 60 minutes the second time, her savings score was 0%. This means she did not learn anything the first time.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Luisine took his statistics exam and was glad he studied as hard as he did. He remembers that it took him about an hour to relearn how to solve the problems after spending four hours on them the first time. Based on the relearning method, what was Luisine’s savings score? a) 100% b) 75% c) 50% d) 25% Answer: b One hour of relearning saved three hours, or 75%, of the original four hours.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ refers to finding that memory is better for things at the beginning and the end of a list as compared to memory for things in the middle of the list. a) Metacognition b) The serial position effect c) The flashbulb memory effect d) The memory reconstruction theory Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Adam studies his psychology material using note cards. He writes questions on the front of the card and the answers on the back of the card. After he has a stack of note cards completed, he studies them one by one, over and over again. Based on memory research, which of the following statements should NOT be made to Adam to help him maximize his studying? a) “Adam, your memory for the last few cards will be better than for the middle group of cards.” b) “Hey, Adam, don’t be surprised that you have a better memory for the first few cards.” c) “Adam, this is not such a great study technique. You’ll be better off just reading over your notes.” d) “Adam, make sure to shuffle your cards after a while.” Answer: c Reading over notes is not an effective study method at all.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
The _____ is the finding that, for information learned in a sequence, recall is better for the beginning and ending items than for the middle items in the sequence. a) relearning method b) context effect c) levels-of-processing theory d) serial position effect Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Julie is a participant in a research project. She is instructed to memorize a list of items. Julie reads the list, in order, over and over again. When it comes time for her to be tested on what items she remembers, what will the finding likely be? a) Julie will remember various items scattered throughout the list. b) Julie will have the best memory for items only at the beginning of the list. c) Research suggests that Julie will have better memory for items at the beginning and the end of the list. d) Julie will have a better memory for items in the middle of the list. Answer: c This illustrates the serial position effect.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
When a person has a better memory for items at the beginning of a list he/she tries to learn, the _____ is demonstrated. a) recency effect b) serial cognition effect c) metamemory effect d) primacy effect Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
When a person has a better memory for items at the end of a list he/she tries to learn, the _____ is demonstrated. a) recency effect b) serial cognition effect c) metamemory effect d) primacy effect Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Imagine you are trying to remember a list of words. Having a better memory for items at the beginning of a list demonstrates the _____, whereas having a better memory for items at the end of a list demonstrates the _____ a) primacy effect; serial cognition effect. b) serial position effect; metamemory effect. c) primacy effect; recency effect. d) flashbulb memory effect; recency effect. Answer: c The primacy effect is having a better memory for items at the beginning of a list, whereas the recency effect is having a better memory for items at the end of a list.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
As 3-year-old Luca is learning to count to ten, his parents notice he always remembers one, two, three easily and then nine, ten easily. However, he often skips or mixes up the numbers in the middle. This example demonstrates _____ a) the serial position effect. b) severe problems in metacognition. c) only the primacy effect. d) only the recency effect. Answer: a Luca’s better memory for the first few and last few numbers illustrates the serial position effect.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
The tendency to encode elements of the physical setting in which information is learned, along with memory of the information itself, is known as _____ a) state-dependent memory. b) the context effect. c) the serial position effect. d) the primacy effect. Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Kumo always studies at night in her bedroom. When she is taking an exam and cannot remember a particular answer, she often imagines herself in her bedroom. Sometimes that technique helps her to remember the material she studied. Which of the following is Kumo using to assist her memory? a) state-dependent memory b) the primacy effect c) the serial position effect d) the context effect Answer: d The context can serve as retrieval cues.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Which of the following is FALSE based on Godden’s and Baddeley’s 1975 research with the divers? a) The context in which the divers learned the information probably assisted in their recall of the information when in that same context. b) Because the context was so unusual, all of the divers seemed to have a better memory for the words they learned on land. c) The divers’ recall was not as good if they were in a different environment from where they learned the material. d) The divers who learned the list of words on land remembered the list better on land. Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
The tendency to recall information better if one is in the same pharmacological or psychological state as when the information was encoded is known as _____ a) the serial position effect. b) the state-dependent memory effect. c) the psychedelic effect. d) the context effect. Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 188
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
D’Juan had consumed a large amount of caffeine prior to his human anatomy study session with classmates. During their time together, they studied diligently and learned a lot of information. When the exam day arrived, D’Juan planned on consuming a large amount of caffeine just before taking his exam. D’Juan is applying his knowledge of _____ a) the serial position effect. b) the state-dependent memory effect. c) the psychedelic effect. d) the context effect. Answer: b Feeling highly caffeinated will serve as a retrieval cue for D’Juan.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 188
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
In memory, _____ is an account of an event that has been pieced together from a few highlights. a) the serial position effect b) a flashbulb memory c) the context effect d) reconstruction Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 188
Textbook LO 6.7: What does “Memory is reconstructive” mean?, APA LO 1.3a
Topic: The Process of Reconstruction
Alexandra’s father was excited to learn about her first day of kindergarten. When he picked her up, he asked how her day was. “Good,” she said. He wanted to know more so he asked her to tell him about her day and all of the things she did. While Alexandra couldn’t remember exactly, she told him they had circle time, then writing time, then recess, then snack time, then quiet reading time. Which process did Alexandra use to tell her father about her day? a) metacognition b) relearning c) eidetic imagery d) reconstruction Answer: d She has pieced together her day from a few highlights.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 188
Textbook LO 6.7: What does “Memory is reconstructive” mean?, APA LO 1.3a
Topic: The Process of Reconstruction
_____ occurs when a person remembers the major portions of an event and then fills in the gaps with what he/she generally believes to be true. a) Metamemory b) Relearning c) Reconstruction d) Eidetic imagery Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 188
Textbook LO 6.7: What does “Memory is reconstructive” mean?, APA LO 1.3a
Topic: The Process of Reconstruction
_____ are frameworks of knowledge and assumptions that we have about people, objects, and events. a) Schemas b) Relearning techniques c) Retrieval cues d) Eidetic images Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 188–189
Textbook LO 6.7: What does “Memory is reconstructive” mean?, APA LO 1.3a
Topic: The Process of Reconstruction
Giuseppe cannot remember exactly what happened at the wedding he attended a while ago, but he knows that the reception followed the ceremony. He also knows that at the reception, there was a large guest list, great food, and lots of dancing. Giuseppe is using _____ to help him reconstruct his memory for the event. a) relearning b) recognition c) metacognition d) a schema Answer: d Giuseppe is using his knowledge and assumptions about weddings to help him reconstruct it.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 188–189
Textbook LO 6.7: What does “Memory is reconstructive” mean?, APA LO 1.3a
Topic: The Process of Reconstruction
_____ is a recollection of the circumstances in which an individual forms a memory, whereas _____ is intentionally keeping track of where an individual attains incoming information. a) Specific memory formation; standard information tallying b) A source memory; source monitoring c) State-dependent memory formation; standard information tallying d) Specific memory formation; cryptomnesia prevention Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 189–190
Textbook LO 6.8: What have researchers learned about source, flashbulb, and autobiogaphical memories?, APA LO 1.3a
Topic: Source, Flashbulb, and Autobiographical Memories
Memories for shocking, emotion-provoking events that include information about the source from which the information was acquired are known as _____ a) flashbulb memories. b) metamemories. c) repressed memories. d) eyewitness memories. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 190
Textbook LO 6.8: What have researchers learned about source, flashbulb, and autobiogaphical memories?, APA LO 1.3a
Topic: Source, Flashbulb, and Autobiographical Memories
Nicole feels she will not forget the emotions she felt upon hearing of the attacks on America on September 11th. She remembers very vividly what she was doing, who she was with, what was said, and what emotions she experienced. Nicole has a _____ for that tragic event. a) hippocampal memory b) flashbulb memory c) repressed memory d) reconstructed memory Answer: b Nicole has a vivid and unusually detailed account of this highly emotional event.
Skill Level: Applied
Difficulty: Easy
Page Ref: 190
Textbook LO 6.8: What have researchers learned about source, flashbulb, and autobiogaphical memories?, APA LO 1.3a
Topic: Source, Flashbulb, and Autobiographical Memories
_____ is a vivid and unusually detailed account of a highly emotional event. a) Eyewitness memory b) Metamemory c) A repressed memory d) A flashbulb memory Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 190
Textbook LO 6.8: What have researchers learned about source, flashbulb, and autobiogaphical memories?, APA LO 1.3a
Topic: Source, Flashbulb, and Autobiographical Memories
_____ are recollections that a person includes in an account of the events of his or her own life. a) Self-metacognitions b) Eyewitness memories c) Autobiographical memories d) Serial position memories Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 191
Textbook LO 6.8: What have researchers learned about source, flashbulb, and autobiogaphical memories?, APA LO 1.3a
Topic: Source, Flashbulb, and Autobiographical Memories
In Africa, the Swazi people demonstrate an amazing ability to remember the slightest details of their cows. A finding such as this illustrates the importance and significance of _____ in memory. a) culture b) massed practice c) implicit thinking d) genetics Answer: a Expertise and cultural relevance increase efficiency in the encoding and retrieval of information. It is this, not genetics, that makes chess players better at remembering a chess game and people whose life revolves around cattle able to remember what seems to us like amazing detail about each cow.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 192–193
Textbook LO 6.9: How do expertise and culture influence reconstructive memory?, APA LO 1.5b
Topic: Influences on Reconstructive Memory
Which of the following statements is FALSE regarding the research done by Hermann Ebbinghaus? a) He created and then memorized a large number of nonsense syllables. b) He studied forgetting and the amount of time it takes to forget particular information. c) His research suggested that certain hormones influence the rate of forgetting. d) His research demonstrated that most forgetting occurs within the first 24 hours. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 193
Textbook LO 6.10: What did Ebbinghaus discover about forgetting?, APA LO 5.2a
Topic: Ebbinghaus and the Curve of Forgetting
Maggie memorized the speech she wrote for her business presentation. Because she was confident that she knew it, she went to bed knowing she would remember the speech just as well the next day when she was scheduled to give it. Based on memory research, what advice would you give Maggie? a) Go over the speech again tomorrow anyway. b) Stay up tonight so you don’t forget it in your sleep. c) You will probably remember every word for a week. d) Drink a pot of coffee now, and have a cup before class. Answer: a A large amount of forgetting occurs in 24 hours.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 194
Textbook LO 6.10: What did Ebbinghaus discover about forgetting?, APA LO 5.2a
Topic: Ebbinghaus and the Curve of Forgetting
_____ occurs when information never made it into the long-term memory in the first place. a) Decay b) Encoding failure c) Retrieval failure d) Consolidation failure Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 194
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Emily is convinced she has test anxiety. Every time she gets to the test, she cannot remember what she studied. She goes to her professor to try to see what she can do about it. Her professor asks her how she studies for the exams. Emily reports that she reads the chapters and rereads her notes. After talking to her professor about her study habits, her professor—who specializes in memory—will likely say which of the following? a) “It sure seems like you are studying enough. Continue doing what you are doing and your grades will eventually get better.” b) “Emily, it is clear that you are suffering from the decay theory of forgetting. You need to work on creating retrieval cues.” c) “Emily, the good news is that you don’t have test anxiety. You just are not studying in a way that helps you encode the information.” d) “You probably do have test anxiety and should see a psychiatrist for medication.” Answer: c Reading and rereading is not an effective form of studying, as it does not lead to adequate encoding.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 194
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
When memories are not revisited, they simply fade away as time passes. This exemplifies the _____ a) encoding theory of forgetting. b) interference theory of forgetting. c) retrieval theory of forgetting. d) decay theory of forgetting. Answer: d If we don’t revisit and strengthen these memories, they’ll be lost over time.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 194
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
One day Oliver was sitting with his friend as they were discussing how long they have been friends. As they counted back, Oliver said, “Oh, I remember. We met in the third grade at recess time.” As he and his friend reminisced, Oliver came to the conclusion that because he hadn’t thought about the third grade in so many years, he could not remember who their teacher was. In fact, he could not remember anything about his teacher. What is Oliver likely experiencing? a) consolidation failure b) interference failure c) memory decay d) anterograde amnesia Answer: c If we don’t revisit and strengthen these memories, they’ll be lost over time.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 194
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
_____ occurs when information already stored in memory gets in the way of recalling newer information. a) Proactive interference b) Anterograde interference c) Retroactive amnesia d) Proactive amnesia Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 195
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
When new learning gets in the way of recalling previously learned information, _____ has occurred. a) proactive interference b) retroactive interference c) anterograde amnesia d) proactive amnesia Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 195
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
_____ occurs when information already stored in memory gets in the way of recalling newer information; when new learning gets in the way of recalling previously learned information, _____ has occurred. a) Retroactive interference; proactive interference b) Proactive amnesia; retroactive amnesia c) Proactive interference; retroactive interference d) Retrograde amnesia; proactive interference Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 195
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Travis is a high school teacher. He has the same group of students for a semester and then gets a whole new group of students the next semester. He notices that when he gets the second group of students, he has difficulty learning their names because he is so used to the names of his last semester students. Travis is experiencing _____. a) proactive interference b) anterograde amnesia c) retrograde amnesia d) retroactive interference Answer: a The information already stored in long-term memory hinders the ability to remember newer information.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 195
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Chris is a high school teacher. He has the same group of students for a semester and then gets a whole new group of students the next semester. He notices that after he gets the second group of students and learns their names, he has difficulty remembering the names of his last semester students when he sees them. Chris is experiencing _____ a) anterograde amnesia. b) retroactive interference. c) retrograde amnesia. d) proactive interference. Answer: b This is when new learning interferes with the ability to remember previously learned information
Skill Level: Applied
Difficulty: Difficult
Page Ref: 195
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Brigit studied her business law all day and then went to work. The person who was supposed to work the midnight shift called in sick, so Brigit had to stay for another entire shift. Though she was very tired and terribly sleep deprived, she still had to go to class and take her exam. Although she had studied all of the material, she found she couldn’t remember very much of it. Which of the following likely explains Brigit’s forgetting? a) retroactive interference b) anterograde amnesia c) cryptomnesia d) consolidation failure Answer: d The lack of REM interfered with consolidation.
Skill Level: Applied
Difficulty: Easy
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Every time Tim remembered how embarrassed he had been at the party, he immediately thought of something else. He really tried to forget all about the party. Tim was using _____ for the purpose of motivated forgetting. a) suppression b) retrograde amnesia c) proactive amnesia d) repression Answer: a Making a conscious, purposeful effort to forget an unpleasant memory is called suppression.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Which of the following statements is true regarding motivated forgetting? a) Motivated forgetting always involves a lack of proper consolidation prior to storage. b) Suppression involves a partial or complete, unintended memory loss for a painful event. c) Suppression is an active process of avoiding an unpleasant memory. d) Suppression falls under the category of encoding failure. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Sharon and Peggy were talking about what they did over the weekend. Peggy told Sharon all about the concert she attended. As she was giving Peggy the details, she realized she could not remember the name of the group who performed. She could easily tell Sharon other songs they sang and even described what they looked like. However, Peggy could not seem to remember the name of the group at the moment. What did Peggy just experience? a) consolidation failure b) tip-of-the-tongue phenomenon c) encoding failure d) anterograde amnesia Answer: b She could recall some, but not all, of the information, although she knew she knew it.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
The tip-of-the-tongue phenomenon is an example of _____ a) consolidation failure. b) prospective forgetting. c) retrieval failure. d) encoding failure. Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
In the famous case of H.M., his hippocampi were removed as part of a surgical procedure to stop his seizures, and afterward he could not _____ a) remember anything about his life before the surgery. b) even remember who he was. c) form new memories. d) remember how to speak. Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 198
Textbook LO 6.12: What brain structures are associated with memory?, APA LO 5.1e
Topic: The Hippocampus and the Hippocampal Region
The blocking or preventing of long-term potentiation results in _____ a) increased encoding. b) the formation of many new memories. c) the interference of learning. d) an increase of synaptic efficiency. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 199
Textbook LO 6.13: Why is long-term potentiation important?, APA LO 5.1b
Topic: Neuronal Changes and Memory
Which of the following hormones are involved in strengthening memory formation of traumatic events? a) melatonin b) adrenalin c) cortisol d) sertotonin Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 199
Textbook LO 6.14: How do hormones influence memory?, APA LO 5.1e
Topic: Hormones and Memory
What hormone, in excess, interferes with memory? a) cortisol b) epinephrine c) norepinephrine d) estrogen Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 199
Textbook LO 6.14: How do hormones influence memory?, APA LO 5.1e
Topic: Hormones and Memory
_____ results when, due to some type of brain injury or insult, a person is no longer able to create long-term memories. a) Retrograde amnesia b) Dissociative amnesia c) Anterograde amnesia d) Infantile amnesia Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 200
Textbook LO 6.15: What kinds of memory loss occur in amnesia and dementia?, APA LO 5.1e
Topic: Memory Loss
Aidan was in a car accident that left him with a brain injury. One of the abilities he lost was to take in and recall new pieces of information such as what he ate for dinner and what he watched on television the previous day. Aidan suffers from _____ a) anterograde amnesia. b) state-dependent amnesia. c) retrograde amnesia. d) hippocampal amnesia. Answer: a He is no longer able to create new long-term memories.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 200
Textbook LO 6.15: What kinds of memory loss occur in amnesia and dementia?, APA LO 5.1e
Topic: Memory Loss
_____ typically occurs when an individual experiences a loss of memory for experiences that occurred shortly before a loss of consciousness. a) Proactive interference b) Retrograde amnesia c) Anterograde amnesia d) Retrograde interference Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 200
Textbook LO 6.15: What kinds of memory loss occur in amnesia and dementia?, APA LO 5.1e
Topic: Memory Loss
_____ results when a person is no longer able to form new, long-term memories; _____ occurs when an individual experiences a loss of memory for occurrences prior to a loss of consciousness. a) Proactive interference; retroactive interference b) Anterograde amnesia; retrograde amnesia c) Retroactive interference; proactive interference d) Proactive amnesia; retroactive amnesia Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 200
Textbook LO 6.15: What kinds of memory loss occur in amnesia and dementia?, APA LO 5.1e
Topic: Memory Loss
Curt was in a car accident last year and lost consciousness. Although he has made nearly a full recovery, he is still unable to remember what occurred shortly before the accident. Curt is likely experiencing _____ a) proactive interference. b) retrograde amnesia. c) retroactive interference. d) anterograde amnesia. Answer: b Curt cannot recall things that occurred shortly before his loss of consciousness.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 200
Textbook LO 6.15: What kinds of memory loss occur in amnesia and dementia?, APA LO 5.1e
Topic: Memory Loss
Sixty-eight-year old Claretta is often confused about where she is and what time of the day it is. Her adult children have noticed that other mental abilities have also been deteriorating lately. They report that Claretta does not seem to remember important information and her personality has changed. Which of the following BEST describes Claretta’s condition? a) encoding failure b) dementia c) repression d) the disinhibitory effect Answer: b Her symptoms are consistent with dementia.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 201
Textbook LO 6.15: What kinds of memory loss occur in amnesia and dementia?, APA LO 5.1e
Topic: Memory Loss
Which of the following statements is TRUE regarding eyewitness testimony? a) Eyewitness testimony is very accurate. b) The stress of witnessing a crime makes the memory very reliable. c) Eyewitnesses encode the most important information at the scene. d) Eyewitness testimony is relied upon in the U.S. courts and legal system. Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 202
Textbook LO 6.16: What factors influence the reliability of eyewitness testimony?, APA LO 2.3a
Topic: Eyewitness Testimony
Misleading information can often be inadvertently supplied to an eyewitness during the process of an investigator’s interview and can result in false recollections. When this happens it is known as _____ a) the misinformation effect. b) source amnesia. c) encoding failure. d) retrieval failure. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 202
Textbook LO 6.16: What factors influence the reliability of eyewitness testimony?, APA LO 2.3a
Topic: Eyewitness Testimony
After he was sexually assaulted, Gordon went to the police and filed a report. Later, the police asked Gordon if he’d be willing to look at potential suspects one by one. Gordon agreed to do so. Which of the following statements is TRUE? a) He would be more accurate if he saw them all at once. b) He would be more accurate if shown photos first. c) He will be more accurate seeing them one by one than all at a time. d) He will not be able to identify anyone this way. Answer: b Research indicates that viewing people one at a time reduces the risk of misidentification, as compared to seeing them all at once in a lineup.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 203
Textbook LO 6.16: What factors influence the reliability of eyewitness testimony?, APA LO 2.3a
Topic: Eyewitness Testimony
Eyewitnesses who perceive themselves to be more objective have more confidence in their testimony and are _____ a) more accurate. b) more likely to include incorrect information. c) able to give more detailed testimony. d) especially good observers. Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 203
Textbook LO 6.16: What factors influence the reliability of eyewitness testimony?, APA LO 2.3a
Topic: Eyewitness Testimony
_____ is a term used to describe when an individual cannot consciously recall a trauma that occurred in his/her life because it is too painful to remember. a) False memories b) Infantile amnesia c) Retrograde amnesia d) Repression Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 204
Textbook LO 6.17: What is the “repressed memory controversy”?, APA LO 2.3a
Topic: The Repressed Memory Controversy
When an individual unintentionally constructs memories of events that never occurred, often influenced by another person’s suggestions, these are called _____ a) repressed memories. b) false memories. c) psychological recreation. d) confabulations. Answer: b False memories are memories of events that never occurred and have been constructed without intent to deceive, often due to the suggestion by an influential source that something similar did, or must have, occurred.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 204
Textbook LO 6.17: What is the “repressed memory controversy”?, APA LO 2.3a
Topic: The Repressed Memory Controversy
_____ occur(s) when a person unintentionally constructs memories that never occurred and experiences them as real memories. a) False memory b) Retrograde reconstruction c) Malingering d) Reaction formation Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 204
Textbook LO 6.17: What is the “repressed memory controversy”?, APA LO 2.3a
Topic: The Repressed Memory Controversy
Janna likes to talk about her recovered memories of her own birth and the events of the first two years of her life. She provides many details and gets very emotional telling the stories. What does science tell us about these memories? a) The are likely very accurate because there was not much retrograde interference that early. b) It is extremely unlikely they are real, as the brain is not developed enough to form and store such memories during those years. c) It is understandable she recovered these memories because they are so traumatic. d) Janna is lying; no one can think they remember things from that early in life. Answer: b The hippocampus and cortical areas necessary to form and store long-term memory are not yet developed enough to supply these types of memories.
Skill Level: Factual
Difficulty: Difficult
Page Ref: 204
Textbook LO 6.17: What is the “repressed memory controversy”?, APA LO 2.3a
Topic: The Repressed Memory Controversy
_____ refers to the notion that we cannot remember what occurred in the first few years of our lives. a) Retrograde amnesia b) Infantile amnesia c) Childhood repression d) Anterograde amnesia Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 204
Textbook LO 6.17: What is the “repressed memory controversy”?, APA LO 2.3a
Topic: The Repressed Memory Controversy
Bernice, a teenager, can remember her first day of kindergarten, but cannot seem to remember anything in her life that occurred before that. Bernice is likely experiencing _____ a) retrograde amnesia. b) childhood repression. c) infantile amnesia. d) an inability to reconstruct repressed memories. Answer: c Infantile amnesia refers to the fact that we cannot remember much of what occurred in the first few years of our lives.
Skill Level: Applied
Difficulty: Easy
Page Ref: 204
Textbook LO 6.17: What is the “repressed memory controversy”?, APA LO 2.3a
Topic: The Repressed Memory Controversy
Completion (Fill-in-the-Blank)
The three basic processes, in addition to consolidation, required for remembering are _____, _____, and _____. Answer: encoding; storage; retrieval
Difficulty: Easy
Page Ref: 179
Skill Level: Conceptual
Topic: What Is Memory?
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
The _____ is the theory of memory that compares human cognitive processing to that of a computer. Answer: information-processing approach
Difficulty: Moderate
Page Ref: 179
Skill Level: Factual
Topic: What Is Memory?
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
According to the model of memory proposed by Atkinson and Shiffrin, _____, _____, and _____ are the three memory systems. Answer: sensory memory; short-term memory; long-term memory
Difficulty: Easy
Page Ref: 180
Skill Level: Conceptual
Topic: What Is Memory?
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
The major differences between sensory and short-term memory, according to the model of memory proposed by Atkinson and Shiffrin, are _____ and _____. Answer: capacity (how much information the memory store can hold); duration (maximum time information can be maintained)
Difficulty: Moderate
Page Ref: 180
Skill Level: Conceptual
Topic: Short-Term Memory
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
_____ is a general strategy of repeating information in order to help maintain that information in the short-term memory. Answer: Rehearsal
Difficulty: Easy
Page Ref: 181
Skill Level: Conceptual
Topic: Short-Term Memory
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
_____ is a memory strategy that involves connecting new information with information already stored in memory; it is utilized in learning and remembering complex information. Answer: Elaborative rehearsal
Difficulty: Moderate
Page Ref: 183
Skill Level: Conceptual
Topic: Short-Term Memory
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Brendan just witnessed a hit-and-run accident. He is looking for his cell phone to call the police and desperately wants to remember the license plate number on the car. He begins to repeat the number over and over, a memory strategy called _____ rehearsal, so he won’t forget the plate information. Answer: maintenance
Difficulty: Moderate
Page Ref: 183
Skill Level: Applied
Topic: Short-Term Memory
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Memory research by Craik and Tulving (1975) suggests that it is not necessarily the amount of time an individual spends on studying, it is _____ that enhances the accuracy of recall and overall memory of the information. Answer: how deeply the information is processed/the depth of processing
Difficulty: Difficult
Page Ref: 183
Skill Level: Factual
Topic: Short-Term Memory
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Ideally, college students should study their material beyond the point at which it can be repeated once without error. When they do, they are engaging in _____, which has been shown to assist in maintaining new information better and longer. Answer: overlearning
Difficulty: Moderate
Page Ref: 184
Skill Level: Conceptual
Topic: Apply It: Improving Memory
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Fifteen hours of cramming for a final the day before the exam is an example of _____, whereas devoting an hour per day for 15 days to one of your classes is an example of _____. Answer: massed practice; spaced practice
Difficulty: Moderate
Page Ref: 184
Skill Level: Conceptual
Topic: Apply It: Improving Memory
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
_____ and _____ are the two main subsystems of memory located within the long-term memory. Answer: Declarative (also called explicit); nondeclarative (also called implicit)
Difficulty: Easy
Page Ref: 184–185
Skill Level: Factual
Topic: Long-Term Memory
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
_____ and _____ are the two types of explicit memory located in the long-term memory. Answer: Semantic memory; episodic memory
Difficulty: Easy
Page Ref: 184–185
Skill Level: Factual
Topic: Long-Term Memory
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
The nondeclarative memory, also called _____ memory, contains motor skills habits, and classically-conditioned responses. Answer: implicit
Difficulty: Moderate
Page Ref: 185
Skill Level: Factual
Topic: Long-Term Memory
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
The three ways to measure memory are _____, _____, and _____. Answer: recall; recognition; the relearning method
Difficulty: Moderate
Page Ref: 186
Skill Level: Conceptual
Topic: Measuring Retrieval
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
In the relearning method of retrieval measurement, the numerical value calculated when the amount of information learned the first time around compared to the second time around is called the _____. Answer: savings score
Difficulty: Difficult
Page Ref: 186
Skill Level: Conceptual
Topic: Measuring Retrieval
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Callie learned how to multiply fractions over the course of 2 hours. After a few days, she tried again to multiply fractions and found that it only took her 30 minutes to relearn the steps involved. Callie’s savings score would be _____. Answer: 75%
Difficulty: Difficult
Page Ref: 186
Skill Level: Applied
Topic: Measuring Retrieval
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
When learning a long list of words, Vinny finds that he can remember the first few and last few quite easily. However, he is having trouble remembering the words in the middle. The reason for this finding can best be explained by the _____. Answer: serial position effect
Difficulty: Moderate
Page Ref: 187
Skill Level: Applied
Topic: Influences on Retrieval
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Jerilynn notices that when she studies her stack of note cards, she tends to remember best the ones on the top of the stack. Mark notices that when he studies his note cards, he can better remember the ones on the bottom of the stack. Jerilynn is showing the _____ by remembering the first few note cards, whereas Mark is demonstrating the _____ by remembering the last few note cards, both of which are a part of the overall serial position effect Answer: primacy effect; recency effect;
Difficulty: Moderate
Page Ref: 187
Skill Level: Applied
Topic: Influences on Retrieval
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Bill originally learns his psychology information in the classroom. He studies it in depth at the local Starbucks. According to research on the context effect, if Bill’s professor wants to get Bill’s best performance, Bill should be tested _____. Answer: at the local Starbucks where he does his studying
Difficulty: Moderate
Page Ref: 187
Skill Level: Applied
Topic: Influences on Retrieval
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Daneane was experiencing anxiety as she studied for her statistics exam. She was surprised to find that her recall for statistics seemed to be better when she once again began experiencing anxiety. This is an example of the _____. Answer: state-dependent memory effect
Difficulty: Moderate
Page Ref: 188
Skill Level: Applied
Topic: Influences on Retrieval
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Elliott was trying to study for his exam, but his mind was really on other things. Though he was looking at the information in his notes and textbook, he really wasn’t reading or otherwise getting the information in. While he was taking the exam, he noticed that he did not know a majority of the answers. _____ is the cause of forgetting that best fits with Elliott’s experience. Answer: Encoding failure
Difficulty: Moderate
Page Ref: 194
Skill Level: Applied
Topic: Why Do We Forget?
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Four of the seven causes of forgetting listed in your text are _____, _____, _____, and _____. Answer: encoding failure; decay; interference; consolidation failure; motivated forgetting; prospective forgetting; retrieval failure
Difficulty: Easy
Page Ref: 194–195
Skill Level: Factual
Topic: Why Do We Forget?
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Mandisa was trying desperately to learn her new Spanish vocabulary, but her knowledge of German kept getting in the way. Mandisa was experiencing _____. Answer: proactive interference
Difficulty: Difficult
Page Ref: 195
Skill Level: Applied
Topic: Why Do We Forget?
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
According to your text, _____ and _____ are two types of motivated forgetting. Answer: repression; suppression
Difficulty: Difficult
Page Ref: 196
Skill Level: Factual
Topic: Why Do We Forget?
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Tip-of-the-tongue phenomenon is an example of _____, a relatively common type of forgetting. Answer: retrieval failure
Difficulty: Difficult
Page Ref: 196
Skill Level: Factual
Topic: Why Do We Forget?
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Essay Questions
Explain in detail the model of memory proposed by Atkinson and Shiffrin.
Answer: This model of memory suggests three different components of memory: the sensory memory, the short-term memory, and the long-term memory.
The sensory memory takes in information through the senses and holds it there for a VERY brief time period, no more than about 2 seconds. In fact, visual information can be held for about a fraction of a second whereas auditory information can be held for up to two seconds. Sometimes the information makes it into the short-term memory where it will be further processed, but most of the information is lost.
The short-term memory , when compared to the sensory memory, can hold less information but hold it for a longer period of time. Research suggests that our short-term memory can hold anywhere from 5 to 9 items for up to 30 seconds. Some techniques help increase short-term memory capacity. One of them is chunking, or grouping information together. A strategy used to increase the time capacity of the short-term memory is to use rehearsal. Rehearsal can help maintain information in the short-term memory, and can even increase the likelihood that the information will eventually make it into the long-term memory.
The long-term memory is a relatively limitless storehouse for information. Once information makes it to the long-term memory, it can remain there for days, weeks, months, years, or even a lifetime. The long-term memory is broken down into the declarative (also called explicit) memory and the nondeclarative (also called implicit) memory. The declarative memory is your memory for things you can declare, or assert. For example, I know when I was born. I can affirm what happened when I graduated from high school. These are things a person knows. The declarative memory is broken down into two parts: the episodic memory and the semantic memory . The episodic memory is a person’s memory for events. The semantic memory is a person’s memory for facts, word meanings, general knowledge, etc. The nondeclarative memory is a little bit different. This part of the long-term memory stores things we know but may not be aware as to how/when we learned them. For example, classically conditioned responses fall here as do motor skills such as walking.
Page Ref: 180–185
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Topic: Short-Term Memory
Skill Level: Factual
Difficulty: Moderate
Based on memory research, describe and give examples of at least three strategies for improving memory you could utilize to become a better student.
Answer: The student should name at least four of the following concepts: mnemonics, method of loci, acronyms, organization, spaced practice, repeated testing, recitation.
Page Ref: 184
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b; LO 6.6: How do the serial position, context, and state-dependent memory effects influence retrieval?, APA LO 3.1a
Topic: Improving Memory
Skill Level: Applied
Difficulty: Moderate
Define and describe dementia. Discuss some of the common causes of dementia and the prevalence of dementia.
Answer: Dementia is degenerative process and is characterized by impaired memory and intellect and by altered personality and behavior. Dementia results in progressive loss of different brain functions. The degree of impairment varies, but worsens over time as a rule. All memory systems can become affected. Physical functions such as motor control can be lost, but are usually the last to be affected.
About 50–60% of all cases of dementia result from Alzheimer’s disease. Other common causes include cerebral arteriosclerosis (hardening of the arteries in the brain), chronic alcoholism, and strokes. HIV/AIDS can cause dementia to develop in a younger people.
Dementia is most common among older adults—it occurs in about 14% in individuals over the age of 70. However, the prevalence of the disorder increases dramatically as people age. Only 5% of those between the ages of 71 and 79 have dementia, as compared with 37% of those over age 90.
Page Ref: 201
Textbook LO 6.15: What kinds of memory loss occur in amnesia and dementia?, APA LO 5.1e
Topic: Memory Loss
Skill Level: Factual
Difficulty: Easy
Discuss the reliability of eyewitness testimony and the factors that affect the reliability of eyewitness testimony in general.
Answer: Studies on the reconstructive nature of human memory demonstrate that eyewitness testimony is highly subject to error and that it should always be viewed with great caution. Stress changes memory function in two ways. One, it disrupts memory function. Two, it enhances details that seem related to danger at the time. Therefore, witnesses tend to remember some details vividly, but don’t encode other details at all. When putting together the memory, these gaps will be reconstructed—and unreliable. False memory can result from reconstruction and from unintentional misinformation acquired by the witness during interviews.
Page Ref: 202–203
Textbook LO 6.16: What factors influence the reliability of eyewitness testimony?, APA LO 2.3a
Topic: Eyewitness Testimony
Skill Level: Conceptual
Difficulty: Moderate
Differentiate between repressed memories, recovered memories, and false memories. What does the research support?
Answer: Repressed memories are memories of very painful events of which the person is not aware. For example, say a person is raped. He or she may know that the rape occurred, but may not be able to remember any of the details. Therefore, the details of the event are repressed. According to the research and professionals in the field, repression seems to protect the person from the painful memories and allows him/her to function.
Recovered memories are memories that were previously repressed, but brought to one’s conscious awareness through therapy. Professionals in the field feel it is important for those who may have repressed memories to become aware of them, work through them, and understand them so the repressed memories do not interfere with functioning on some level outside of one’s conscious awareness. Skeptics in the field, however, doubt the legitimacy of these “recovered” memories and instead feel that they are suggested by the therapist. This is especially true of “recovered” memories that took place before we were even capable of remembering the event happening in the first place (infantile amnesia).
Research strongly suggests that false memories can be created. False memories are events that did not occur but are told that they did, in fact, occur. Subjects are told that they occurred and are asked to imagine the event taking place. When asked about the event later, subjects felt that the events really did occur and were quite confident in their memory for those events.
Page Ref: 204
Textbook LO 6.17: What is the “repressed memory controversy”?, APA LO 2.3a
Topic: The Repressed Memory Controversy
Skill Level: Conceptual
Difficulty: Moderate
Critical Thinking Questions
Explain how chunking is able to increase your short-term memory capacity. Answer: Short-term memory has the capacity of about 7 plus or minus two items. That range is anywhere from 5 to 9 items. In order to increase that capacity, the strategy of chunking can be used. Chunking is basically grouping items for the purpose of enhanced memory. For example, 1972200119992007 contains 16 items, which is well outside of the 5–9 range. Chunking (1972, 2001, 1999, 2007) can reduce the items to 4, which is well below the typical human capacity.
Page Ref: 181
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Topic: Short-Term Memory
Skill Level: Conceptual
Difficulty: Moderate
Which type of rehearsal would work best for remembering complex information? Why? Answer: Elaborative rehearsal would work best. This strategy involves relating new information to information an individual already knows. According to research, recall is much better when elaborative rehearsal is used in comparison to maintenance rehearsal.
Page Ref: 183
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Topic: Short-Term Memory
Skill Level: Applied
Difficulty: Moderate
Why is spaced practice more effective than massed practice? Answer: When students utilize spaced practice, they are studying for shorter periods of time with rest periods in between. These multiple rest periods allow the new information to be created and allow for this new information to be stored in different places. Additionally, multiple practice periods create many primacy and recency effects.
When students study for one long period of time with no rest periods in between, students will experience interference, which will lead to retrieval problems. In addition, frustration and fatigue will only exacerbate interference and further prevent accurate retrieval. Massed practice does not afford the brain adequate time to store memories, which will inevitably cause problems with retrieval come exam time.
Page Ref: 184
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Topic: Why Is Cramming an Ineffective Study Method?
Skill Level: Conceptual
Difficulty: Moderate
Why is recall generally more difficult than recognition? Answer: Recall requires that individuals search their memory for the required information, which then has to be organized and articulated. Recognition, on the other hand, is simply matching a stimulus with what one has stored in memory. Typically with recognition, retrieval cues are present. That is not always the case with recall.
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Skill Level: Conceptual
Difficulty: Easy
Why does the context in which an individual learns information aid in the memory of that information? Answer: The context (environment including sights, sounds, odors, etc.) becomes part of that memory formation. Thus, it serves to provide retrieval cues when trying to remember something. Research has demonstrated that retrieval cues aid in memory.
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Skill Level: Conceptual
Difficulty: Easy
How are suppression and repression different? Answer: Though both are considered forms of motivated forgetting, suppression is the conscious intent to put painful memories out of one’s mind (though the person is aware the painful event occurred). Repression is when the mind unconsciously hides, if you will, memories of a painful event. It is not a conscious effort and the person is not aware of some or all of the event.
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Skill Level: Conceptual
Difficulty: Easy
How does the tip-of-the-tongue phenomenon provide evidence that memories are stored in pieces as opposed to one large entity? Answer: When an individual experiences the tip-of-the-tongue phenomenon, he/she can remember bits and pieces of the thing he/she is trying to remember, just not a particular piece. If memory was NOT stored in fragments and simply stored as whole blocks, the TOT phenomenon would never occur.
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Skill Level: Conceptual
Difficulty: Easy
What will happen to properly encoded information if consolidation never occurs? Answer: Even though the information was taken in (properly encoded), the information will not form into long-term memory if consolidation does not occur. Consolidation is a physiological change in the brain that is required for proper storage. If consolidation fails, the new information cannot be stored. If information is not stored, it cannot be retrieved.
Page Ref: 196
Textbook LO 6.11: Why do we forget?, APA LO 4.4c
Topic: Why Do We Forget?
Skill Level: Conceptual
Difficulty: Easy
What are the advantages and disadvantages to a showup over a lineup? Answer: A showup is when an individual sees one person at a time and decides whether that particular person is the perpetrator. The main advantage is that there are less misidentifications with a showup. The main disadvantage is that there are more failures in making a positive identification.
Page Ref: 203
Textbook LO 6.16: What factors influence the reliability of eyewitness testimony?, APA LO 2.3a
Topic: Eyewitness Testimony
Skill Level: Conceptual
Difficulty: Moderate
How do we know that hormones play a role in memory? Answer: Various research studies have demonstrated the involvement of hormones in memory. Highly emotional events trigger the release of epinephrine (adrenalin) and norepinephrine (noradrenaline), which are thought to play a role in the formation of flashbulb memories (vivid memories of a highly emotional event). On the other hand, the stress hormone cortisol appears to get in the way of memory.
Page Ref: 199–200
Textbook LO 6.14: How do hormones influence memory?, APA LO 5.1e
Topic: Hormones and Memory
Skill Level: Factual
Difficulty: Moderate
Test Bank for Wood 5e
Chapter 7: Cognition, Language, and Intelligence
Multiple Choice
_____ refers to the mental processes that are involved in acquiring, storing, retrieving, and using information. a) Imagery b) Perception c) Sensation d) Cognition Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 213
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Holden, an engineer, was at his workspace trying to figure out how to design the brake system for a new car. He found himself continually going through the process of acquiring information and then storing it, retrieving it, and using it in order to complete his job. Which of the following concepts best describes the entire process in which Holden was engaging? a) perception b) information downloading c) cognition d) imagery Answer: c Cognition involves acquiring, storing, retrieving, and using information.
Skill Level: Applied
Difficulty: Easy
Page Ref: 213
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
_____ is utilized when an individual conjures up a sensory experience in their own mind. a) A prototype b) Imagery c) Metamemory d) Proactive visualization Answer: b This is an alternate explanation of imagery.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 213
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Suzzette is a professional dancer who has suffered an injury to her knee. She is devastated that she cannot dance for the next three months. Her brother made the suggestion to think about her dancing often and even actively imagine herself dancing everyday through her routines. Based on information provided in your textbook, how should Suzzette respond to her brother’s suggestions? a) Suzzette should ignore her brother’s suggestions because they are ridiculous. b) Suzzette should thank her brother for trying to cheer her up, but not take his advice. c) Since the research on mental imagery suggests that the same brain areas are activated when a person is performing a task or mentally rehearsing it, Suzzette should listen to her brother’s advice. d) Suzzette should listen to her brother’s suggestion because research demonstrates that injuries heal substantially earlier when mental imagery is used. Answer: c Imagery has shown to be useful in rehearsing one’s performance.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 213
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
_____ is utilized when an individual conjures up a sensory experience in one’s own mind; a _____ is a mental category that represents a group of people, objects, or events. a) An exemplar; prototype b) A prototype; heuristic c) A concept; imagery d) Imagery; concept Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 213–214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Concepts are ideas that represent _____ a) a class or category of objects, events, or activities. b) patterns of behavior. c) higher-order conditioning and secondary reinforcers. d) none of these Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Item Analysis:
% correct 96 a = 96 b = 0 c = 4 d = 0 r = .20
% correct 79 a = 79 b = 4 c = 4 d = 14 r = .46
What are mental categories representing activities, objects, qualities, or situations that share some common characteristics? a) classes b) concepts c) attributes d) classifications Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Item Analysis:
% correct 75 a = 7 b = 75 c = 9 d = 9 r = .48
% correct 76 a = 2 b = 76 c = 4 d = 17 r = .43
Don tells Ray he wants to get a new sports car. Ray immediately understands why, because he is familiar with the common characteristics of sports cars and knows what makes them different from family cars. Ray is using mental categories called _____ a) classes. b) concepts. c) attributes. d) classifications. Answer: b Ray is using mental categories called concepts, which are ideas that represent a category of objects or events.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Item Analysis: % correct 82 a = 0 b = 82 c = 11 d = 8 r = .46
Before enrolling in an abnormal psychology course, Gary’s idea of psychological disorders had been influenced primarily by talk shows. He expected to hear the same kinds of stories he had heard on talk shows. What an eye-opening experience the course turned out to be! How would a cognitive psychologist describe the influence the course had on Gary’s idea of psychological disorders? a) Gary learned the value of algorithms. b) Gary now uses heuristics. c) The course increased Gary’s ability to use visual imagery. d) The course altered Gary’s concept of psychological disorders. Answer: d A cognitive psychologist would say that the course altered his concept of psychological disorders because of the new information presented to him.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Item Analysis:
% correct 95 a = 0 b = 2 c = 2 d = 95 r = .59
% correct 90 a = 2 b = 3 c = 5 d = 90 r = .37
Compared to formal concepts learned in science and math, natural concepts tend to be _____ a) easier to learn. b) very clear and well-defined. c) fuzzy with unclear boundaries. d) good fits with a rigid classification system. Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Item Analysis: % correct 68 a = 0 b = 27 c = 68 d = 6 r = .47
Which is the most likely prototype for the concept “vehicle”? a) glider b) car c) scooter d) bicycle Answer: b The most likely prototype for the concept “vehicle” is a car, because it is most familiar to folks today.
Skill Level: Applied
Difficulty: Easy
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
Item Analysis:
% correct 89 a = 3 b = 89 c = 4 d = 3 r = .20
% correct 96 a = 4 b = 96 c = 0 d = 0 r = .39
The first thing that comes to mind when asked to name an example from a category is called the _____ a) schema. b) prototype. c) concept marker. d) category marker. Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
A(n) _____ is an example of a concept that a person has based on personal experiences. a) exemplar b) heuristic c) concept d) schematic image Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 214
Textbook LO 7.1: How do imagery and concepts help us think?, APA LO 1.3b
Topic: Imagery and Concepts
A decision-making process in which the alternatives are rated on each factor that is important to you, and the alternative with the highest overall rating is chosen, is called the _____ a) heuristic method. b) means and ends method. c) additive strategy. d) elimination by aspects strategy. Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 215
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
When one or more factors related to making a decision are most important to us, we would do well to use the _____ a) heuristic method. b) means and ends method. c) additive strategy. d) elimination by aspects strategy. Answer: d This method immediately eliminates any alternatives that don’t satisfy our most important criteria.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 215
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
Laticia wants many things in a new apartment. She wants an outside balcony, a nice view, a gas stove, free internet and a workout room. She is going crazy trying to compare all the available choices. She decides that she won’t even look at any that don’t have free internet. Laticia has decided to use the _____ a) heuristic method. b) elimination by aspects method. c) additive strategy. d) means and ends method. Answer: b Laticia prioritized a condition as most important. Now she will eliminate any apartments that don’t meet that condition, eliminating them based on one aspect: whether they have free internet.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 215
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
Heuristics are used for _____ in decision making. a) greater accuracy b) more choice c) greater speed d) critical thinking Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 216
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
Everyone was talking at lunch about how awful it is that so many criminals try to get off by pleading insanity. Since less than 1% of violent felons actually make that plea, something other than the truth must be at play. It is probably the _____ because a recent case has been in the news constantly. a) representative heuristic b) recognition heuristic c) algorithm heuristic d) availability heuristic Answer: d Because these cases get so much publicity, and one has recently been in the news, they are perceiving it happens frequently.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 216
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
Patricia thought it would be lovely going out with Mark, as he reminded her of her Dad. She was disappointed to find out Mark was nothing like her father. She wished she had not made the decision to go out with him just based on the _____ heuristic. a) representative b) recognition c) algorithm d) availability Answer: a The representative heuristic is a shortcut for making a decision based on how closely the situation resembles ones familiar to you.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 216
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
When you don’t have much relevant information on which to make a decision you are likely to rely on the _____ heuristic. a) representative b) recognition c) algorithm d) availability Answer: b When you don’t have much to go on, you are likely to make a decision based on the first clue you recognize that moves you toward one decision or another. As soon as you recognize one pertinent factor, you go ahead and make a decision.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 216
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
_____ refers to the way information is presented to emphasize either potential gain or potential loss as the outcome of our decision. a) Algorithm b) Heuristics c) Framing d) Prototyping Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 217
Textbook LO 7.2: How do we make decisions?, APA LO 1.3b
Topic: Decision Making
The danger of making decisions based on _____ is that our _____ will be too strong an influence. a) means-ends analysis; confidence b) algorithms; trust c) anchoring; focus on many choices d) intuition; emotion Answer: d Intuition (gut feeling, instincts) is powerfully influenced by our emotions, and relying on it, we may miss important information.
Skill Level: Factual
Difficulty: Moderate
Page Ref: 218
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Decision Making
What systematic problem-solving method guarantees a solution, provided that one exists? a) heuristic method b) algorithmic method c) mnemonic device d) cognitive shortcut Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 220
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
Item Analysis:
% correct 86 a = 14 b = 86 c = 0 d = 0 r = .42
% correct 90 a = 10 b = 90 c = 0 d = 0 r = .32
Sally is enrolled in a high school geometry course, which she describes as “drawing figures and figuring drawings.” In a typical class, students draw geometric figures and use a formula to calculate an aspect of the figure such as its area. Each time Sally uses a formula, she is making use of what psychologists call _____ a) heuristics. b) logarithms. c) algorithms. d) convergence. Answer: c Sally is making use of algorithms because the rules will always produce a solution.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 220
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
Item Analysis:
% correct 82 a = 14 b = 4 c = 82 d = 0 r = .49
% correct 92 a = 3 b = 5 c = 92 d = 0 r = .28
Shay ran through her mind looking for any problem she had encountered that was at all like this one. She was hoping to use the _____ heuristic to help her find a strategy that would work. a) availability b) representative c) means-end d) analogy Answer: d Comparing a problem to those encountered before seeking a strategy that works on similar problems is called the analogy heuristic for problem solving.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 219
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
_____ is a heuristic strategy in which the current position is compared with the desired goal and a series of steps are formulated and taken to close the gap between them. a) The analogy heuristic b) The representativeness heuristic c) Means-end analysis d) Anchoring Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 219
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
Cacee knows she needs to stop procrastinating and start thinking about the research paper that is due in her Abnormal Psychology class in two weeks. Though it was assigned almost two months ago, she hasn’t worked on it or thought about it at all. She decides that she’ll first select a topic and then start collecting the published research on her topic. After that, she’ll read the research and start to summarize it in the form of a paper. Once she gets that paper written, she’ll revise it and make sure her APA referencing is correct. When she is done with all of those steps, she’ll finally turn in the paper. _____ is the strategy that Cacee is using to get her paper done. a) The analogy heuristic b) The representativeness heuristic c) Framing d) Means-end analysis Answer: d Cacee is using a heuristic strategy in which the current position is compared with the desired goal and a series of steps are formulated and taken to close the gap between them.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 219
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
The failure to use familiar objects in novel ways to solve problems because of a tendency to view objects only in terms of their customary functions is called _____. a) the impediment theory b) functional fixedness c) the formulaic heuristic d) an algorithm Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 220
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
Wanda is sitting in her bedroom studying for finals. She has her psychology, statistics, sociology, and biology textbooks all lying on her bed as she is reading and taking notes from her history textbook. It is a hot and sunny but windy day, and Wanda’s window is open. She is becoming frustrated that the wind keeps slamming her bedroom door shut. Eventually, Wanda keeps her window shut because she is so irritated. Of course, now her bedroom is getting much too warm, which is adding to her frustration. This problem could be easily solved by propping the door open if Wanda were not experiencing _____ a) functional fixedness. b) a customary viewpoint. c) cross-modal perception. d) divergent thinking. Answer: a Wanda could have used her textbooks as a doorstopper if she didn’t just see them as textbooks.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 220
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
_____ occurs when a person sees only the original use of an object, which can ultimately interfere with problem solving. a) Functional fixedness b) A customary viewpoint c) Cross-modal perception d) Divergent thinking Answer: a This is an alternate explanation of functional fixedness.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 220
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
Maxwell is working on a challenging “mind bender” that is asking him to connect nine dots using only four lines without taking his pencil off the paper. The nine dots are placed in three groups of three in a square-like formation. Maxwell works on the problem for about fifteen minutes before he realizes that he has been employing the same ineffective strategy. He is forgetting to consider the special circumstances of that particular problem. As soon as he does consider the special circumstances of that particular problem, he’ll increase his chances of solving the problem. Until then, Maxwell will continue to experience _____ a) functional fixedness. b) the means-end analysis. c) the affirming the consequent phenomenon. d) a mental set. Answer: d Maxwell is demonstrating the tendency to apply a familiar strategy to a solution of a problem without carefully considering the special requirements of that problem.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 220
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
Agatha Plum is determined that having a gun is important for self-protection. Agatha could go to look up statistics about how many people save themselves from crime by using their gun, what the risk of being a victim of crime is in her area, and what the other side of the argument is all about. She notices only information that supports her position, though. She is demonstrating _____ a) mental set. b) confirmation bias. c) stereotype threat. d) mindlessness. Answer: b Agatha is demonstrating confirmation bias by concerning herself only with information that backs up, or confirms, what she already believes.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 221
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
The concept of confirmation bias specifically assumes that we are most likely to believe _____ a) the scientific method. b) information that agrees with our thinking. c) information that refutes our thinking. d) logical thinking. Answer: b Our tendency to search for evidence that supports our belief and to ignore evidence that might disprove it is called confirmation bias.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 221
Textbook LO 7.3: How do the basic approaches and obstacles to problem solving differ?, APA LO 1.3b
Topic: Problem Solving
Riley has figured out how to unlock his bedroom door with a paper clip. What has he most likely overcome in his new use of the paper clip? a) functional fixedness b) the representational problem c) the representative heuristic d) the confirmation bias Answer: a Functional fixedness refers to getting mentally stuck in the idea that a particular object can only be used in a singular way.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 220
Textbook LO 7.4: How have computer scientists applied research on artificial intelligence?, APA LO 1.4a
Topic: Problem Solving
What term do psychologists use to describe our tendency to search for evidence that supports our belief and to ignore evidence that might disprove it? a) confirmation bias b) convergent thinking c) availability heuristic d) representativeness heuristic Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 221
Textbook LO 7.4: How have computer scientists applied research on artificial intelligence?, APA LO 1.4a
Topic: Problem Solving
Computer systems that are intended to mimic the human brain are called _____ a) expert systems. b) artificial neural networks. c) robots. d) cyborgs. Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 221
Textbook LO 7.4: How have computer scientists applied research on artificial intelligence?, APA LO 1.4a
Topic: Artificial Intelligence
An advantage of using a computer to generate all possible solutions is that they are not limited by ____ like we are. a) short-term memory b) long-term memory c) working memory d) implicit memory Answer: c The limits of human working memory make carrying out such algorithms difficult or impossible.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 221
Textbook LO 7.4: How have computer scientists applied research on artificial intelligence?, APA LO 1.4a
Topic: Artificial Intelligence
Computer programs called _____ systems are designed to carry out specialized tasks in a limited domain, such as helping physicians diagnose blood diseases. a) expert b) knowledge c) helper d) artificial Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 221
Textbook LO 7.4: How have computer scientists applied research on artificial intelligence?, APA LO 1.4a
Topic: Artificial Intelligence
A system for combining symbols so that an infinite number of meaningful statements can be made is called _____ a) pragmatics. b) language. c) semantics. d) grammar. Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 222
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
The rules that determine how sounds and words can be combined and used to communicate meaning within a language are collectively known as _____ a) morphemic rules. b) phonemic rules. c) syntax. d) linguistic relativity. Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 222
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
Item Analysis: % correct 30 a = 13 b = 34 c = 30 d = 22 r = .31
The system of rules for combining words and phrases to make meaningful sentences is called _____ a) morphology. b) phonics. c) syntax. d) semantics. Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 222
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
Item Analysis: % correct 77 a = 4 b = 18 c = 77 d = 2 r = .29
The system of rules that governs how we assign meaning to the morphemes we use is called _____ a) syntax. b) semantics. c) phonology. d) regularization. Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 222
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
Item Analysis: % correct 79 a = 13 b = 79 c = 8 d = 0 r = .33
The sentences “The dog bit the boy” and “The boy was bit by the dog” have the same meaning, but differ in _____ a) syntax. b) pragmatics. c) semantics. d) morphology. Answer: a Syntax refers, in part, to the order in which words construct sentences. As you see in this example, there can be two different syntactically correct versions of the same sentence.
Skill Level: Applied
Difficulty: Easy
Page Ref: 222
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
The phrase “I tried” has _____ a) one morpheme b) two morphemes c) three morphemes d) four morphemes Answer: c “I” “tri” “ed”
Skill Level: Applied
Difficulty: Easy
Page Ref: 222
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
The sentence, “Colorless ideas sleep furiously” has _____ a) proper syntax but poor semantics. b) proper syntax and good semantics. c) improper syntax and poor semantics. d) improper syntax but good semantics. Answer: a Syntax refers, in part, to the order in which words construct sentences. The system of rules that governs how we assign meaning to the morphemes we use is called semantics.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 222
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
Young children sometimes interpret sentences literally, like “Do you know where your mommy is?” by answering “Yes.” They failed to understand the _____ of the question. a) pragmatics b) propositional representation c) syntax d) nativism Answer: a Pragmatics refers to the way that words in a sentence convey meaning indirectly, by implying rather than asserting.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 223
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
The rhythm and emphasis on each word is called _____ a) intonation. b) syntax. c) morphemes. d) phonemes. Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 223
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
_____ languages like American Sign Language include _____ of the elements of spoken language structure. a) Gestural; none b) Physical; some c) Gestural; all d) Deaf; one Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 223
Textbook LO 7.5: What are the components of language?, APA LO 5.1a
Topic: The Structure of Language
Which of the following species has demonstrated the ability to communicate meaningfully with each other and with humans by the use of gestures, sounds or symbols? a) chimpanzees b) dolphins c) parrots d) all of the above Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 224–225
Textbook LO 7.6: What is the evidence concerning animal communication?, APA LO 1.2a
Topic: Animal Language
There are elements of language that appear to be unique to the human language; one is _____, which refers to the notion that language can express ideas that are untrue. a) arbitrariness b) specialization c) prevarication d) duality of patterning Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 223
Textbook LO 7.6: What is the evidence concerning animal communication?, APA LO 1.2a
Topic: Animal Language
Based on the elements of language that are unique to the human language, _____ refers to the idea that a finite number of sounds are used to produce an infinite number of unique utterances. a) productivity b) specialization c) prevarication d) duality of patterning Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 223
Textbook LO 7.6: What is the evidence concerning animal communication?, APA LO 1.2a
Topic: Animal Language
One thing that animals have not demonstrated the ability to do with language that humans can is use language to describe itself. This use is called _____ a) reflexiveness. b) specialization. c) prevarication. d) duality of patterning sounds, which is used to produce an infinite number of unique utterances. Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 223
Textbook LO 7.6: What is the evidence concerning animal communication?, APA LO 1.2a
Topic: Animal Language
Based on the elements of language that are unique to the human language, duality of patterning indicates that _____ a) any sound that can be heard can be reproduced. b) phonemes are combined in rule-governed patterns to create words, and words are combined in rule-governed patterns to create sentences. c) any sound that can be heard can not be reproduced. d) a finite number of sounds is used to produce an infinite number of unique utterances. Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 223
Textbook LO 7.6: What is the evidence concerning animal communication?, APA LO 1.2a
Topic: Animal Language
Psychologists who study animal behavior, cognition, and language in relation to human behavior, cognition, and language are _____ psychologists. a) behaviorist b) cognitive c) comparative d) animal Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 225
Textbook LO 7.6: What is the evidence concerning animal communication?, APA LO 1.2a
Topic: Animal Language
What do we call the hypothesis that language influences what we think? a) the dynamic hypothesis b) the language reaction hypothesis c) the linguistic relativity hypothesis d) the cognitive linguistic hypothesis Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 225
Textbook LO 7.7: How does language influence thinking?, APA LO 3.1f
Topic: Language and Thinking
Item Analysis: % correct 77 a = 2 b = 7 c = 77 d = 14 r = .65
The linguistic relativity hypothesis suggests that _____ a) one’s language determines the pattern of one’s thinking and view of the world. b) one’s thinking and view of the world determines the structure of one’s language. c) we decide which objects belong to a concept according to what is most probable or sensible, given the facts at hand. d) perception of surface structure precedes deep structure in understanding a sentence. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 225
Textbook LO 7.7: How does language influence thinking?, APA LO 3.1f
Topic: Language and Thinking
Item Analysis: % correct 71 a = 71 b = 8 c = 0 d = 21 r = .20
A famous lecturer argues that because the Hopi Indians have only two nouns for things that fly, one for birds and another for nonbirds, the Hopi MUST interpret all flying things in terms of these two nouns. This argument is based on _____ a) the idealized prototype construct. b) bottom-up processing. c) deep structure elaboration. d) the linguistic relativity hypothesis. Answer: d This argument is based on the linguistic relativity hypothesis, which states that language determines thought patterns.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 225
Textbook LO 7.7: How does language influence thinking?, APA LO 3.1f
Topic: Language and Thinking
Researchers have found that despite the number of color names in a language, the basic abilities to perceive color are unchanged. This finding would be troublesome for the theory of _____ a) the idealized prototype. b) bottom-up processing. c) deep structure elaboration. d) linguistic relativity. Answer: d The linguistic relativity hypothesis states that language determines thought patterns.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 225
Textbook LO 7.7: How does language influence thinking?, APA LO 3.1f
Topic: Language and Thinking
Which of the following is true about preschoolers who are fluent in more than one language? a) They have more difficulty communicating because they mix up words. b) They talk less because they have to choose which language to speak in. c) They have better development of executive control skills for language. d) They have better memory for word tasks. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 226
Textbook LO 7.8: How does bilingualism affect thinking and language development?, APA LO 2.3a
Topic: Learning a Second Language
Which of the following is true about learning a new language? a) It is almost impossible for adults. b) The more you know about your first language, the easier it is. c) It takes adults at least seven years. d) If you learn as an adult, you can develop a better accent. Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 227
Textbook LO 7.8: How does bilingualism affect thinking and language development?, APA LO 2.3a
Topic: Learning a Second Language
The APA uses these phrases to describe _____: the ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles by taking thought. a) creative thought b) expertise c) intelligence d) rationality Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 228
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
“Those who are bright in one area are usually bright in other areas as well.” Who would have made this comment? a) Charles Spearman b) Howard Gardner c) Alfred Binet d) Robert Sternberg Answer: a Spearman proposed the “g factor,” which speaks of one overall general intelligence factor.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 228
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
The g factor refers to _____, whereas the s factor refers to _____ a) primary mental abilities; secondary mental abilities. b) specific intellectual abilities; general intelligence. c) overall intelligence; specific intellectual abilities. d) verbal abilities; nonverbal abilities. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 228
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Thurston disagreed with the _____ theory; he believed all intellectual activities involved more than one of _____ a) g factor; seven primary mental abilities. b) multiple intelligences; our brain areas. c) special abilities; three lobes of the brain. d) s factor; just being smart. Answer: a Thurston identified seven primary mental abilities and believed all intellectual activities involved more than one of them; the g factor theory proposes that there is one unknown factor underlying intelligence.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 228
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Gardner and his associates are known for proposing _____ a) the generalized theory of intelligence. b) the triarchic theory of intelligence. c) the theory of multiple intelligences. d) the theory of emotional intelligence. Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 228
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Item Analysis:
% correct 76 a = 11 b = 5 c = 76 d = 8 r = .39
% correct 73 a = 6 b = 9 c = 73 d = 12 r = .38
Which of these is one of Howard Gardner’s multiple intelligences? a) poetic b) digital c) creative d) naturalistic Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Item Analysis: % correct 60 a = 9 b = 3 c = 29 d = 60 r = .48
Criticisms of Gardner’s theory of multiple intelligences include _____ a) the fact that it relies too heavily on g. b) there are no concerns. c) it appears to describe only those with brain damage. d) how to measure them and whether these are better thought of as talents. Answer: d Some suggest that Gardner’s theory does not refer to concepts that should truly be considered intelligences. There is no agreed upon method for measuring each of them.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Who came up with the triarchic theory of intelligence? a) David Wechsler b) Howard Gardner c) Robert Sternberg d) Charles Spearman Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Sternberg’s _____ intelligence refers to the mental abilities most closely related to success on conventional IQ and achievement tests. a) creative b) componential c) experiential d) contextual Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
_____ intelligence, according to Sternberg, is made up of a person’s creative thinking and problem-solving abilities. a) Contextual b) Practical c) Experiential d) Analytical Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
According to Robert Sternberg, _____ intelligence refers to the ability to break problems down into component parts, or analysis, for problem solving. This is the type of intelligence that is measured by intelligence tests and academic achievement tests. a) analytical/componential b) creative/experiential c) practical/contextual d) kinesthetic/spatial Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Item Analysis: % correct 60 a = 60 b = 12 c = 11 d = 17 r = .19
According to Robert Sternberg, which type of intelligence is least likely to predict success in an academic environment? a) analytical intelligence b) creative intelligence c) practical intelligence d) verbal intelligence Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
Sternberg and others believed that IQ-test and real-world success are based on different types of knowledge, _____ and _____ a) tacit; formal academic. b) pragmatic; analytic. c) spatial; verbal. d) creative; organizational. Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
_____ knowledge, according to Sternberg, is action-oriented and acquired without direct help from others. a) Analytic b) Tacit c) Formal d) Investigative Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 229
Textbook LO 7.9: How do the theories of Spearman, Thurstone, Gardner, and Sternberg differ?, APA LO 5.2c
Topic: The Nature of Intelligence
A(n) _____ is a measure of what an individual has learned up to a certain point in his/her life. a) standardized prediction exam b) aptitude test c) culturally fair evaluation d) achievement test Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
A(n) _____ is a test that predicts future performance in a particular setting or on a specific task. a) standardized prediction exam b) aptitude test c) culturally fair evaluation d) achievement test Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
During your senior year of high school, you may have taken the ACT or the SAT in order to gain admittance into college. Which of the following most accurately describes these tests? a) standardized intelligence tests b) mental age exams c) IQ tests d) aptitude tests Answer: d The ACT and SAT are aptitude tests that predict how successful you would be in college.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
_____ refers to a test’s consistency of scores. a) Reliability b) Standardization c) Validity d) Sureness Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
On a newly developed IQ test, an individual scores at the 110 level on the first half of the test and 150 on the second half of the test. What does this test appear to lack? a) standardization b) reliability c) predictive validity d) appropriate norms Answer: b The test lacks reliability because the scores were so different.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
A psychological test that measures what we intend it to measure is said to be _____ a) valid. b) normed. c) reliable. d) standardized. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
Item Analysis: % correct 73 a = 73 b = 0 c = 15 d = 12 r = .46
A test is said to be reliable if _____ a) a person’s score on a test is pretty much the same every time he or she takes it. b) it contains an adequate sample of the skills it is supposed to measure. c) its results agree with a more direct measure of what the test is designed to predict. d) it is culture-fair. Answer: a By test reliability, psychologists mean whether a person’s score on a test is dependable and consistent.
Skill Level: Factual
Difficulty: Moderate
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
To be considered as standardized, a test must establish _____ by _____ a) norms; analyzing scores of a sample of test-takers. b) standards; which it will be validated. c) validity; which it will be analyzed. d) predictive ability; which scores are interpreted. Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
To be considered as standardized, a test must do which of the following? a) Be given in a culture fair manner. b) Be given the same way every time. c) Be given only to those who meet its standards. d) Be given according to the cultural standards of the test-takers. Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
Hannah took a reading test to see what her level of reading ability was. Although the tests accurately measured an individual’s general reading ability, the first test showed that she had poor reading skills, whereas the second test showed she had average reading skills. Which of the following is true regarding this scenario? a) The reading tests may be valid, but they are not both reliable. b) The reading tests did not measure what they were intended to measure. c) The reading tests did not demonstrate validity. d) The reading tests showed consistency based on her overall results. Answer: a The reading tests may have been valid (tested reading); but they are not both reliable (giving consistent scores).
Skill Level: Applied
Difficulty: Moderate
Page Ref: 230
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
_____ addresses the question, “Is the test given the same way every time?” while “Is the test measuring what it is supposed to measure?” addresses _____ a) Validity; standardization. b) Validity; reliability. c) Reliability; validity. d) Standardization; validity. Answer: d In order to be considered a standardized test, it must be given the same way every time; to be valid, it must measure what it claims to measure.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 231
Textbook LO 7.10: What are the characteristics of good cognitive ability tests?, APA LO 1.4g
Topic: Measuring Cognitive Abilities
Who developed the concept of mental age and published the first successful test of intelligence? a) Lewis Terman b) Charles Spearman c) Alfred Binet d) William Stern Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 232
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
William Stern developed a method for assessing similar degrees of retardation in children of different ages when he devised the _____ a) Stern Scale. b) deviation score. c) intelligence quotient. d) Stanford Scale. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 233
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
In order to compare children of different ages on their intelligence testing scores, we use the intelligence _____, devised by Stern. a) quotient b) range c) average d) mean Answer: a
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 233
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
Dallas is a 10-year-old boy who has a mental age of 10 years. His IQ would be _____ a) 80. b) 100. c) 115. d) 130. Answer: b The IQ is based on a mental age of 10 divided by a chronological age of 10, the product of which is multiplied by 10.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 233
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
Item Analysis: % correct 91 a = 4 b = 91 c = 1 d = 3 r = .27
To which of the following groups of people is the Stanford-Binet LEAST suited? a) elementary school age b) adolescents c) preschoolers d) adults Answer: d People achieve intellectual maturity at some point and the math does not work. A forty year old with an average IQ would score as developmentally disabled compared to a twenty year old with the same score.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 233
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
Which standardized intelligence test yields scores in both verbal and nonverbal domains, including processing speed, working memory, and perceptual reasoning? a) the Wechsler Adult Intelligence Scale b) the Binet-Simon Intelligence Scale c) the Wechsler Intelligence Scales for Children d) the Stanford-Binet Intelligence Scale Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 233
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
Wechsler developed an intelligence test for adults, the WAIS, that was based on how much the individual deviated from _____ a) their childhood IQ. b) their mental age divided by chronological age. c) the average score for adults. d) a predetermined range for their exact age. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 233
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
When a psychologist wants to get a better understanding of a child’s learning problems, they often use the WISC-IV because it _____ a) is short and easy to administer. b) measures Gardner’s multiple intelligences. c) measures formal and tacit knowledge. d) measures several types of verbal and nonverbal performance. Answer: d In order to find out what a child’s specific strengths and weaknesses are, the different types of subtests are helpful.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 233
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
The California Test of Mental Maturity, or the Cognitive Abilities Test, or the Otis-Lennon Mental Ability Test are often used when it is necessary to _____ a) use culture fair tests. b) test a large group at one time. c) test adults over 80. d) test individuals with severe disabilities. Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 234
Textbook LO 7.11: What did Binet, Terman, and Weschler contribute to the study of intelligence?, APA LO 5.2c
Topic: Intelligence Testing Past and Present
Which of the following correctly reflects the average IQ score? a) 70 b) 85 c) 100 d) 115 Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 234
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Topic: The Range of Intelligence
Like most characteristics of a population, WAIS-IV scores are distributed in a bell or normal curve. Which of the following is an accurate characteristic of those types of curves? a) Scores are evenly distributed across the population. b) Scores are clumped around the midpoint. c) The curve resembles an “S.” d) Scores are more common at the ends of the distribution. Answer: b The basic premise of a normal distribution is that approximately 2/3 of the population will appear within one standard deviation of the midpoint.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 234
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Topic: The Range of Intelligence
Most standardized tests of intelligence have a distribution of scores that _____ a) follows the normal curve. b) has a positive skew. c) has a negative skew. d) appears bimodal with two peaks of high frequency. Answer: a Most standardized tests of intelligence have a distribution of scores that follows the normal curve; in other words, most of the scores are clustered around the mean, and the number of scores decreases the farther away from the mean they go in either direction.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 234
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Topic: The Range of Intelligence
Item Analysis: % correct 82 a = 82 b = 5 c = 5 d = 8 r = .44
Approximately what percentage of IQ scores falls between 70 and 130? a) 50 percent b) 65 percent c) 95 percent d) 99 percent Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 234
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Topic: The Range of Intelligence
Lewis Terman’s longitudinal study showed that people who have very high IQs tend to _____ a) be deficient in social skills. b) be somewhat less adept at physical challenges. c) have poor emotional control and poor mental health. d) be well-adjusted personally and socially. Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 234–235
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Topic: The Range of Intelligence
Which of the following is true of Lewis Terman’s longitudinal research on gifted individuals? a) Many had mild to moderate depression and anxiety. b) Many had quirky personalities. c) Most were emotionally stable. d) Most had fair to poor common sense. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 234–235
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Topic: The Range of Intelligence
About _____ of IQ scores fall below _____, in the range of intellectual disability. a) 5%; 65 b) 2%; 70 c) 1%; 50 d) 12%; 75 Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 235
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Topic: The Range of Intelligence
Which of these is an element of the formal definition of mental retardation? a) adaptive behavior severely below a level appropriate for the person’s age b) evidence of brain damage c) slower than normal reflexes d) onset of deficits prior to age 6 Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 235
Textbook LO 7.12: How do people at both ends of the IQ continuum differ from those in the middle?, APA LO 4.1c
Test Bank for Wood 5e
Chapter 6: Memory
Multiple Choice
A framework for studying memory that uses the computer as a model of human cognitive processes defines the _____ a) levels-of-processing theory. b) information-processing theory. c) sociocultural theory of memory. d) social-cognitive theory. Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
When information-processing theorists use the term hardware , they are often referring to _____ a) the brain structures involved in memory. b) the serial position effect. c) the skull that covers and protects the brain. d) the positive bias of memory. Answer: a
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Which of the following explains what information-processing theorists mean when they use the term software ? a) the brain structures involved in memory b) the serial position effect c) the skull that covers and protects the brain d) learned memory strategies the positive bias of memory Answer: d
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
According to the information-processing theorists, _____ refers to the hardware, whereas _____ refers to the software of the human memory system. a) the skull that covers and protects the brain; the positive bias of memory b) the serial position effect; learned memory strategies c) the brain structures involved in memory; learned memory strategies d) the positive bias of memory; the serial position effect Answer: c Brain structures are referred to as hardware, whereas learned memory strategies are referred to as software.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Based on the information-processing theory, _____ would be an accurate example of hardware. a) the skull b) a mnemonic c) the method of loci d) the hippocampus Answer: d
Skill Level: Applied
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Based on the information-processing theory, _____ would be an accurate example of software. a) the limbic system b) a mnemonic c) the skull d) the hippocampus Answer: b Learned memory strategies, such as a mnemonic, are referred to as software.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Based on the information-processing theory, _____ would be an accurate example of hardware, whereas _____ would be an accurate example of software. a) the limbic system; epinephrine b) a mnemonic; the hippocampus c) the skull; the method of loci d) the hippocampus; a learned memory strategy Answer: d Brain structures are referred to as hardware, whereas learned memory strategies are referred to as software.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
In terms of the processes of memory, _____ refers to transforming the information into a form that can be stored in memory. a) storage b) encoding c) metacognition d) retrieval Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Daris, a marathon runner, is trying diligently to read his textbook, but he keeps finding himself preoccupied with his upcoming race. He is frustrated because he has had to go back and reread sections the textbook in order to really understand the material. Daris seems to be having difficulty with _____ a) retrieval. b) the positive bias of memory. c) encoding. d) reconstruction. Answer: c. Because Daris is distracted, he is having difficulty with getting the information in (encoding).
Skill Level: Applied
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
In terms of the memory process, keeping the information in memory refers to _____ a) consolidation. b) encoding. c) storage. d) metacognition. Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Tilda is learning her algebra and memorizing the formulas. She is working on a problem that requires one of the formulas she studied yesterday. However, as she is thinking and trying to retrieve that information, she cannot seem to remember it. Clearly, Tilda did not successfully get the formula into her _____ a) storage. b) positive bias of memory. c) reconstruction area. d) decoding zone. Answer: a She cannot retrieve what is not properly stored.
Skill Level: Applied
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
In terms of the memory process, the physiological change that takes place in the brain to allow for new information to be stored is called _____ a) consolidation. b) metacognition. c) retrieval. d) encoding. Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Consolidation occurs after _____ but before _____ in the memory process. a) metamemory; storage b) encoding; storage c) retrieval; encoding d) storage; retrieval Answer: b
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Rinu was awake late one night in his apartment. He was trying to cram in as much biology material as he could because he had a midterm exam the next morning. However, he was getting so sleepy that he found it difficult to learn much of anything. His roommate woke up to get some water to drink and saw Rinu trying to study. He told Rinu that because he is so tired, his brain will not be able to physiologically change to accommodate the incoming information. He strongly suggested that Rinu get some sleep instead. To which process was Rinu’s roommate referring? a) metacognition b) consolidation c) automaticity d) retrieval Answer: b The physiological change in the brain that occurs when learning new information is called consolidation.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Bringing to mind the information when you need it is referred to as _____ a) metacognition. b) storage. c) encoding. d) retrieval. Answer: d This is an alternate explanation of retrieval.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Treysen was talking to his friend the other day about his favorite restaurant. Though he could remember where it was located and what was on the menu, he couldn’t remember the name of the restaurant for some reason. A problem with _____ was the cause of Treysen’s frustration. a) retrieval b) automaticity c) encoding d) metamemory Answer: a He could retrieve parts of the concept, but not all of it.
Skill Level: Applied
Difficulty: Easy
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
Which of the following is NOT required in order for you to remember something? a) consolidation b) retrieval c) metacognition d) storage Answer: c Metacognition is thinking about thinking, which is not required for memory.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 179
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
According to the model of memory proposed by Atkinson and Shiffrin, the components of memory are _____ a) encoding, storage, and retrieval. b) metacognition and meta-analysis. c) declarative and nondeclarative memory. d) sensory memory, short-term memory, and long-term memory. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.1: How does information-processing theory describe memory?, APA LO 5.1b
Topic: What Is Memory?
According to the model of memory proposed by Atkinson and Shiffrin, virtually everything we see, hear, or otherwise sense is held in _____ a) long-term memory. b) sensory memory. c) metamemory. d) short-term memory. Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
Sensory memory holds information from the senses for a period of time ranging from _____ to _____ a) a fraction of a second; two seconds. b) two seconds; ten seconds. c) a fraction of a second; ten seconds. d) a fraction of a minute; two minutes. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
_____ holds information brought in through our senses but only for a very brief amount of time. a) Long-term memory b) Sensory memory c) Short-term memory d) Working memory Answer: b This is an alternate explanation of sensory memory.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
While Noreen was driving down the highway, she saw two cars on the side of the road. She noticed that no one was hurt and that no one needed help. Within a second or two, she could no longer recall the color of the cars or the make of the cars. Based on this information, that information was likely stored in Noreen’s _____ a) sensory memory. b) implicit memory. c) long-term memory. d) declarative memory. Answer: a The duration for sensory memory is up to 2 seconds.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
Douglas was shown a painting for a few moments, and then was asked to jot down as many details regarding the painting as he could remember. As he began writing, he was surprised to learn that although he remembered what the painting was, he had trouble recalling the details and seemed to lose them within a few seconds. Based on this information, the original information was likely stored in his _____ memory. a) sensory b) explicit c) short-term d) latent Answer: a The duration for sensory memory is very short—up to 2 seconds.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
According to the model of memory proposed by Atkinson and Shiffrin, _____ can hold information for less than 5 seconds, whereas _____ can hold information for 30 seconds or so. a) declarative memory; working memory b) iconic memory; sensory memory c) sensory memory; short-term memory d) implicit memory; metamemory Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b; LO 6.3: What happens to information in short-term memory?, APA LO 5.1b
Topic: Sensory Memory & Short-Term Memory
The ability to retain the image of a visual stimulus for several minutes after it has been removed from view, and to use this retained image to answer questions about the visual stimulus, is known as _____ a) the positive bias of sensory memory. b) autobiographical visual memory. c) eidetic imagery. d) the source memory. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
Which of the following statements is TRUE of eidetic imagery? a) Those with this ability tend to have extraordinary long-term memory. b) For most people who demonstrate this, the ability persists through adulthood. c) It is an ability most closely related to the notion of a “photographic memory.” d) Infants have the highest rate of eidetic imagery. Answer: c
Skill Level: Factual
Difficulty: Difficult
Page Ref: 180
Textbook LO 6.2: What are the characteristics of sensory memory?, APA LO 5.1b
Topic: Sensory Memory
According to the model of memory proposed by Atkinson and Shiffrin, the _____ is a memory system that can hold about seven items for about 30 seconds. a) implicit memory b) short-term memory c) declarative memory d) sensory memory Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 180
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Short-term memory usually codes information according to _____ a) visual image. b) sound. c) tactile properties. d) shape. Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 180
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Which of the following occurs when someone’s short-term memory is filled to capacity? a) They simply squeeze more information in. b) Displacement can occur at that point. c) The person actively decides to save some items and then sends the remaining items back to sensory memory for reprocessing. d) All of the information is automatically moved into the long-term memory store. Answer: b Some information will be lost, or pushed out.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
_____ is a memory strategy that involves grouping or organizing bits of information into larger units, which are easier to remember. a) Chunking b) Eidetic imagery c) A mnemonic trick d) Working backwards Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Raymond is required to learn long lists of numbers for his job. Because he wants to remember as many numbers as possible, he breaks the numbers up into groups. What technique is Raymond utilizing? a) elaboration b) rehearsal c) displacement d) chunking Answer: d Grouping items to expand the capacity of STM is called chunking.
Skill Level: Applied
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The event that occurs when short-term memory is filled to capacity, and each new, incoming item pushes out an existing item, which is then forgotten, is called _____ a) suppression. b) reconstruction. c) retrograde amnesia. d) displacement. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
As Jezebel walked into the supermarket, she realized she forgot her grocery list. She tried to recall the items on the list, but once she got up to about ten items, she realized she had already forgotten the first few items. What did Jezebel experience? a) displacement b) reconstruction c) retrograde amnesia d) rehearsal Answer: a Her list exceeded her capacity and she began forgetting, or losing due to displacement, information.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
When new information pushes current information out of memory because the short-term memory is full, _____ has occurred. a) retrograde amnesia b) displacement c) chunking d) rehearsal Answer: b This is an alternate explanation of displacement.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
According to memory researchers, _____ can help prevent _____ a) displacement; chunking. b) elaboration; rehearsal. c) chunking; displacement. d) rehearsal; retrograde amnesia. Answer: c Chunking can decrease the items in memory by grouping them. This reduces the item amount, which helps to avoid going over the memory store capacity. Thus, displacement is less likely to occur.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The act of purposely repeating information to maintain it in short-term memory defines _____ a) rehearsal. b) chunking. c) the method of loci strategy. d) the positive bias of memory. Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Layla was at the bar when she met Steve. He seemed like a nice guy and Layla was excited to get his phone number. He told her his number and then left when she realized she had nothing to write with. She could not program his number into her cell phone because her battery had just died. What should Layla do in order to increase her chances of remembering the number until she has an opportunity to write it down? a) She should use displacement. b) She should give up because there is no way she’ll remember it. c) She should utilize metacognition. d) She should use rehearsal. Answer: d Rehearsal increases the likelihood that the information will get into the LTM.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 181
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
What was learned from the memory research by Peterson and Peterson (1959) using the three consonants? a) Utilizing chunking as a memory strategy can help to increase the capacity of our long-term memory. b) The researchers found that eidetic imagery is much more common than once thought. c) Peterson and Peterson clearly demonstrated that there is a difference in the process of storing highly emotional versus mundane personal experiences. d) Any interruption in rehearsal can easily cause us to forget at least some of the information that was in our short-term memory. Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 181–182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
A major problem with cramming for an exam is that it overloads the capacity of _____ a) storage. b) short-term memory. c) long-term memory. d) sensory memory. Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Explain It: Why Is Cramming an Ineffective Study Method?
_____ is the memory subsystem that we use when we try to understand information, remember it, or use it to solve a problem or communicate with someone. a) Sensory memory b) Working memory c) Long-term memory d) Iconic memory Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Marie has a final exam in psychology in one hour. She has been studying for this exam for the last three days. However, she is not convinced she has mastered the material. Marie is currently sitting in her car in the college’s parking lot diligently studying her note cards so she can ace the exam. Not only is she striving to remember all of the information, but she is also trying to understand the theories from different perspectives. Which of the following memory systems is Marie MOST engaging? a) sensory memory b) eidetic memory c) flashbulb memory d) working memory Answer: d. Marie is currently studying and trying to remember the material. She is engaging her cognitive workspace, also called working memory.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Memory researchers strongly suggest that working memory is largely _____ a) speech-based. b) based on visual processing. c) tactile-based. d) prone to false memories. Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Which of the following brain structures is most utilized when someone is engaged in working memory? a) the hippocampus b) the prefrontal cortex c) the hypothalamus d) the cerebellum Answer: b
Skill Level: Factual
Difficulty: Difficult
Page Ref: 182
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
When information is repeated over and over again until it is no longer needed, the process of _____ is being utilized. a) maintenance rehearsal b) chunking c) displacement d) elaborative rehearsal Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Kris just wrote a new song and wants to commit the lyrics to memory. He repeats the chorus over and over until he learns the words. What memory strategy has Kris just employed? a) elaborative rehearsal b) chunking c) the method of loci d) maintenance rehearsal Answer: d Repeating information over and over is called rote rehearsal, or maintenance rehearsal.
Skill Level: Applied
Difficulty: Easy
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
_____ occurs when an individual relates new information to something he/she already has stored in memory. a) Displacement b) Elaborative rehearsal c) Rote rehearsal d) Maintenance rehearsal Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
As Adam was learning the new material in his psychology class regarding neurons and memory, he couldn’t help but notice that he learned similar information in his biology class last semester. He decided to relate the new psychology material to the biology material he learned least semester as a way to help him learn and remember. What strategy is Adam using here? a) elaborative rehearsal b) chunking c) the method of loci d) maintenance rehearsal Answer: a Adam is relating the new information with what he already has stored in memory.
Skill Level: Applied
Difficulty: Easy
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
_____ is a memory strategy that involves an individual repeating something over and over, whereas _____ is a memory strategy that involves connecting new information to something already stored in memory. a) Elaborative rehearsal; displacement b) Chunking; rote rehearsal c) Maintenance rehearsal; elaborative rehearsal d) Elaborative rehearsal; rote rehearsal Answer: c These are alternate explanations of these concepts.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Which of the following statements is true of rehearsal? a) Because maintenance rehearsal involves surface processing, the information will likely go right into the long-term memory. b) Because elaborative rehearsal is simply repeating information over and over, it may not make it into the long-term memory. c) Any form of rehearsal increases the chances for the process of displacement to occur. d) Elaborative rehearsal involves processing at a deeper level, thereby increasing its chances for the information to make it into the long-term memory. Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The levels-of-processing model describes _____ rehearsal as shallow processing and _____ rehearsal as deep processing. a) spaced; massed b) maintenance; elaborative c) spaced; elaborative d) maintenance; spaced Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 182–183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Three research subjects in a project about long-term memory were asked to memorize a series of words. Subject 1 was asked if the word was in capital letters. Subject 2 was asked if the word rhymed with another word given. Subject 3 was asked if the word made sense in a specific sentence presented. Who was likely to remember the most words and why? a) Subject 1 because his task was least distracting. b) Subject 2 because his task used sound. c) Subject 3 because his task required deeper processing. d) Subject 3 because his task required only superficial processing. Answer: c Determining meaning in context, Subject 3’s task requires deeper processing, which results in better odds it will move into long-term memory.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
The ability to recall information from long-term memory without effort is called _____ a) chunking. b) maintenance rehearsal. c) automaticity. d) eidetic imagery. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Fantasia knows Freud’s theory of personality development so well that it appears she doesn’t need to put forth much effort when discussing it. Which of the following concepts would describe this scenario best? a) chunking b) automaticity c) massed practice d) eidetic imagery Answer: b Because she knows it so well, she can recall it from LTM without much effort.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 183
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Short-Term Memory
Ginny and Martin are both studying for a psychology exam. Ginny organizes her time so that she has the entire day before the exam to read and study. Martin arranges his week so he gets about an hour and a half of study time in each day the week before his exam. Both Ginny and Martin end up studying the same total number of hours. Which of the following will likely be true? a) Ginny will perform better because she focused all of her energy on one subject matter for an extended period of time. b) Martin will perform better because he spaced out his studying. c) Ginny will perform better because she used the spaced practice technique. d) Both will do equally well because they spent the same amount of time studying. Answer: b Spaced practice has proven much more effective when compared to massed practice.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
Coming up with memory tricks such as ROY G. BIV for the visible spectrum of colors and HOMES for Michigan’s Great Lakes are types of _____ a) mnemonics. b) repeated testing. c) spaced practice. d) recency effects. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
Although all of following techniques are effective at enhancing memory and learning, Henry Roediger’s (2009) research demonstrates that _____ has proven to be the MOST effective for studying textbook material. a) maintenance rehearsal b) the method of loci c) spaced practice d) repeated testing Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
Jada has an upcoming anthropology exam. She has spaced out her studying over the course of six days and feels she knows the material well. Two days ago, she was confident with her knowledge, but decided to study beyond the point of being able to discuss it without error. She spent the last two days studying the material even further. She now feels ready to take her exam. Which technique best explains Jada’s last two days of studying? a) massed practice b) repeated testing c) elaborative rehearsal d) overlearning Answer: d Jada has learning the material beyond the point of recalling it once without error.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.3: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 5.1b
Topic: Apply It: Improving Memory
There is no known limit to our _____ a) metamemory. b) working memory. c) long-term memory. d) short-term memory. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 183–184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The memory system with a virtually unlimited capacity that contains vast stores of a person’s permanent or relatively permanent memories is called _____ a) long-term memory. b) working memory. c) sensory memory. d) short-term memory. Answer: a
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Endel is thinking about the last time he was at his favorite restaurant. In order for him to access this information, Endel must tap into his _____ a) sensory memory. b) working memory. c) long-term memory. d) short-term memory. Answer: c This is his virtually limitless storehouse for information and memories.
Skill Level: Applied
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Long-term memories are usually stored in _____ form. a) visual b) tactile c) gustatory d) semantic Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Long-term memory is broken down into _____ and _____ a) declarative memory; nondeclarative memory. b) iconic memory; echoic memory. c) working memory; short-term memory. d) implicit memory; sensory memory. Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Declarative memory includes _____ a) implicit memory and explicit memory. b) episodic memory, explicit memory, and implicit memory. c) semantic memory and episodic memory. d) implicit memory and episodic memory. Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184–185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ is a subsystem within long-term memory that stores facts, information, and personal life events that can be brought to mind verbally or in the form of images and then stated. a) Implicit memory b) Declarative memory c) Sensory memory d) Nondeclarative memory Answer: b
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The knowledge of what Target stores sell and where one is located comes from your _____ a) semantic memory. b) iconic memory. c) nondeclarative memory. d) sensory memory. Answer: a. Semantic memory stores objective information and facts.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ is another label for declarative memory. a) Nondeclarative memory b) Implicit memory c) Explicit memory d) Working memory Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The type of declarative memory that records events as they have been subjectively experienced is referred to as _____ a) eidetic memory. b) sensory memory. c) semantic memory. d) episodic memory. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Lucille remembers the day she won the lottery like it was yesterday. She was at the gas station filling up her car and decided to check the lottery ticket she had purchased the day before. When the gas station attendant scanned it, he looked at her with a huge smile and then told her to get ready for some fantastic news. The memory of this event is located in Lucille’s _____ a) episodic memory. b) nondeclarative memory. c) sensory memory. d) short-term memory. Answer: a This is a memory store for events.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
The type of declarative memory that stores general knowledge or objective facts and information is called _____ a) episodic memory. b) sensory memory. c) short-term memory. d) semantic memory. Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
By the middle of the semester, Jeb is finally able to recall the name of his psychology professor. This information comes from his _____ a) short-term memory. b) semantic memory. c) sensory memory. d) episodic memory. Answer: b Semantic memory stores objective information and facts.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ refers to memory of events, whereas _____ refers to memory of information and facts, both of which can be found in the _____ a) Semantic memory; episodic memory; declarative memory. b) Episodic memory; semantic memory; implicit memory. c) Implicit memory; explicit memory; declarative memory. d) Episodic memory; semantic memory; explicit memory. Answer: d
Skill Level: Factual
Difficulty: Difficult
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ refers to memory of events, whereas _____ refers to memory of information and facts. a) Episodic memory; implicit memory b) Implicit memory; semantic memory c) Semantic memory; episodic memory d) Episodic memory; semantic memory Answer: d
Skill Level: Factual
Difficulty: Moderate
Page Ref: 184–185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Kristy lost her dad in a tragic accident. Her experience of this painful event is located in her _____ a) implicit memory. b) working memory. c) iconic memory. d) episodic memory. Answer: d This is the memory store for events.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Ali’s memory of her high school graduation is stored in her _____; her memory for what year Michigan became a state is located in her _____ a) semantic memory; episodic memory. b) implicit memory; explicit memory. c) episodic memory; semantic memory. d) eidetic memory; working memory. Answer: c Her high school graduation was an event (episodic memory), whereas knowing when Michigan became a state is a fact (semantic memory).
Skill Level: Applied
Difficulty: Moderate
Page Ref: 184–185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Declarative memory is to explicit memory as short-term memory is to _____ a) semantic memory. b) working memory. c) nondeclarative memory. d) episodic memory. Answer: b Another name for STM is working memory, just as another name for declarative memory is explicit memory.
Skill Level: Conceptual
Difficulty: Difficult
Page Ref: 182–184
Textbook LO 6.3: What happens to information in short-term memory?, APA LO 5.1b; LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term & Short-Term Memory
Declarative memory is to explicit memory as _____ is to implicit memory. a) nondeclarative memory b) echoic memory c) semantic memory d) an event Answer: a Another name for implicit memory is nondeclarative memory; declarative memory is another name for explicit memory.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
_____ is the subsystem within long-term memory that stores motor skills, habits, and simple classically conditioned responses. a) Declarative memory b) Explicit memory c) Semantic memory d) Nondeclarative memory Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Activities that do not take much conscious thought, such as walking down the stairs and tying your shoes, are a part of your _____ a) declarative memory. b) episodic memory. c) implicit memory. d) working memory. Answer: c Implicit memory stores habits, classically conditioned responses, and motor skills.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Conditioned responses you have learned by association are located in your _____ memory. a) implicit b) semantic c) declarative d) explicit Answer: a
Skill Level: Factual
Difficulty: Difficult
Page Ref: 185
Textbook LO 6.4: What are the subsystems of long-term memory?, APA LO 5.1b
Topic: Long-Term Memory
Yvette just took a history exam that consisted of three essay questions. By giving essay questions, Yvette’s professor measured her _____ a) recognition. b) recall. c) relearning ability. d) savings. Answer: b Yvette had to search for, collect, and organize her memories and thoughts.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ is a way to measure memory that involves searching for information in order to produce it. a) Recognition b) Serial position testing c) Recall d) The relearning method Answer: c
Skill Level: Factual
Difficulty: Moderate
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ is a memory task in which a person must simply identify material as familiar or as having been encountered before. a) Recognition b) Serial position testing c) Recall d) The relearning method Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Averee just finished her sociology exam in which she was given 50 questions. Her professor also supplied 50 responses; all Averee had to do was pick the right answer from a field of four options. Averee’s sociology professor tested her _____ a) recall. b) learning ability. c) savings. d) recognition. Answer: d Averee was simply asked to recognize the answer from the distracters.
Skill Level: Applied
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Multiple choice exams are to _____ as essay exams are to _____ a) recall; recognition. b) relearning; recall. c) recognition; relearning. d) recognition; recall. Answer: d Recognition, measured by a multiple-choice test, involves recognizing the answer from the distracters. Recall, measured by essay exams, requires searching for, collecting, and organizing information from memory.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
When certain stimuli help in aiding long-term memory retrieval, those things act as _____ a) eidetic imagery. b) retrieval cues. c) distracters. d) discriminatory stimuli. Answer: b. This is an alternate explanation of a retrieval cue.
Skill Level: Conceptual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Coreen was taking her driving test at the Department of Transportation office so she could renew her license. When she came upon the last question, she couldn’t remember the answer. She paused to think and then started reviewing the previous questions for clues to the answer to the last question. Since that strategy didn’t work, she started looking around the office for clues on the wall posters and windows. The poster on the wall nearest to her jogged her memory and helped her to answer the last question. The poster on the wall served as a(n) _____ a) eidetic image. b) discriminatory stimulus. c) distracter. d) retrieval cue. Answer: d The poster helped in aiding long-term memory retrieval.
Skill Level: Applied
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
A(n) _____ is any stimulus or bit of information that aids in retrieving particular information from long-term memory. a) eidetic image b) discriminatory stimulus c) distracter d) retrieval cue Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ is a measure of memory in which retention is expressed as the percentage of time saved when material is relearned compared with the time required to learn the material originally. a) Recall b) Retrieval c) The relearning method d) The Ebbinghaus method Answer: c
Skill Level: Factual
Difficulty: Easy
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Mitzi learned the concept of classical conditioning for the first time in her psychology class. It took her about 60 minutes to thoroughly learn the process. Three weeks later, she had an exam in that class that covered classical conditioning. As she studied for that part of her exam, she realized it took her about 60 minutes to understand it once again. Which of the following statements is true of Mitzi based on this scenario? a) It is evident that she did not maintain any of the original learning in her long-term memory. b) Based on the relearning technique, her savings score was 100%. c) It can be ascertained that Mitzi learned about half of the material the first time around. d) After calculating Mitzi’s savings score, it is clear that she maintained about 60% of what she learned the first time around. Answer: a If it took her 60 minutes the first time and 60 minutes the second time, her savings score was 0%. This means she did not learn anything the first time.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
Luisine took his statistics exam and was glad he studied as hard as he did. He remembers that it took him about an hour to relearn how to solve the problems after spending four hours on them the first time. Based on the relearning method, what was Luisine’s savings score? a) 100% b) 75% c) 50% d) 25% Answer: b One hour of relearning saved three hours, or 75%, of the original four hours.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 186
Textbook LO 6.5: What are the differences among the recall, recognition, and relearning methods of measuring retrieval?, APA LO 3.1a
Topic: Measuring Retrieval
_____ refers to finding that memory is better for things at the beginning and the end of a list as compared to memory for things in the middle of the list. a) Metacognition b) The serial position effect c) The flashbulb memory effect d) The memory reconstruction theory Answer: b
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Adam studies his psychology material using note cards. He writes questions on the front of the card and the answers on the back of the card. After he has a stack of note cards completed, he studies them one by one, over and over again. Based on memory research, which of the following statements should NOT be made to Adam to help him maximize his studying? a) “Adam, your memory for the last few cards will be better than for the middle group of cards.” b) “Hey, Adam, don’t be surprised that you have a better memory for the first few cards.” c) “Adam, this is not such a great study technique. You’ll be better off just reading over your notes.” d) “Adam, make sure to shuffle your cards after a while.” Answer: c Reading over notes is not an effective study method at all.
Skill Level: Applied
Difficulty: Moderate
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
The _____ is the finding that, for information learned in a sequence, recall is better for the beginning and ending items than for the middle items in the sequence. a) relearning method b) context effect c) levels-of-processing theory d) serial position effect Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Julie is a participant in a research project. She is instructed to memorize a list of items. Julie reads the list, in order, over and over again. When it comes time for her to be tested on what items she remembers, what will the finding likely be? a) Julie will remember various items scattered throughout the list. b) Julie will have the best memory for items only at the beginning of the list. c) Research suggests that Julie will have better memory for items at the beginning and the end of the list. d) Julie will have a better memory for items in the middle of the list. Answer: c This illustrates the serial position effect.
Skill Level: Applied
Difficulty: Difficult
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
When a person has a better memory for items at the beginning of a list he/she tries to learn, the _____ is demonstrated. a) recency effect b) serial cognition effect c) metamemory effect d) primacy effect Answer: d
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
When a person has a better memory for items at the end of a list he/she tries to learn, the _____ is demonstrated. a) recency effect b) serial cognition effect c) metamemory effect d) primacy effect Answer: a
Skill Level: Factual
Difficulty: Easy
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
Topic: Influences on Retrieval
Imagine you are trying to remember a list of words. Having a better memory for items at the beginning of a list demonstrates the _____, whereas having a better memory for items at the end of a list demonstrates the _____ a) primacy effect; serial cognition effect. b) serial position effect; metamemory effect. c) primacy effect; recency effect. d) flashbulb memory effect; recency effect. Answer: c The primacy effect is having a better memory for items at the beginning of a list, whereas the recency effect is having a better memory for items at the end of a list.
Skill Level: Conceptual
Difficulty: Moderate
Page Ref: 187
Textbook LO 6.6: How do the serial position, context, and state-dependent memory effects induce retrieval?, APA LO 3.1a
