Memory Foundations And Applications Second Edition by Bennett L. Schwartz -Test Bank A+

Description

1. It is difficult to measure recall with visual memory because
2. a) the encoding process does not store information in a visual format.
3. b) recall is always more difficult than implicit memory measures.

*c) it is difficult for most participants to produce or describe the contents of visual memory.

1. d) visual memory is recoded as verbal memory.

1. Analog representation means that
2. a) the cognitive representation of images is stored in an abstract language-like code.

*b) the cognitive representation of images is stored as a picture in a visual format.

1. c) the cognitive representation of images is stored in episodic memory only.
2. d) the cognitive representation of images is stored in olfactory form.

1. Propositional representation means that

*a) the cognitive representation of images is stored in an abstract language-like code.

1. b) the cognitive representation of images is stored as a picture in a visual format.
2. c) the cognitive representation of images is stored in episodic memory only.
3. d) the cognitive representation of images is stored in olfactory form.

1. Shepard and Metzler were interested in examining if

*a) determining if representation was analog.

1. b) people were faster at rotating objects than imagining them.
2. c) visual memory was housed in the parietal lobe.
3. d) propositional codes could explain ambiguous figures.

1. Shepard and Metzler varied the orientation of one picture relative to the other. That is, in some cases, they were perfectly aligned, but in other sets, they were as much as 180 degrees off from each other. They then asked participants to determine if the figures were identical. They then measured
2. a) whether the participant could recall the figure later.
3. b) if one figure implicitly influenced the perception of the other.
4. c) if propositional codes were actually analog.

*d) how long it took participants to decide if the figures were identical.

1. Shepard and Metzler measured the amount of time it took participants to come to a decision of same vs. different as a function of the degrees of difference between the two figures in a pair. They found that
2. a) reaction times were always equivalent, supporting the propositional view.
3. b) reaction times were inversely proportional to the weighting of each figure in visual memory.

*c) the more the two figures were rotated away from each other, the more time it took participants to make their decisions.

1. d) same judgments were always fast than different judgments.

1. The Shepard and Metzler experiment has become a classic supporting the
2. a) propositional theory of imagery.
3. b) the supplemental theory of imagery.

*c) the analog theory of imagery.

1. d) the episodic theory of imagery.

1. Brooks (1968) asked participants to imagine a letter, such as “T” in their mind’s eye and then were asked to make decisions about the angles in that letter. He found that
2. a) responding on the task was difficult because it taxed visual memory.

*b) responding on the task using pointing was more difficult than speaking.

1. c) participants could only complete the task in a quite room.
2. d) participants were faster in the task when the letters had been primed.

1. Kosslyn (1975) asked people to make visual images such as a rabbit next to an elephant. He showed that
2. a) people could not make the side-by-side comparisons.
3. b) visual imagery alone was insufficient for the task.
4. c) participants were slower when an auditory distraction was also present.

*d) speeded judgments of the characteristics of images were affected by the size of the imagined object.

1. Kosslyn, Ball, and Reiser (1978), showed participants a map of an imaginary island. They found

*a) response time from getting the imaginary dot from place A to place B was longer if the two locations were further away on the map.

1. b) responses times were always faster for items to the east on the map.
2. c) response times were faster when the maps themselves were not imaginary.
3. d) participants could seldom maintain an image in working memory.

1. Primary visual cortex is

*a) the first area in the cerebral cortex that receives input from the retina of the eye.

1. b) properly speaking, part of the retina.
2. c) the area in the lateral geniculate nucleus responsible for motion perception.
3. d) the area in the brain that is responsible for visual memory.

1. Hemifield neglect is
2. a) the functional deficit that occurs when the occipital lobe is damaged.
3. b) a condition in which patients lose their ability to remember the color of common objects.
4. c) the functional deficit that occurs when primary visual cortex is damaged.

*d) a condition in which patients ignore one half of the visual world.

1. The patients studied by Bisiach and Luzzatti (1978) showed

*a) hemifield neglect in his visual imagery.

1. b) an inability form visual images.
2. c) deficits in his visual working memory.
3. d) no brain damage whatsoever, despite his functional deficit.

1. Most evidence on “photographic” memory shows that

*a) memory errors in these cases are based on meaning not visual confusions.

1. b) most cases demonstrate “black and white” images and not color memory.
2. c) it can be facilitated by constant practice.
3. d) memory errors in these cases are based on visual confusions.

1. Studies show that
2. a) eidetic imagery is a practiced skill.
3. b) eidetic imagery bears no relationship to “photographic memory.”
4. c) eidetic imagery is responsible for visual learning in all people.

*d) eidetic imagery is more common in young children than adults.

1. Nickerson and Adams (1979) asked people to recognize the “real” penny (that is, how an actually penny appears) from a number of close distractors. They found that
2. a) people show good memory for pennies because they are familiar objects.
3. b) their study was flawed because most of their participants did not have much experience with money.
4. c) only those participants with strong visual imagery confused the penny with the nickel.

*d) participants had a difficult time recognizing the correct penny among the distractors.

1. Cognitive maps are
2. a) mental representations that guide our metacognition.
3. b) physical maps that are based on what we know about cognition.
4. c) the physical maps that participants use to generate imagery.

*d) mental representations of the external world.

1. Which is an example of the influence of semantic categories on cognitive maps?
2. a) We judge Cleveland to be further away from Toledo than it actually is because both are in the state of Ohio.

*b) We judge Vancouver to be further away from Seattle because they are in different nations.

1. c) We judge Detroit to be a larger city than it is because we have heard a lot about it in the news.
2. d) We judge New York to be further away from Boston that it actually is because there is so much traffic between the two cities.

1. Russell, Duchaine, and Nakayama (2009) identified several “super-recognizers,” people whose ability to recognize and discriminate faces were several standard deviations above the norm. What else did they observe about these people?
2. a) despite their good performance on faces, on other tasks, their performance was sub-standard.
3. b) they were above normal at recognizing common objects as well.
4. c) their ability to recognize faces was correlated with a strong phonological loop system.

*d) When faces were displayed up-side down, they lost some of their exceptional ability.

1. Line up identifications involve

*a) presenting the target face along with a series of distractor faces.

1. b) presenting only the target face and the witness must decide if that was the person seen earlier.
2. c) requiring the participant to generate an image of the target face.
3. d) requiring the participant to describe the target face.

1. Show up identifications involve

*a) presenting the target face along with a series of distractor faces.

1. b) presenting only the target face and the witness must decide if that was the person seen earlier.
2. c) requiring the participant to generate an image of the target face.
3. d) requiring the participant to describe the target face.

1. How does giving a verbal description of a face affect memory for that face?

*a) it depends on how memory is tested.

1. b) it improves memory performance.
2. c) it impairs memory performance.
3. d) faces show the greatest interference of any type of memory stimulus.

1. In a line-up, participants make ____ judgments, whereas in a show-up, they make ______ judgments.
2. a) episodic; semantic
3. b) analog; propositional
4. c) accurate; inaccurate

*d) relative; absolute

1. Verbal overshadowing occurs with
2. a) show-ups because the participant makes an absolute judgment.
3. b) show-ups because the participant makes a relative judgment.
4. c) line-ups because the participant makes an absolute judgment.

*d) line-ups because the participant makes a relative judgment.

1. Verbal facilitation occurs in

*a) show-ups.

1. b) line-ups.
2. c) hemifield neglect.
3. d) grow-ups.

1. What best summarizes the effects of verbal descriptions on eyewitness identification?
2. a) verbal descriptions help eyewitness identifications, but only if the verbal descriptions are accurate.
3. b) verbal descriptions interfere with eyewitness identifications because they force participants to focus on irrelevant details.

*c) verbal descriptions help when the witness has to make an absolute judgment, but hurt when the witness must make a relative judgment.

1. d) verbal descriptions are irrelevant to eyewitness memory because they are encoded by systems that differ from that which encodes visual information.

1. Cross-race bias refers to
2. a) that people cannot remember faces of other races.

*b) that people remember faces of their own racial group better than faces of other racial groups.

1. c) that people remember faces of other racial group better than faces of their own racial groups.
2. d) a bias that cannot be measured in memory research.

1. Meissner and others research shows that, with respect to the cross-race bias effect,
2. a) the cross-race bias is largest when participants are tested in a racially-charged environment.

*b) minority groups are better at recognizing faces of the majority group than the majority group is at recognizing faces of minority groups.

1. c) majority groups are better at recognizing faces of the minority group than the minority group is at recognizing faces of majority groups.
2. d) the cross-race bias is only apparent in American society.

1. The fusiform face area (FFA) in the inferior-temporal cortex
2. a) is only active when familiar faces are being examined.

*b) is an important region in the recognition of faces.

1. c) is only active when people are describing faces in a verbal format.
2. d) is an important region in forming cognitive maps.

1. Damage to the FFA results in a neuropsychological condition called
2. a) hemifield neglect.
3. b) anterior amnesia.

*c) prosopagnosia.

1. d) transcortical aphasia.

1. The chief deficit in prosopagnosia is?

*a) difficulties recognizing faces

1. b) difficulties with cognitive maps
2. c) difficulties recalling eyewitness events
3. d) difficulties with all aspects of visual memory

1. Patient DQ has difficulty recognizing faces, even those of close family members, even though he can recognize them by voice. Your diagnosis?
2. a) temporal lobe amnesia
3. b) hemifield neglect

*c) prosopagnosia

1. d) auditory transaphasia

1. Which imagery technique dates all the way back to the ancient Greeks 2500 years ago?

*a) the method of loci

1. b) the savings method
2. c) the key word method
3. d) the peg word method

1. In which technique does the learner associates a list of new to-be-learned items with a series of well-known physical locations, using visual imagery?
2. a) acronyms

*b) the method of loci

1. c) the link word method
2. d) bizarre imagery

1. Sammi has to remember a list of supplies to bring to help build the clubhouse. She takes a mental walk through her neighborhood and puts each item in a familiar location in that mental walk. Sammi is using the
2. a) peg-word technique.
3. b) the Ebbinghaus mental walk method.

*c) the method of loci.

1. d) Simonides acrostic.

1. The keyword technique is useful for learning
2. a) arbitrary lists of numbers.

*b) vocabulary in a new language.

1. c) the initials that represent corporations.
2. d) anything from passages of prose to lyric poetry.

1. Wang and Thomas found that the keyword technique was good for ______ learning but that elaborative encoding led to better _____________
2. a) conjugate; working memory

*b) rapid; retention over a long period of time

1. c) conditional; representation of all aspects of the stimuli
2. d) semantic; visual encoding

1. Wang and Thomas found that at a five minute delay, which technique led to stronger encoding?
2. a) elaborative

*b) key word.

1. c) method of loci.
2. d) method of limits.

1. Unlike the other visual mnemonics, the pegword technique also incorporates
2. a) the analog technique
3. b) visual interference
4. c) prosopagnosia

*d) auditory rhyming

1. Wollen, Weber, and Lowry (1972) asked participants to use bizarre interactive imagery in the learning of new paired associates, such as piano-cigar. They found that
2. a) bizarre imagery was distracting and led to poor performance.
3. b) bizarre imagery led to bad dreams later in the day.

*c) the interacting images, even if not bizarre, led to the best memory recall relative to non-interacting images or rote encoding.

1. d) rote encoding led to the best memory performance.

1. Slotnick et al (2012) used fMRI to examine the brains of participants while comparing visual-memory judgments and visual-imagery judgments. They found that

*a) they could compare the neural patterns associated with focusing on memory and the neural patterns associated with focusing on imagery.

1. b) that there were no differences between visual-memory judgments and visual-imagery judgments.
2. c) visual memory elicited more activity in the lumbar cortex than did visual imagery.
3. d) fMRI is useless in resolving visual imagery issues.

1. fMRI studies, such as those conducted by Slotnick et al (2012), show that
2. a) the occipital lobe is not critical in visual imagery.

*b) the occipital lobe is activated during visual memory tasks.

1. c) the parietal lobe has secondary auditory functions.
2. d) the junction between the occipital and frontal lobe is critical in both visual imagery and visual memory.

1. Which of the following statements are true about learning and cognitive maps.
2. a) Cognitive maps are invariably distorted so much that we should not use them.
3. b) Cognitive maps are selectively impaired in prosopagnosia.
4. c) Cognitive maps can be studied using Shepard-Metzler techniques.

*d) Remembering directions is better when there were distinctive streets and landmarks than when there were neither.

1. In a study on cognitive maps, Tom and Tversky (2012) showed

*a) distinctive street names were the most helpful in remembering a route from one place to another.

1. b) street names using a logical grid of numbers were the most helpful in remembering a route from one place to another.
2. c) people were biased in remembering street names that were already familiar.
3. d) street names that were chosen because of characteristic landmarks reduced distortion due to cognitive categories.

1. Friedman et al (2012) had American and Canadian college students examine maps of California and Alberta. The maps were either marked only with dots and not marked with city names or the maps were marked with dots and the city names associated with the state or province. The results of their study
2. a) refuted years of research on cognitive maps.

*b) were consistent with a view in which cognitive maps are influenced by semantic categories.

1. c) showed that dot distance was not a identifiable feature of semantic memory.
2. d) none of the above.

1. Sequential line-ups are also known as
2. a) simultaneous line-ups
3. b) ID blocks
4. c) recognition units

*d) show-ups

1. Megreya, Memon and Havard (2012) showed that Egyptian participants were more accurate at identifying female faces when those women were wearing headscarves, but that
2. a) Older Egyptian men could not recognize women’s faces at all.

*b) British participants were better at recognizing women’s faces without headscarves.

1. c) there was a face by ethnicity interaction.
2. d) all of the above are true.

1. Research shows that

*a) the method of loci is applicable to helping older adults remember.

1. b) the method of loci is not applicable to helping older adults remember.
2. c) the method of loci is functionally equivalent to the peg-word method.
3. d) multiple loci can benefit recognition but not recall.

1. Which is considered a definition of visual imagery?
2. a) the production of Shepard-Metzler analogs.
3. b) the latent retention interval of a visual experience.
4. c) visual images are ephemeral and cannot be defined.

*d) the experience of retrieving a memory that is mostly visual or experienced primarily as a sensory experience.

1. Patient JB recently suffered a stroke, which affected the FFA of his temporal lobe. What deficit might you expect?
2. a) unilateral neglect
3. b) imagery neglect

*c) prosopagnosia

1. d) color amnesia

Chapter 7

1. Zora remembers the details of where and what she was doing when she heard the news that Hurricane Katrina hit New Orleans. This kind of memory is often referred to as
2. a) storm memory

*b) flashbulb memory

1. c) retrograde memory
2. d) traumatic memory

1. The term autobiographical memory refers to

*a) personal specific memories and self-knowledge.

1. b) the memories of famous people for important events.
2. c) flashbulb memories only.
3. d) our semantic memory for our life’s narrative.

1. In Conway’s theory of autobiographical memory, specific events refers to
2. a) the specific plans we make for our future selves.
3. b) the broad patterns of ups and downs in our lives.

*c) episodic memories.

1. d) well-learned scripts of personal events.

1. In Conway’s theory of autobiographical memory, general events refers to

*a) the combined, averaged, and cumulative memory of highly-similar events.

1. b) details of specific events.
2. c) the sources of our autobiographical memories.
3. d) the markers that divide major life periods.

1. Which is an example of an “extended” event in Conway’s theory?
2. a) a combined memory of many trips to the grocery store.
3. b) the memory of the specific instant when the check-out person at the grocery store dropped a large bag of rice on your toes.
4. c) the memory of your life when you worked at a ranch in Utah.

*d) the memory of the horse-back riding trip you took in the hills of Utah.

1. An example of a life-time period is
2. a) the memory of your 11th birthday.
3. b) remembering when your cat was lost for a day.

*c) thinking about “when you worked at the grocery store.”

1. d) remembering the long drive you took from Montreal in Canada to Dallas, in the United States.

1. The working self
2. a) allows us to generalize life event to specific details.

*b) includes the goals and self-images that make up our view of ourselves.

1. c) is similar to working memory in its time course.
2. d) integrates our autobiographical memory with our working memory.

1. Childhood amnesia refers to
2. a) the poor memory of children for episodic details.
3. b) the poor memory of children for semantic knowledge.
4. c) the poor memory of adults for children.

*d) the poor memory of adults for events from early childhood and infancy.

1. Roxanne cannot recall any details from the first few years of life. This pattern is called
2. a) olfactory memory.

*b) childhood amnesia.

1. c) infantile suppression.
2. d) encoding binaurality.

1. By which age is childhood amnesia usually no longer seen?
2. a) 1 years of age.
3. b) 2 years of age.

*c) 4 years of age.

1. d) 6 months of age.

1. When adults do remember events from before the age of four, those memories tend to be
2. a) always reconstructed and patently false.
3. b) of routine events such as bedtime rituals.

*c) of big events, usually later rehearsed, such as the birth of a sibling.

1. d) highly traumatic events.

1. Asking people to recall the earliest memory they can shows that
2. a) self-report is completely unreliable.
3. b) people will report memories of events that they could not possibly remember.

*c) adults will report events from around the age of three.

1. d) adults can remember events prior to those that they actually report when prompted with cues provided by parents or older siblings.

1. The psychodynamic view of childhood amnesia attempts to explain the phenomenon by
2. a) postulating that language is not yet developed.
3. b) that cultural differences outweigh the amnesia effect.
4. c) proposing that the brain is still too immature to form episodic memories.

*d) that people must repress or suppress childhood memories that cannot understand.

1. Simcock and Hayne (2002) presented two, three, and four-year-old children with a demonstration of their “incredible shrinking machine.” When the children were brought back one year later, they found that

*a) children only recalled items if the words for those items were in the vocabulary at the time of presentation.

1. b) only the oldest children could remember any of the objects seen.
2. c) because of the onset of childhood amnesia, only the four-year olds showed deficits in memory.
3. d) recall was predicted by the level of trauma in each child’s life.

1. Simcock and Hayne (2002) found that children only remembered those objects for which they possessed the vocabulary for when they witnessed the event. Which view of childhood amnesia does this support?

*a) The influence of language development on childhood amnesia.

1. b) The psychodynamic view because children repress what they do not know.
2. c) The view that neural development is not complete.
3. d) The influence of the development of a working self.

1. Cross-cultural studies show that
2. a) people most affected by a public tragedy tend to repress that event.

*b) people most affected by a public tragedy are most likely to have flashbulb memories for that event.

1. c) people least affected by a public tragedy often have low confidence in their flashbulb memories.
2. d) only some cultures show flashbulb memories at all; it appears to be unique to western civilization.

1. Weaver (1993) conducted a study comparing an ordinary memory and a flashbulb memory. Weaver’s students wrote down as many details as they could remember from the ordinary interaction with their roommate and their memory of hearing the news of the start of the Gulf War (1991). He found that
2. a) At the end of the semester, each student could remember both events flawlessly.

*b) By the end of the semester, confidence was higher for the flashbulb memory, but the accuracy was equivalent for both memories.

1. c) Five years later, none of the students could be contacted, so the study was discontinued.
2. d) The vivid memories of the start of the war were lost once the second Iraq war began 11 years later.

1. Joseph, an American from Chicago, was 10 years old when he heard the news of 9/11 in his fourth-grade class. The data suggest that when asked about this memory now, Joseph will

*a) report a highly confident memory of where he was when he heard the news.

1. b) be unable to report a memory because of his young age at the time of the event.
2. c) report a completely accurate memory, but his confidence will be quite low.
3. d) will show flashbulb-like symptoms of childhood amnesia.

1. Kensinger and Schacter (2006) examined memories of baseball fans in New York and Boston for the surprise Game 7 victory of the Boston Red Sox over the New York Yankees in the American League Championship in 2004. They found that
2. a) because it was a negative event for New York fans, they showed extreme overconfidence in their memory.
3. b) despite the difference in emotional valence, there were no differences between Boston fans and New York fans.
4. c) because it was a positive event for Boston fans, they showed greater accuracy in their memories.

*d) because it was a positive event for Boston fans, they showed greater more overconfidence in their memories.

1. The special mechanism of flashbulb memory formation suggests that
2. a) unlike ordinary memories, flashbulb memories are processed only in the frontal lobes.
3. b) unlike ordinary memories, flashbulb memories can never be considered veridical.
4. c) there are no differences between flashbulb and ordinary memories; they are all “special.”

*d) there is a unique and special mechanism responsible for flashbulb memories.

1. In a landmark diary study, a Willem Wagenaar, a Dutch psychologist, recorded over 2,400 events over the course of six years (Wagenaar, 1986). Wagenaar found that
2. a) he could recall remarkably few of the events even with many cues.
3. b) cues did not improve his ability to recall autobiographical events.

*c) using “when” as a cue led to fewer memories than using “who,” “where” or “what” as a cue.

1. d) he could remember many details from trips that he made abroad, but very little of his daily routines.

1. One advantage of doing single-subject memory diary studies is that

*a) because the subject is also the researcher, long retention (i.e., several years) intervals can be employed.

1. b) because the subject is also usually a professor, the diaries are usually quite legible.
2. c) single-subject studies are highly generalizable to the general public.
3. d) because the subject is focusing on memory, his or her memory may be optimal.

1. In the cue-word technique, an ordinary word is provided to participants and they are asked to provide the first memory – from any point in their life – which the word elicits. In general, when older adults are tested,
2. a) older adults remember few events from the very recent past.

*b) older adults show a reminiscence bump; that is, they recall events from late childhood early adulthood better than events from before or after.

1. c) older adults show a reminiscence bump; that is, they show better memory for earliest childhood than do younger adults.
2. d) older adults do not show reminiscence effects.

1. Akiko, a 55-year old, is given a cue word and asked to come up with the first memory she can come up with. Akiko is likely to
2. a) come up with a memory from early childhood.
3. b) demonstrate anterograde amnesia.
4. c) either recall a recent event or one from early childhood.

*d) either recall a recent event or one from her late teens.

1. One explanation of the reminiscence bump is
2. a) anterograde amnesia may occur even in healthy older adults.
3. b) language is most fluent during the time period of age 16–25.
4. c) cultural differences make an explanation impossible for the reminiscence bump.

*d) the time period of age 16–25 is a time period with many “first experiences.”

1. The socio-cultural explanation of the reminiscence bump states
2. a) that neurological changes in the brain account for different cultural perspectives on the bump.

*b) most cultures place great emphasis on the events that take place during the time period of age 16–25.

1. c) language is most fluent during the time period of age 16–25.
2. d) there should be no reminiscence bumps in non-literate cultures.

1. Observer memories are
2. a) memories of others’ flashbulb memories.
3. b) memories in which we see images as they actually occurred from the distant past.

*c) memories in which we take the vantage point of an outside observer and see ourselves as actors in our visual memory.

1. d) memories that are not susceptible to cultural differences.

1. Field memories are
2. a) memories that are resistant to auditory illusions.
3. b) memories of early childhood events.

*c) are autobiographical and visual memories in which we see the memory as if we were looking at the event through our own eyes.

1. d) memories in which we take the vantage point of an outside observer and see ourselves as actors in our visual memory.

1. McIsaac and Eich (2004) found that when patients suffering from PTSD retrieved memories as field memories, their emotional response was more negative and more intense. When they asked participants to recall them as observer memories
2. a) they were more likely to have sudden flashbacks.
3. b) the observer memories were less likely to feel like flashbulb memories.

*c) they experienced less negative emotions.

1. d) they experienced more PTSD symptoms.

1. Borrowed Disputed memories are most common
2. a) in those who share a field memory PTSD experience.
3. b) in people who share cultural identities.
4. c) in people who seldom experience similar events.

*d) in identical twins.

1. Willander and Larsson (2007) conducted a study on the role odors play in autobiographical memory. They found that

*a) odors elicit more autobiographical memories than did the odor names.

1. b) odors elicited fewer autobiographical memories than did cue words.
2. c) odors are not good triggers of autobiographical memories.
3. d) odors only elicited memories of events that involved odors.

1. Herz (2004) showed that autobiographical memories produced by odor cues
2. a) were more visual-oriented than memories induced by verbal cues.

*b) were more emotional than memories induced by verbal cues.

1. c) were less emotional than memories induced by auditory cues.
2. d) were more likely to induce field memories than memories induced by verbal cues.

1. Daselaar et al. (2008) used a standard cue-word technique, that is, participants heard a word and were asked to think of the first autobiographical memory that came to mind. During retrieval, an fMRI machine monitored the participants’ brains. The fMRI technique allows the researchers to obtain a detailed map of where activity in the brain is taking place. It showed that

*a) there was activity in the medial temporal lobe, the hippocampus and right prefrontal cortex.

1. b) most of the neural activity was in the cerebellum.
2. c) there was no activity in the pre-frontal lobe.
3. d) fMRI could not detect differences based on autobiographical memory.

1. Adam, a valet, describes what he usually does when he parks a car at work. Adam is retrieving
2. a) an event-specific memory.

*b) a general event.

1. c) a life-time period.
2. d) from the working self.

1. Conway’s model of autobiographical memory concerns how we

*a) represent or store autobiographical memory.

1. b) encode information into autobiographical memory.
2. c) how we consolidate information into autobiographical memory.
3. d) how autobiographical memory interacts with visual imagery.

1. Thomsen and Berntsen (2008) found that, among Danish elders, the bump was particularly noticeable for the memory of events that were consistent
2. a) with general events recalled in field format.
3. b) with the offset of childhood amnesia.
4. c) with less socially-marked memories, such as travel, memorable meals, or political memories.

*d) with cultural life scripts, such as first jobs, dating, and leaving home.

1. Which evidence is consistent with the view that childhood amnesia ends with the onset of a sense of self?
2. a) Infants begin talking at about their first birthday.
3. b) The development of a sense of self varies greatly across culture.
4. c) The hippocampus does not fully mature until about the age of three.

*d) A developing sense of self allows the individual to code his or her memories into this developing sense of self.

1. Talarico and Rubin (2007), for example, compared memories of their personal whereabouts when they heard the news of 9/11 and an ordinary event around the same time. They found that
2. a) memories of 9/11differed systematically from other flashbulb memories.
3. b) confidence and accuracy remained high over retention intervals for both memories.

*c) confidence remained high for the news of 9/11 but dropped for the ordinary event.

1. d) people were unwilling to report their memories.

1. Berntsen and Rubin (2008) asked participants to record involuntary memories in a memory diary. In particular, participants were asked to record involuntary memories that referred to a serious (or traumatic) event in their lives.
2. a) They found that involuntary memories could not be retrieved under spontaneous conditions.
3. b) They found that involuntary memories were usually made with high confidence.
4. c) They found that involuntary memories were more common among siblings.

*d) They found that involuntary memories are frequent, but decline somewhat with age.

1. Daselaar et al 2008 examined the neural correlates of retrieval from autobiographical memory. They found that
2. a) those memories that were given high judgments of emotionality were correlated with greater activity in the occipital cortex.

*b) those memories that were given high judgments of emotionality were correlated with greater activity in the hippocampus and the amygdala in the limbic system.

1. c) autobiographical memory was associated with increased blood flow to the pons and brainstem.
2. d) autobiographical memory was associated with increased blood flow to Broca’s area in the left frontal lobe.

1. Jack et al (2012) tracked down the children who had participated in the “magic shrinking machine” experiment six years later when the children varied from age 8 to age 10. They found that
2. a) The children had all entered the childhood amnesia phase and could not recall the event.

*b) Some, but not all, of the children could recall the event and some of the items that had been “shrunk.”

1. c) At the older age, children could only remember items that were not in their vocabulary as younger children.
2. d) none of the above are true.

1. In a study on flashbulb memory it was found that
2. a) positive events lead to more encoding failures than negative events.

*b) Catholics have more flashbulb memories of the death of Pope John Paul II than do non-Catholics.

1. c) positive events lead to greater accuracy of flashbulb memories than do negative events.
2. d) Because of the trauma involved, people outside of Turkey had more flashbulb memories for an earthquake in Turkey than did Turkish people.

1. Dickson,Pillemer, and Bruehl (2011) found a reminiscence bump for events for

*a) that were surprising and therefore not part of the person’s lifetime period or cultural scripts as well as positive and script-relevant events.

1. b) only for recent events.
2. c) only for young adults.
3. d) all of the above.

1. Berntsen, Staugaard, and Sorensen (in press) asked participants to engage in sound-location task which involved determining if two sounds were being played to the same ear or one to each ear. They found that
2. a) novel sounds were less likely to induce disputed memories.

b)novel sounds were less likely to induce involuntary memories.

*c) novel sounds required more attention, creating less cognitive control, which resulted in more involuntary memories.

1. d) the novel sounds were annoying and all the participants dropped out of the study.

1. Neuroimaging studies on autobiographical memory show that
2. a) areas of the brainstem have a critical role in putting a person into “retrieval mode.”

b)retrieval of autobiographical memory is not measurable in fMRI

1. c) only general cues elicit elevated activity in the hippocampus.

*d) both specific and general cues elicit activity in the medial temporal lobe and hippocampus.

1. Which of the following statements about neuroimaging studies of autobiographical memory are true?
2. a) General cues are more likely to recruit areas in the lateral temporal lobe.
3. b) Specific cues resulted in stronger responses in the left hippocampus and the medial prefrontal region than did the general cues.
4. c) The right prefrontal cortex is associated with going into “retrieval mode,” that is, initiating the memory search.

*d) All of the above are true.

1. Which of the following is a methodological difficulty in studying involuntary memories?
2. a) involuntary memories seldom occur under natural circumstances.
3. b) involuntary memories are often false memories.
4. c) involuntary memories are often observer memories.

*d) Studying involuntary memory is a bit more difficult because the researchers cannot give direct cues – as that would lead to a voluntary memory

1. Ahmet is 82 years old, has normal memory for someone his age and his lived all his life in Egypt. Based on data on the reminiscence bump, you would expect
2. a) that Ahmet would have less of a recency effect than an American senior.
3. b) that Ahmet would show an earlier reminiscence bump than an American senior.
4. c) that Ahmet would show a later reminiscence bump than an American senior.

*d) that Ahmet would not differ with respect to the reminiscence bump relative to an American senior.

1. Diaries studies on college students show that

*a) Memories that were scored as relevant to the persons’ “life story” were recalled better than those that were not.

1. b) Memory researchers typically have better autobiographical memory than college students.
2. c) Event-specific memories are recalled better than general events.
3. d) voluntary memories are more likely to be disputed memories than involuntary memories.

1. According to your textbook, which is considered the best explanation of childhood amnesia?
2. a) The psychodynamic view because children repress what they do not know.
3. b) The view that neural development is not complete.

*c) The influence of language development on childhood amnesia.

1. d) The influence of the development of a working self.