Deck 6: Human Memory: Encoding and Storage

Question 1

What is NOT a similarity between working memory and long-term memory?

A) Access to items takes time in both memories.
B) Information can be lost from both memories.
C) The contents of both memories can contain propositional information.
D) Working memory and long-term memory both decay rapidly.

Answer 1

Working memory and long-term memory both decay rapidly.

Question 2

Sperling's experiments suggested that _____ memory exists.

A) auditory sensory
B) visual sensory
C) echoic
D) ideoconic

Answer 2

visual sensory

Question 3

According to Atkinson and Shiffrin,information coming in from the environment follows which path?

A) sensory store > short-term memory > long-term memory
B) sensory store > working memory > long-term memory
C) short-term memory > sensory store > long-term memory
D) working memory > sensory store > long-term memory

Answer 3

sensory store > short-term memory > long-term memory

Question 4

How does short-term memory differ from the articulatory loop?

A) Short-term memory is a small-capacity system;the phonological loop is a large-capacity system.
B) Short-term memory is relatively disorganized;the phonological loop is highly organized.
C) Information does not have to spend time in the articulatory loop to get into long-term memory.
D) Short-term memory is largely imagery-analog based;the phonological loop is entirely acoustic.

Question 5

A patient who CANNOT form new memories has _____ amnesia.

A) anterograde
B) posterograde
C) retrograde
D) temporograde

Question 6

What is the role of the central executive in working memory?

A) The central executive controls how information flows from sensory memory to short-term memory.
B) The central executive controls how short-term memory can access long-term memory.
C) The central executive controls how the phonological loop and the visuospatial sketchpad are used.
D) The central executive controls how information flows from long-term memory to the phonological loop.

Question 7

One brain region in animals implicated in working memory is:

A) the temporal cortex.
B) Wernicke's area.
C) the frontal cortex.
D) the sensory cortex.

Question 8

Craik and Lockhart argued that what is critical is:

A) creating a novel image of what you want to remember.
B) processing material in a deep and meaningful way.
C) rehearsing material long enough in short-term memory to get it to transfer to long-term memory.
D) attending because it determines what transfers from sensory memory to short-term memory.

Question 9

Auditory sensory memory can last up to:

A) 1 second.
B) 5 seconds.
C) 10 seconds.
D) 15 seconds.

Question 10

If you carried out a simple memory-span experiment,you would find that your subjects could typically remember about:

A) 3 to 4 items at the most.
B) 7 to 8 items at the most.
C) 12 to 14 items at the most.
D) as many items as they could visually attend to in several seconds.

Question 11

Evidence for the role of the brain in working memory comes from studies that show:

A) interference with central executive control prevents access to long-term memory.
B) damage to the frontal cortex interferes with a monkey's ability to perform the delayed match-to-sample task.
C) damage to the occipital cortex interferes with the formation of images in the visuospatial sketchpad.
D) removal of a small amount of tissue in the temporal lobe destroys working memory.

Question 12

Which is NOT a component of Baddeley's working memory model?

A) the phonological loop
B) the central executive
C) the neural-array activator
D) the visuospatial sketchpad

Question 13

In Atkinson and Shiffrin's view of memory:

A) functional processes,such as deep level processing,are more important than the storehouses of memory.
B) short-term memory serves as an intermediate store between sensory memory and long-term memory.
C) information is stored in propositional networks that retain the meaning,but not the detail,of the perceptual experience.
D) information is stored in distributed neural calculational arrays.

Question 14

The _____ structures of the brain are involved in the retrieval of memories.

A) frontal
B) parietal
C) temporal
D) occipital

Question 15

The _____ structures of the brain are involved in the permanent storage of memories.

A) frontal
B) parietal
C) temporal
D) occipital

Question 16

_____ memory lasts longer than _____ memory.

A) Iconic;echoic
B) Echoic;iconic
C) Iconic;visual sensory
D) Visual sensory;iconic

Question 17

If you were asked to recall a five-item list of two-syllable words and then a five-item list of five-syllable words,what would be the likely outcome?

A) The outcome cannot be predicted since neither list length nor word length influence recall.
B) You would recall an equal number of words from each list since it is the absolute number of items that determines span.
C) You would recall more of the longer words.
D) You would recall fewer longer words.

Question 18

Which was NOT an assumption of the classical short-term memory theory espoused by Atkinson and Shiffrin?

A) Short-term memory has limited capacity.
B) Short-term memory works only with attended information.
C) Short-term memory constructs an analog of the external experience to transfer to the long-term store.
D) Short-term memory transfers information to the long-term store through some type of rehearsal process.

Question 19

Which statement is NOT evidence for the articulatory loop?

A) Subjects have more difficulty recalling a list of words with two syllables compared with a list of words with one syllable.
B) Subjects have more difficulty recalling a letter string that rhymes compared with a string that does not rhyme.
C) Subjects are more confused when trying to remember a letter string such as BCTHVZ compared with HBKLMW.
D) When subjects cannot recall a stimulus from a list,they tend to reconstruct an image of the list to help recall.

Question 20

The _____ structures of the brain are involved in the creation of memories.

A) frontal
B) parietal
C) temporal
D) occipital

Question 21

One possible explanation for the power law of learning is the:

A) improved transfer of material from short-term memory to the centralized long-term store.
B) long-term potentiation of neurons.
C) extinction of inhibitory postsynaptic potentials that interfere with retrieval.
D) activation of frontal lobe areas that organize the material in meaningful wholes.

Question 22

The notion of long-term potentiation is that:

A) there is increased sensitivity of stimulated cells as measured by increased excitatory postsynaptic potential.
B) the long-term power of the memory trace increases as a linear function with practice.
C) neural presynaptic messengers required for synaptic transmission are energized with increased practice.
D) inhibitory postsynaptic potentials that interfere with membrane depolarization are extinguished with practice.

Question 23

Chris and Danielle are participating in a memory study.Both are given identical word lists and are asked to count the number of vowels in each word.However,only Chris is told that there will be a memory test later.When the memory test is given,who will perform better?

A) Both will perform poorly due to the vowel-counting technique.
B) Chris.He knew to learn the words for the recall task.
C) Danielle.She was not pressured to learn the words for the recall task.
D) They will perform equally well.

Question 24

The power law of learning refers to the fact that:

A) the associative strength of items in a propositional network increases linearly with increased practice.
B) speed of responding in working memory is a power function of recency of presentation.
C) overlearning leads to a linear,nonasymptotic increase in power of the memory trace.
D) memory performance improves as a function of practice.

Question 25

Participants in the Meyer and Schvaneveldt study were faster at making judgments about positive word pairs,such as:

A) nurse and butter.
B) bread and butter.
C) plame and wine.
D) wine and plame.

Question 26

Participants in the Meyer and Schvaneveldt study were faster at making judgments about negative word pairs,such as:

A) nurse and butter.
B) bread and butter.
C) plame and wine.
D) wine and plame.

Question 27

Which statement is NOT an appropriate interpretation of the Stein and Bransford study of self-generated elaborations?

A) Externally supplied precise elaborations are more helpful than self-generated imprecise elaborations.
B) Externally generated elaborations to aid memory generally work much better than self-generated elaborations.
C) The issue is not self-generated versus other-generated elaborations,but the precision of the elaborations.
D) Recall will be inferior if the elaborations are imprecise.

Question 28

Meyer and Schvaneveldt's (1971)study of reaction time to paired words,such as bread/butter or nurse/butter,was an examination of which memory phenomenon?

A) working memory
B) spreading activation
C) flashbulb memory
D) levels-of-activation

Question 29

When studying for your cognitive psychology test,you go over an important term in your notes and make up an example for that term.Which concept BEST explains why making up the examples will help you remember the terms?

A) elaborative processing
B) maintenance rehearsal
C) rote memorization
D) nonintentional learning

Question 30

Which is NOT a component of the PQ4R method?

A) question
B) recite
C) review
D) rote rehearse

Question 31

In Goldman-Rakic's work with monkeys,she suggests that:

A) the prefrontal cortex may be divided into small sections responsible for retaining different types of information.
B) the frontal cortex appears to deal primarily with abstract information,not visuospatial information.
C) areas of the frontal cortex may correspond closely to the phonological loop,the visuospatial sketchpad,and the central executive.
D) the prefrontal cortex is primarily a personality center not involved in memory.

Question 32

Imagine meeting someone at a party who you really want to see again.You get his phone number,but with no paper and pencil to write it down,you convert it to the abbreviation CALL HIM.The strength of the memory trace will be much stronger because you have used:

A) parallel processing.
B) maintenance rehearsal.
C) rote memorization.
D) elaborative processing.

Question 33

Recent experimental evidence has demonstrated a lateralization of memory functions.It appears that _____ is carried out by the left prefrontal cortex,while _____ is carried out by the right prefrontal cortex.

A) memory for words;memory for pictures
B) visual memory;auditory memory
C) memory encoding;memory retrieval
D) sensory memory;short-term memory

Question 34

Kahn and Wagner demonstrated that,with practice,the hippocampus and the prefrontal cortex become less active when engaging in which activity?

A) memory encoding
B) memory consolidation
C) rehearsal functions
D) memory retrieval

Question 35

Which statement is NOT evidence for the role of the frontal cortex in working memory?

A) Human infants are unable to perform a delayed match-to-sample task until their frontal cortices develop.
B) Neurons in the frontal cortex appear to fire only during the delay period.
C) Removal of small amounts of frontal lobe tissue interferes with image formation in the visuospatial sketchpad.
D) Damage to the frontal cortex interferes with a monkey's ability to perform the delayed match-to-sample task.

Question 36

The PQ4R method is most effective when studying:

A) literary material.
B) mathematics.
C) physical sciences.
D) social sciences.

Question 37

Material processed elaborately involves _____ brain regions as material processed _____.

A) the same;shallowly
B) the same;auditorily
C) different;shallowly
D) different;auditorily

Question 38

What is a likely explanation for the effectiveness of the PQ4R method?

A) It dramatically increases the number of practice trials.
B) It provides specific mnemonic strategies that aid encoding and retrieval.
C) It provides guides for faster reading of material.
D) It promotes elaborative rehearsal.

Question 39

_____ processing evokes higher levels of activation than _____ processing.

A) Auditory;elaborative
B) Auditory;shallow
C) Elaborative;shallow
D) Shallow;elaborative

Question 40

Based on the core notion of the PQ4R method,you should:

A) formulate and answer questions while reading new material.
B) increase by fourfold the amount of time devoted to reviewing.
C) reread the material by scanning to optimize learning.
D) ask instructors for prompt questions before you begin reading the text.

Question 41

Describe the results of Meyer and Schvaneveldt (1971).What does this study suggest?

Question 42

Memories formed during states of high arousal are:

A) remembered more than memories formed during states of normal arousal.
B) remembered less than memories formed during states of normal arousal.
C) remembered as equally as memories formed during states of normal arousal.
D) not remembered.

Question 43

What is working memory,and what are its characteristics?

Question 44

People are able to recall and have vivid memories of traumatic events that happened long ago.This is called:

A) the egocentric bias.
B) the self-reference effect.
C) the self-serving bias.
D) flashbulb memory.

Question 45

Which statement is NOT supported by research on intentional learning versus incidental learning?

A) Intentional learning leads to better performance than incidental learning.
B) If the person uses similar processes,the results will be the same whether the learning was intentional or incidental.
C) There is little difference between intentional learning and incidental learning in memory strength.
D) The issue is not whether learning is intentional or incidental,but how the material was processed.

Question 46

_____ refer(s)to a mnemonic technique that relies on spatial relationships.

A) Acrostics
B) Chunking
C) Method of loci
D) Peg-word method

Question 47

Describe the results of Bower (1973).What does this study suggest?

Question 48

What is iconic memory? What is echoic memory?

Question 49

What is the partial-report procedure? How was it an improvement to the whole-report procedure?

Question 50

Describe one study on flashbulb memories.Why might memories learned in high-arousal states be better retained?

Question 51

What are the effects of practice on memory?

Question 52

What does brain research tell us about the power law of learning?

Question 53

In what way are the hippocampus and the prefrontal regions involved in memory?

Question 54

What is short-term memory,and what are its characteristics?

Question 55

Conway et al.studied memory for Margaret Thatcher's resignation as prime minister of the United Kingdom.They found that:

A) 90% of the participants from the United Kingdom showed perfect memory for the events surrounding the resignation.
B) 60% of the participants from the United Kingdom showed perfect memory for the events surrounding the resignation.
C) 60% of the participants from Denmark showed perfect memory for the events surrounding the resignation.
D) 90% of the participants from the United Kingdom and 60% of the participants from Denmark both showed perfect memory for the events surrounding the resignation.

Question 56

What is the word-length effect?

Question 57

In the Hyde-Jenkins paradigm,some subjects were told that they would be tested for recall,while other subjects were misled about the purpose of the study.This experiment is a classic example of:

A) deep versus shallow processing.
B) exhaustive versus self-terminating search.
C) intentional versus incidental learning.
D) parallel versus serial processing.

Question 58

How and when does rehearsal improve memory?

Question 59

What determines the amount of material remembered?

A) whether it was incidental
B) whether it was intentional
C) the level of processing
D) personal motivation

Question 60

You have an exam in cognitive psychology next week.What are the BEST approaches to learning the material?

Question 61

What evidence suggests that the articulatory loop involves speech?

Question 62

The PQ4R technique for improving study skills derives its name from the six phases it advocates for studying a chapter in a textbook.

Question 63

Activation determines both the probability and the speed of access to memory.

Question 64

Different areas of the prefrontal cortex appear to be responsible for maintaining different types of information in working memory.

Question 65

What are the overall important findings from the research on incidental versus intentional learning?

Question 66

Elaborative processing involves connecting to-be-remembered material with additional information.

Question 67

What is a flashbulb memory? When do these memories occur?

Question 68

What is long-term potentiation?

Question 69

The power law of learning suggests that memory performance improves as a function of practice.

Question 70

Sperling (1960)used the partial-report method in his experimentation on which type of memory?

A) sensory memory
B) flashbulb memory
C) recency memory
D) source memory

Question 71

Long-term potentiation is one form of learning that does NOT appear to follow a power law.

Question 72

The terms activation and strength are used interchangeably in memory research.

Question 73

Briefly describe the phases of the PQ4R method.

Question 74

Individuals with hippocampal damage show different patterns of activity in their prefrontal cortex compared with healthy individuals.

Question 75

Sams,Hari,Rif,and Knuutila (1993)performed a neuroscience experiment that employed event-related potential (ERP)recording and determined that the length of _____ memory can be up to 10 seconds long.

A) iconic
B) short-term
C) echoic
D) working

Question 76

Spreading activation is a term used in memory research to describe the synchronous nature of sensory memory,short-term memory,and long-term memory.

Question 77

Patients with anterograde amnesia cannot recall events that occurred prior to the development of the amnesia.

Question 78

What are the two principles that underlie the effectiveness of the method of loci?

Question 79

What are the two critical factors in the ACT theory activation equation?

Question 80

Depth of processing refers to the importance of passive rehearsal in memory.