Deck 13: Memory Improvement and Learning Efficiency

Question 1

Retrieval cues are helpful for memory improvement because:

A)retrieval cues are random strings of digits which help our memory.
B)retrieval cues direct our attention to metamemory.
C)we can structure our learning to provide with a variety of retrieval cues.
D)mnemonic structures exist independent of their retrieval value.

Answer 1

C

Question 2

The famous ROY G BIV that stands for the colors of the spectrum (red, orange, yellow, green, blue, indigo, violet) is an example of:

A)acrostic.
B)appendectomy.
C)acronym.
D)episodic memory.

Answer 2

C

Question 3

Encoding variability ensures that you will have created a range of cues for the information.This means that:

A)retrieval will be weaker because of lateral inhibition.
B)retrieval will improve because of the release from retrieval inhibition.
C)retrieval will improve because some of the cues at encoding will also be present at retrieval.
D)retrieval can never match the strength of encoding.

Answer 3

C

Question 4

Subjective organization is an example of which broad principle of memory?

A)use metamemory
B)make use of distributed learning
C)make use of retrieval cues
D)process for meaning

Question 5

Encoding variability means that:

A)multiple encoding conditions produce good recall.
B)retrieval conditions should match encoding conditions.
C)retrieval conditions should be more variable than encoding.
D)each individual encoding produces an independent memory trace.

Question 6

Roediger and Karpicke (2006) asked participants to read short prose passages concerning scientific information.One group of participants restudied the items several times.A second group read the same passage but then were asked to recall information about the story on three practice tests.They found that:

A)the group that recalled information on practice tests did better on the final test.
B)the group that restudied information on practice tests did better on the final test.
C)there were no differences between the two groups because feedback was not given.
D)the group that recalled information on practice tests read more fluently than the group that restudied information.

Question 7

Which is a good generalization of the research on retrieval practice?

A)study carefully
B)test thyself
C)plan ahead
D)do not cram

Question 8

"Every Good Boy Does Fine" specifies the musical note on the line in the treble clef in musical notation.This is an example of:

A)acronym.
B)acrostic.
C)antonym.
D)archaism.

Question 9

Self-regulated learning is most associated with which broad principle of memory improvement?

A)use metamemory
B)use retrieval cues
C)process for meaning
D)use visual imagery

Question 10

Technical mnemonics refer to:

A)ready-made methods for learning information.
B)the use of digital technology to improve memory.
C)the mnemonics used by most professional memory performers.
D)the use of imagery to encode language vocabulary.

Question 11

ACE stands for Association of Continuing Education.If ACE is used to remember this organization, it is said to be an:

A)acronym.
B)acrostic.
C)antonym.
D)archaism.

Question 12

Acronyms and acrostics are helpful for remembering:

A)visual information.
B)long passages of text, either prose or poetry.
C)arbitrary associations
D)random strings of digits.

Question 13

Keeping a diary is useful for autobiographical memory.Smith et al. (2011) examined the effects of texting while studying.They found that because:

A)recognition performance was higher in the distracted group because they avoided the inhibitory effects of self-directed forgetting.
B)recognition performance was much higher in the non-distracted group than in the distracted group.
C)recognition performance was higher in the distracted group, but recall performance was higher in the non-distracted group.
D)students refused to participate in the undistracted condition encoding.

Question 14

Research on retrieval practice shows that:

A)practicing retrieval does not produce long-term retention.
B)retrieval practice only works if the material is well-rehearsed.
C)making yourself retrieve information is a superior method learning than simply re-reading that information.
D)reverting to a retrieval strategy is only successful for episodic memory.

Question 15

One truism of memory improvement is:

A)there is no magic bullet-memory improvement requires work.
B)memory is an innate property; we cannot improve it without changing our genetic structure.
C)massed practice leads to the best long-term retention.
D)many common drugs, such as caffeine, can positively affect memory.

Question 16

Campbell and Mayer (2009) tested college students during classes.In one condition, students in an Educational Psychology class received a PowerPoint presentation in which questions were included as part of the presentation.In another set of PowerPoint, only statements were made.They found that:

A)the PowerPoint slides were insufficient for any accurate learning to take place.
B)the PowerPoint with questions led to better retrieval from the college students.
C)because the statements contained factual information, the statement condition led to superior recall.
D)the retrieval practice effect did not work with these real world stimuli.

Question 17

Which of these is not considered one of the four broad principles of memory improvement?

A)use metamemory
B)process for meaning
C)employ retrieval practice
D)integrate working and long-term memory

Question 18

Randolf is studying for his Japanese vocabulary quiz.Randolf has a long list of translations in front of him.Which is the most efficient study strategy?

A)Randolf should read over the items as many times as possible.
B)Randolf should repeat the Japanese words over and over for each item, and then move onto the next.
C)Randolf should cover the Japanese words, present himself with the English, and try to retrieve each translation.If he fails, he should uncover the word, repeat it, and then come back to the item later.
D)Randolf should enroll in Portuguese, as he is planning a trip to Brazil.

Question 19

Distracted attention, as in texting during class, results in In the Stroop effect,

A)an inability to employ retrieval practice.
B)a failure to appreciate stability bias.
C)a difficulty to focus on meaning, reducing learning efficiency
D)multi-tasking overload syndrome.

Question 20

Mannes and Kintsch (1987) gave to one group of students well organized outlines of material for which they would be tested, but a second group was given a disorganized outline.They found that:

A)there were no differences in recall of the material.
B)the group given organized outlines did better on a recall test than the group that received the disorganized outlines.
C)the group given disorganized outlines did better on a recall test than the group that received the organized outlines.
D)the group given organized outlines did better on a recall test but the group that received the disorganized outlines did better on a recognition test.

Question 21

When is massed practice beneficial?

A)Massed practice is never beneficial.
B)Massed practice is beneficial when it immediately precedes the test.
C)Massed practice is beneficial when the learning concerns athletic performance.
D)Massed practice is beneficial when long-term retention is desirable.

Question 22

Massed practice means that:

A)learning is distributed across several learning sessions.
B)learning is focused on specific information necessary for upcoming tests.
C)learning of certain material is done in one block of time.
D)learning is augmented by self-testing.

Question 23

Rosalind wants to study as efficiently as possible for her upcoming exam.Which strategy should she avoid?

A)Using the output of JOLs to guide her study choices
B)Spreading her study out over time
C)Asking questions of herself so that she will generate the answers herself
D)Taking ginkgo biloba to improve her memory ability

Question 24

Judgments of learning improve memory by:

A)making a JOL superior in memory improvement to retrieval practice.
B)alerting us to those items that need further study.
C)providing the appropriate retrieval cues.
D)accurately predicting future test performance.

Question 25

Kornell (2009) compared the effects of massed and distributed practice on the learning of stimuli similar to those seen on the GRE.Kornell's results indicated that:

A)it is better to mass items just before test.
B)massed and distributed practice is not the relevant mnemonic principle for learning vocabulary.
C)massed practice results in many false memories.
D)distributed practice leads to better recall assuming the same amount of study time.

Question 26

Synesthesia meAnswer:

A)that sensory qualities are restricted to perception; they cannot be used to form memories.
B)that a neurological condition in which memory of sensory details are lost.
C)that sensory qualities from one sense (e.g., vision) are perceived as being sensory qualities in another sense (e.g., sound) in addition to the original modality.
D)that sensory hallucinations are confused during reality monitoring processes.

Question 27

Expanded retrieval practice meAnswer:

A)initially you space your study close together, but then your subsequent trials get further and further apart.
B)initially you space your study further apart, but then your subsequent trials get closer and closer together.
C)your expand your retrieval to include JOLs.
D)you distribute your practice, but mass your rehearsal.

Question 28

Allocating study time to the most difficult items is a memory improvement tool associated with which broad principle?

A)use metamemory
B)use distributed practice
C)test thyself
D)process for meaning

Question 29

Research shows that:

A)ginkgo biloba actually boosts memory.
B)miso weed actually boosts memory.
C)miso weed does not boost memory.
D)ginkgo biloba does not boost memory.

Question 30

Maguire, Valentine, Wilding, and Kapur (2003) were able to memory competitors using functional magnetic resonance imaging (fMRI).Relative to normal controls, the memory competitors:

A)showed less average activity in the cerebellum.
B)showed more activity in areas of the right prefrontal cortex, which are associated with spatial memory and navigation.
C)showed more activity in the left prefrontal cortex, which are associated with verbal strategies.
D)showed surprisingly more activity in the anterior cingulate and the amygdala.

Question 31

Syad only has a short amount of time to prepare for his Organic Chemistry tests.Under these circumstances, which items ought he study?

A)Items given high JOLs because he wants to ensure he knows the easy items.
B)Items given low JOLs because he wants to ensure he knows the easy items.
C)Items for which feedback is not available.
D)He should not waste his time making JOLs.

Question 32

Research on collaborative memory shows that:

A)groups working separately recalled more information than groups working collaboratively.
B)groups working separately cannot recall team-related information.
C)collaborative memory is only successful when distributed learning is practiced.
D)groups working separately recalled less information than groups working collaboratively.

Question 33

Playing tapes at subliminal levels or while someone is sleeping has been found to:

A)greatly improve memory, but only for semantic material.
B)affect performance on both implicit and explicit memory tests.
C)not improve performance on memory tests, except those that tap early childhood experiences.
D)you cannot learn new information by subliminal methods or by playing tapes while you sleep.

Question 34

If you want to remember information long after the college exam on it is over, which of the following is an adaptive learning strategy?

A)cram for the exam
B)avoid encoding variability
C)use visual imagery to study items you have not mastered
D)use distributed practice during study

Question 35

Kornell (2009) asked participants to study difficult GRE-type words and their more common synonyms (e.g., effulgent: brilliant).Kornell found that:

A)students who were made to distribute their study remembered many more vocabulary terms than those who were made to mass their study.
B)students who were made to mass their study remembered many more vocabulary terms than those who were made to distribute their study.
C)students who choose to mass their study did better than students who were forced to mass their study.
D)students who choose to distribute their study did better than students who were forced to distribute their study.

Question 36

Ruthie has a big test coming up in French literature.She does not know how long it will take her to learn all the material.Given she does not know how much studying is required, what does the region of proximal learning suggest she should do to maximize her study time?

A)Make JOLs on all items and then move onto another subject.
B)Make JOLs, then study the items first that are relatively easy, yet she has not yet mastered.
C)Only review the easiest information.
D)Focus on the hardest passages-at the expense of easier passage.

Question 37

The mnemonist Sherashevsky (also known as just S.) relied on what memory technique?

A)his encyclopedic knowledge of track and field running times
B)his memory of pi to nearly 100,000 places
C)his natural ability for synesthesia
D)his knowledge on tantric yoga

Question 38

One problem with distributed practice relative to massed practice is that:

A)even though it produces better recall, participants prefer to space their learning.
B)even though it produces better recall, in some cases, participants prefer other study techniques.
C)even though it produces better recall, it should not be combined with metamemory techniques.
D)even though it produces better recall, it should not be combined with encoding variability.

Question 39

Which best fits the idea of the Region of Proximal Learning?

A)all learning takes place in finite space.
B)we maximize our learning by studying the leading edge of difficulty.
C)massed practice can benefit if the test is immediate.
D)imagery can supplement JOLs.

Question 40

Research on the generation effect shows that:

A)nearly all participants in the youngest generation will benefit from metamemory techniques not employed by older adults.
B)participants remember the generated associations better than the read associations.
C)participants remember the read associations better than the generated associations.
D)generating lexical items in response to new associations allows for easier use of retrieval cues.

Question 41

One truism of memory improvement is there is no magic bullet-memory improvement requires work.

Question 42

Cecile wants to maximally use her time to study for her MCATs, as she wants to go to medical school.Which of these techniques would you NOT advise her to do?

A)study only just before the big test
B)study while also having her cell phone nearby so she can text with friends
C)study the material her sister has selected for her to study, as her sister already took the MCAT
D)all of these should be avoided

Question 43

Koriat, Bjork, Sheffer, and Bar (2004) examined people's abilities to anticipate forgetting.One group's judgments of learning were directed at a test to be taken in 10 minutes whereas another groups' judgments of learning were directed at a test to be taken 1 week later.They found that:

A)because of the stability bias, judgments increased faster than actual recall did.
B)because of the stability bias, participants did not make accurate judgments of learning.
C)the judgments of learning were identical, even though those in the 1-week retention interval recalled fewer items than those in the 10-minute retention interval
D)the judgments of learning did not predict performance, even though those in the 1-week retention interval recalled more items than those in the 10-minute retention interval

Question 44

Experiments have shown that retrieval practice works even when the person generates the wrong answer (and feedback is provided).

Question 45

That we underestimate future forgetting and overestimate future remembering based on what we can retrieve now is known as:

A)overconfidence.
B)retrieval inhibition.
C)stability bias.
D)efficiency appraisal.

Question 46

The Region of Proximal Learning is when we maximize our learning by studying the leading edge of difficulty.

Question 47

Maguire, Valentine, Wilding, and Kapur (2003) were able to record memory competitors using functional magnetic resonance imaging (fMRI).Relative to normal controls, the memory competitors showed less activity in areas of the right prefrontal cortex, which are associated with spatial memory and navigation.

Question 48

With respect to metamemory and learning efficiency, which statement is true?

A)Judgments of learning help us overcome overconfidence.
B)We should not use judgments of learning to allocate study time to difficult or easy items.
C)The stability bias shows that we should avoid using metamemory during study.
D)Judgments of learning can help us distinguish between easy and difficult items, but we should be aware of overconfidence and the stability bias and review even easy items.

Question 49

Technical mnemonics refer to ready-made methods for learning information.

Question 50

Research on the generation effect shows that participants forget the generated associations more than the read associations.

Question 51

Kornell and Bjork (2009) instructed participants to study some paired associates one time and other paired associates four times, and then they took a cued-recall test.Recall increased across the learning trials with more trials leading to better recall performance.What was the pattern of judgments of learning?

A)Judgments of learning given on individual paired associates were essentially random as sufficient heuristic information was not provided.
B)Judgments of learning given on individual paired associates decreased across the learning sessions, consistent with the retrieval practice effect that was induced.
C)Judgments of learning given on individual paired associates increased across the learning sessions more than the ability to recall those items did.
D)Judgments of learning given on individual paired associates did not increase across the learning sessions

Question 52

In a test of distracted attention and false memory, Otgaar et al.use DRM lists (Deese-Roediger-McDermott lists).They found that:

A)distraction increased false memories and decreased true memories.
B)distraction decreased both true and false memories.
C)distraction had no effect on recall or recognition.
D)distraction only affected the recognition scores of older adults.

Question 53

Nate studies very hard for an exam before going on a vacation.Despite studying hard, he is later surprised that he did not do as well on the exam as he would have liked.It may be that:

A)Nate overlearning was offset by his use of acrostics.
B)Nate underestimated the likelihood that forgetting would occur during his vacation, thus demonstrating stability bias.
C)Nate judgments of learning were inaccurate.
D)Nate demonstrates underconfidence in testing and overconfidence in learning.

Question 54

Huesler and Metcalfe (2012) asked participants to study cue-target word pairs.Some participants re-read the items whereas some students generated the targets.If a participant reported an incorrect target, the researchers gave them corrective feedback.They found that participants who generated the wrong answer remembered more correct answers later than those who had simply re-read the answer.

Question 55

One problem identified in getting people to take advantage of retrieval practice is:

A)judgments of learning are not sensitive to the increase in learning generated by retrieval practice.
B)retrieval practice requires collaborative study.
C)retrieval practice is often considered "too difficult"
D)retrieval practice prevents distributed practice.

Question 56

Massed practice is harmful when it immediately precedes the test.

Question 57

Retrieval cues are harmful for memory improvement because we structure our learning to provide with a variety of retrieval cues.

Question 58

Huesler and Metcalfe (2012) asked participants to study cue-target word pairs.Some participants re-read the items whereas some students generated the targets.If a participant reported an incorrect target, the researchers gave them corrective feedback.They found that:

A)false feedback increased the rate of false memories, regardless of retrieval practice.
B)participants who generated the wrong answer remembered more correct answers later than those who had simply re-read the answer.
C)participants perseverated in giving the incorrect answer despite repeated feedback.
D)feedback increased the accuracy of judgments of learning.

Question 59

Kornell (2009) asked participants to study difficult GRE-type words and their more common synonyms (e.g., effulgent: brilliant).Kornell found that students who were made to distribute their study forgot many more vocabulary terms than those who were made to mass their study.

Question 60

Experiments have shown that:

A)retrieval practice works even when the person generates the wrong answer (and feedback is provided).
B)retrieval practice is not effective when the person generates the wrong answer.It leads to false memory perseverance.
C)retrieval practice ceases to be effective if the items have been overstudied.
D)all of the above are false.

Question 61

Playing tapes at subliminal levels or while someone is sleeping has been found to prove that you can learn new information by subliminal methods.

Question 62

What is an expanded retrieval practice?

Question 63

______ cues are helpful for memory improvement because we can structure our learning to provide with a variety of retrieval cues.

Question 64

Research on the ______ effect shows that participants remember the generated associations better than the read associations.

Question 65

Judgments of learning ______ memory by alerting us to those items that need further study.

Question 66

Explain the purpose of the region of proximal learning.

Question 67

Describe encoding specificity.

Question 68

In a test of distracted attention and false memory, Otgaar et al.use DRM lists (Deese-Roediger-McDermott lists).They found that distraction increased false memories and decreased true memories.

Question 69

That we underestimate future forgetting and overestimate future remembering based on what we can retrieve now is known as ______ bias.

Question 70

______ means that sensory qualities from one sense (e.g., vision) are perceived as being sensory qualities in another sense (e.g., sound) in addition to the original modality.

Question 71

The mnemonist Sherashevsky (also known as just S.) relied on his natural ability for ______.

Question 72

______ organization is an example of the process for meaning broad principle of memory.

Question 73

Research on collaborative memory shows that groups working separately recalled more information than groups working collaboratively.

Question 74

Research on ______ memory shows that groups working separately recalled more information than groups working collaboratively.

Question 75

Describe an Acrostic.

Question 76

Explain the meaning of encoding variability.

Question 77

Experiments have shown that ______ practice works even when the person generates the wrong answer (and feedback is provided).

Question 78

Koriat, Bjork, Sheffer, and Bar (2004) examined people's abilities to anticipate forgetting.One group's judgments of learning were directed at a test to be taken in 10 minutes whereas another groups' judgments of learning were directed at a test to be taken 1 week later.They found that the judgments of learning were identical, even though those in the 1-week retention interval recalled fewer items than those in the 10-minute retention interval.

Question 79

Acronyms and ______ are helpful for remembering arbitrary associations.

Question 80

That we overestimate future forgetting and underestimate future remembering based on what we can retrieve now is known as stability bias.