Question 1

Explain the space and time capacities of short-term memory, the effects of chunking and maintenance rehearsal on these capacities, and the best method for moving information from short-term into long-term memory.

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Question 2

Discuss flashbulb memories, including examples of these memories, when and how they are formed, why they are so vivid and lasting, why people place so much confidence in these memories, even when they are wrong, and how some of these memories can emotionally handicap people.

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Question 3

Cindy is a college freshman, taking psychology. She made a D on the first test covering two chapters, and she is trying to figure out what went wrong. She highlights in her book as the teacher lectures, and she got up at 5:00 a.m., studied four hours for the test before she skipped breakfast and went to her first class, which was history, and then took her psychology test. Explain four ways that her study methods are INEFFECTIVE, and provide Cindy with four study tips for improving her encoding and two tips for improving her retrieval of study information.

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Question 4

Ancient Greek orators had an interesting way to remember ideas in order when giving a speech, which is referred to as taking a(n)__________.

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Question 5

Describe the two main types of long-term memories and the two subdivisions of one memory type. Then, identify which type of memory each of the following experiences would produce: (a)playing a guitar, (b)knowing the names of ten famous guitarists, and (c)the time you toured the Gibson Guitar Plant in Memphis.

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Question 6

Explain the difference between explicit and implicit memories and the importance of priming.

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Question 7

Define each of the following mnemonic methods, and provide an example of how each method could be used to remember a psychology concept or term: (a)the keyword method, (b)forming a story or a chain, (c)taking a mental walk, and (d)using a system.

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Question 8

Discuss the recovered memory\false memory debate, including why hidden memories are recovered and how people come to develop false memories of sexual abuse.

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Question 9

Explain why hypnosis is rarely used in police work to improve the memory of eyewitnesses, and describe an alternative method that is more effective in improving the memory of eyewitnesses.

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Question 10

Using a computer as an analogy, describe the three processes involved in one's active memory system; explain how information in each of the three stages of memory is encoded and how this information moves from one stage to the next.

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Question 11

Discuss four basic principles of mnemonics, and explain how each is able to improve your memory.

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Question 12

According to neuroscientists, many parts of the brain can become active when we learn and form long-term memories, but usually one area is more critical for each particular form of memory. Explain which part of the brain is important in consolidation and which area of the brain is most important for each type of long-term memory.

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Question 13

Discuss the occurrence of partial memories, including the concepts of the tip-of-the-tongue (TOT)state and the feeling of knowing; and explain why people experience déjà vu.

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Question 14

Explain why recognition is usually superior to recall; and describe how recognition is used by police departments, including how the use of certain distracters can make recognition inaccurate and how this inaccuracy can be minimized.

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Quiz 7: Memory