Chapter 6 Vocabulary And Multiple Choice

Front 1

Context-dependent learning

Back 1

A pattern of data in which materials learned in one setting are well remembered when the person returns to that setting, but less well remembered in other settings. (page 201)

Front 2

Context reinstatement

Back 2

A procedure in which someone is led to the same mental and emotional state he or she was in during a previous event; context reinstatement can often promote accurate recollection of that event. (page 203)

Front 3

Retrieval cue

Back 3

An instruction or stimulus input, provided at the time of recall, that can potentially guide recall and help the person to retrieve the target memory. (page 203)

Front 4

Encoding specificity

Back 4

The tendency, when memorizing, to place in memory both the materials to be learned and also some amount of the context of those materials. As a result, these materials will be recognized as familiar, later on, only if the materials appear again in a similar context. (page 205)

Front 5

Node

Back 5

An individual unit within an associative network. In a scheme using local representations, nodes represent single ideas or concepts. In a scheme using distributed representations, ideas or contents are represented by a pattern of activation across a wide number of nodes; the same nodes may also participate in other patterns and therefore in other representations. (page 206)

Front 6

Associations

Back 6

Functional connections that are hypothesized to link nodes within a mental network or detectors within a detector network; these associations are often hypothesized as the 'carriers” of activation, from one node or detector to the next. (page 206)

Front 7

Associative links

Back 7

See associations. (page 206)

Front 8

Subthreshold activation

Back 8

Activation levels below response threshold. Subthreshold activation, by definition, will not trigger a response; nonetheless, this activation is important because it can accumulate, leading eventually to an activation level that exceeds the response threshold. (page 206)

Front 9

Summation

Back 9

The addition of two or more separate inputs so that the effect of these combined inputs is greater than the effect of any one of the inputs by itself. (page 206)

Front 10

Spreading activation

Back 10

A process through which activation travels from one node to another, via associative links. As each node becomes activated, it serves as a source for further activation, spreading onward through the network. (page 207)

Front 11

Lexical-decision task

Back 11

A test in which participants are shown strings of letters and must indicate, as quickly as possible, whether each string of letters is a word in English or not. It is supposed that people perform this task by 'looking up” these strings in their 'mental dictionary.” (page 209)

Front 12

Semantic priming

Back 12

A process in which activation of an idea in memory causes activation to spread to other ideas related to the first in meaning. (page 210)

Front 13

Recall

Back 13

The task of memory retrieval in which the rememberer must come up with the desired materials, sometimes in response to a cue that names the context in which these materials were earlier encountered ('Name the pictures you saw earlier”), sometimes in response to a question that requires the sought-after information ('Name a fruit” or 'What is the capital of California?”). Often contrasted with recognition. (page 211)

Front 14

Recognition

Back 14

The task of memory retrieval in which the items to be remembered are presented and the person must decide whether or not the item was encountered in some earlier circumstance. Thus, for example, one might be asked, 'Have you ever seen this person before?” or 'Is this the poster you saw in the office yesterday?” Often contrasted with recall. (page 211)

Front 15

Source memory

Back 15

A form of memory that allows you to recollect the episode in which learning took place or the time and place in which a particular stimulus was encountered. (page 212)

Front 16

Familiarity

Back 16

In some circumstances, the subjective feeling that you have encountered a stimulus before; in other circumstances, the objective fact that you have indeed encountered a stimulus before and are now in some way influenced by that encounter, whether or not you recall that encounter or feel that the stimulus is familiar. (page 212)

Front 17

Attribution

Back 17

The step of explaining a feeling or event, usually by identifying the factors (or an earlier event) that are the cause of the current feeling or event. Hence this term is often elaborated with the more specific term: causal attribution. (page 212)

Front 18

'remember/know'

Back 18

A distinction between two experiences you can have in recalling a past event. If you 'remember” having encountered a stimulus before, then you usually can offer information about that encounter, including when, where, and how it occurred. If you merely 'know” that you encountered a stimulus before, then you are likely to have a sense of familiarity with the stimulus but may have no idea when or where the stimulus was last encountered. (page 213)

Front 19

Word-stem completion

Back 19

A task in which people are given the beginning of a word (e.g., 'TOM”) and must provide a word that starts with the letters provided. In some versions of the task, only one solution is possible, and so performance is measured by counting the number of words completed. In other versions of the task, several solutions are possible for each stem, and performance is assessed by determining which of the responses fulfill some other criterion. (page 216)

Front 20

Explicit memory

Back 20

A memory revealed by direct memory testing and typically accompanied by the conviction that one is, in fact, remembering -- that is, drawing on some sort of knowledge (perhaps knowledge about a specific prior episode, or perhaps more general knowledge). Often contrasted with implicit memory. (page 216)

Front 21

Direct memory testing

Back 21

A form of memory testing in which people are asked explicitly to remember some previous event. Recall and standard recognition testing are both forms of direct memory testing. Often contrasted with indirect memory testing. (page 216)

Front 22

Implicit memory

Back 22

A memory revealed by indirect memory testing and usually manifested as a priming effect in which current performance is guided or facilitated by previous experiences. Implicit memories are often accompanied by no conscious realization that one is, in fact, being influenced by specific past experiences. Often contrasted with explicit memory. (page 216)

Front 23

Indirect memory testing

Back 23

A form of memory testing in which research participants are not told that their memories are being tested. Instead, they are tested in a fashion in which previous experiences can influence current behavior. Examples of indirect tests include word-stem completion, the lexical-decision task, and tachistoscopic recognition. Often contrasted with direct memory testing. (page 216)

Front 24

Illusion of truth

Back 24

An effect of implicit memory in which claims that are familiar end up seeming more plausible. (page 220)

Front 25

Source confusion

Back 25

A memory error in which you misremember where a bit of information was learned or where a particular stimulus was last encountered. (page 221)

Front 26

Processing pathway

Back 26

The sequence of detectors and nodes, and the connections among these various units, that activation flows through in dealing with (recognizing or thinking about) a specific stimulus. (page 223)

Front 27

Processing fluency

Back 27

An improvement in the speed or ease of processing that results from prior practice in using those same processing steps. (page 223)

Front 28

Amnesia

Back 28

A disruption of memory, often due to brain damage. (page 228)

Front 29

Retrograde amnesia

Back 29

An inability to remember experiences that occurred before the event that triggered the memory disruption. Often contrasted with anterograde amnesia. (page 228)

Front 30

Anterograde amnesia

Back 30

An inability to remember experiences that occurred after the event that triggered the memory disruption. Often contrasted with retrograde amnesia. (page 228)

Front 31

Korsakoff's syndrome

Back 31

A clinical syndrome characterized primarily by dense anterograde amnesia. Korsakoff's syndrome is caused by damage to specific brain regions, and it is often precipitated by a form of malnutrition common among long-term alcoholics. (page 231)

Front 32

Which behavior is LEAST likely to be demonstrated by a Korsakoff's patient?

a) refusing to shake hands with someone who hurt him during a previous handshake, although the patient has no explicit memory of the first handshake

b) learning the correct answer to a previously taught question, without a memory of being previously taught

c) not remembering tunes heard before as familiar but preferring them to ones not heard before

d) recalling that a sentence was heard earlier in the test but feeling no sense of familiarity about the sentence

Back 32

d) recalling that a sentence was heard earlier in the test but feeling no sense of familiarity about the sentence

Korsakoff’s patients have anterograde amnesia; therefore, they would be unable to remember that they heard a sentence since this relies on explicit memory.

Front 33

In antereograde amnesia what type of memory is most likely to be impaired -- implicit or explicit

Back 33

explict

Front 34

what type of amnesia do Korsakoff's patients have?

Back 34

antereograde amnesia

Front 35

Which of the following is NOT true regarding recall performance?

a) Recall performance is usually less good than recognition performance.

b) Recall performance benefits from context reinstatement.

c) Whether a clue about a word’s sound is more helpful for recall than a clue about its meaning depends on how the word was thought of when it was learned.

d) Physical context is more important to recall than psychological context.

Back 35

d) Physical context is more important to recall than psychological context.
Psychological, emotional, or physical states can all play a role in recall performance.

Front 36

For a procedure that relies on processing fluency, what matters most is _______ the test stimulus.

a) recognizing

b) remembering

c) encountering

d) understanding

Back 36

c) encountering

Processing fluency involves having been exposed to a stimulus before.

Front 37

TRUE OR FALSE: Recall performance is usually less good than recognition performance.

Back 37

TRUE

Front 38

TRUE OR FALSE: Recall performance benefits from context reinstatement.

Back 38

TRUE

Front 39

TRUE OR FALSE: Whether a clue about a word’s sound is more helpful for recall than a clue about its meaning depends on how the word was thought of when it was learned.

Back 39

TRUE

Front 40

TRUE OR FALSE: Physical context is more important to recall than psychological context.

Back 40

FALSE

Front 41

Based on past research about explicit and implicit memory, which of the following patterns would you MOST expect to find?

a) In a lexical-decision task, people are quicker to decide if a string of letters is an English word when they have not seen that letter string recently.

b) In a word-stem-completion task, people are more likely to produce a word they have recently seen, even if they do not remember seeing it, than an equally plausible word they have not seen recently.

c) In a tachistoscopic-recognition task, people are more likely to recognize a word if they recently saw it in a sentence than if they recently saw it without any context.

d) In word-fragment-completion tasks, people are more likely to come up with word endings that they have previously seen, but only if they have a conscious memory of the word.

Back 41

b) In a word-stem-completion task, people are more likely to produce a word they have recently seen, even if they do not remember seeing it, than an equally plausible word they have not seen recently.

This is a sign of implicit memory and has been demonstrated many times before.

Front 42

All of the following contribute evidence for a dissociation between explicit and implicit memory EXCEPT

a) there is a dissociation between the primacy and recency effect in the serial position curve.

b) people sometimes treat a familiar name as famous because they have retained their implicit memory of it but lost their explicit memory of where they saw it.

c) having a word in front of one’s eyes has more impact on a subsequent word-completion task than thinking about the word’s meaning, but for a subsequent-recall task the opposite is true.

d) patient H.M. failed to recognize the “Tower of Hanoi” task, despite showing improvement over repeat testing sessions.

Back 42

a) there is a dissociation between the primacy and recency effect in the serial position curve.

Both primacy and recency are due to long-term or working-memory mechanisms, which are part of the explicit memory system.

Front 43

Which of the following experimental results is LEAST likely to be found?

a) Previously heard sentences are more likely to be judged true on a second hearing, even though the participants were told the original sentences were false.

b) A burst of noise with a familiar sentence embedded in it is judged to be quieter than a burst of noise with an unfamiliar sentence embedded in it.

c) Patients who do not remember having heard certain pieces of music before still prefer those pieces over novel ones.

d) Made-up names heard before are judged to be famous people’s names on a test immediately following initial presentation.

Back 43

d) Made-up names heard before are judged to be famous people’s names on a test immediately following initial presentation.

Made-up names will be judged as famous only if they are mixed with the names of famous people.

Front 44

Someone with anterograde amnesia

a) has no explicit memory for events before the onset of amnesia.

b) has no implicit memory for events before the onset of amnesia.

c) has no explicit memory for events after the onset of amnesia.

d) has no implicit memory for events after the onset of amnesia.

Back 44

c) has no explicit memory for events after the onset of amnesia.

Anterograde amnesia involves the inability to form new long-term memories; hence, this person would have no new explicit memories after the event.

Front 45

If participants are shown the word “class” in a list of words and then tested later with the stimulus cla_ _. Which of the following conditions will yield correct completion of the word?

a) explicit processing of the word

b) exposure to the word when told that a memory test will follow.

c) exposure to the word when NOT told that a memory test will follow

d) all of the above

Back 45

d) all of the above

Front 46

In an experiment performed by Jacoby in 1983, participants saw a word and had to “generate” (and remember) its antonym. In the “context” condition, participants saw both the word and its antonym and had to remember the latter. In the “no context” condition participants were just shown the word to remember. On a standard recognition test

a) participants from the “no context” condition performed best.

b) participants from the “generate” condition performed best.

c) participants from all conditions performed equally well.

d) participants from the “context” condition performed best.

Back 46

b) participants from the “generate” condition performed best.

The generate condition involves the strongest depth of processing effect and hence will lead to the best memory.

Front 47

Which testing method mainly targets explicit, rather than implicit, memory?

a) tachistoscopic recognition

b) lexical decision

c) recall tasks

d) word-stem completion

Back 47

c) recall tasks

Of these options, recall is the only one that always involves explicit memory.

Front 48

What is the CLEAREST advantage of connecting new information to prior knowledge in several different ways?

a) It “cements” the new material in memory more securely, so the neurons are less likely to decay.

b) It opens the way for state-dependent learning to take place.

c) It improves your implicit memory for the information.

d) It allows the information to be accessed from multiple retrieval paths.

Back 48

d) It allows the information to be accessed from multiple retrieval paths.

Front 49

Imagine you find that words that were initially presented in the context of a sentence show stronger priming in an indirect memory task than words that were presented alone. Keeping in mind what you know about process purity, which of the following can you conclude from this?

a) Implicit memory was affected by the initial exposure.

b) Explicit memory was affected by the initial exposure.

c) Both kinds of memory were affected by initial exposure.

d) At least one kind of memory was affected, but beyond that it is unclear.

Back 49

d) At least one kind of memory was affected, but beyond that it is unclear.

It is not clear which type of memory because it is not stated whether subjects explicitly remember.

Front 50

A question like, “What’s the name of the waiter?” requires _______; a question like, “Isn’t that the guy we usually see on the bus?” requires _______.

a) recall; recognition

b) recognition; recall

c) source memory; familiarity

d) familiarity; source memory

Back 50

a) recall; recognition

The first requires you to come up with the actual name (recall), but the second only requires you to decide if the person matches someone you have seen before (recognition).

Front 51

As part of a pronunciation task, you are presented with a list of made-up names. Later, during a second, unrelated task, some of the names appear again. Which factor will LEAST influence the likelihood that you will think the name belongs to a famous person?

a) the amount of time between the pronunciation task and the second task

b) the attribution given for the sense of familiarity experienced when seeing the names for the second time

c) whether the names are presented in the auditory or visual modality

d) the degree of processing fluency experienced when seeing names for the second time

Back 51

c) whether the names are presented in the auditory or visual modality

It is only the fact that it has been encountered before that changes the familiarity, but not the modality, of the presentation.

Front 52

PROCESS PURE TASK

Back 52

A TASK THAT RELIES ON ONLY A SINGLE MENTAL PROCESS

Front 53

WHAT DOES IT TELL US IF A TASK IS PROCESS-PURE?

Back 53

THAT WE CAN INTERPRET THE PROPERTIES OF TASK PERFORMANCE AS REVEALING THE PROPERTIES OF THE UNDERLYING PROCESS.

Front 54

A TASK THAT RELIES ON ONLY A SINGLE MENTAL PROCESS

Back 54

PROCESS-PURE TASK

Front 55

WHAT DOES IT TELL US IF A TASK IS NOT PROCESS-PURE?

Back 55

THAT WE CANNOT INTERPRET PERFORMANCE ON THAT TASK AS SHOWING THE PROPERTIES OF A SPECIFIC PROCESS.

Front 56

Which is NOT part of the evidence for a dissociation between familiarity and source memory?

a) It is common to realize that a face is familiar but be unable to place it; it is also possible to have source memory without familiarity.

b) People’s patterns of brain activity are different when they are making judgments based on familiarity than when they are making judgments based on familiarity plus source memory.

c) Familiarity is promoted by creating a link between the test item and the setting; source memory is promoted by focusing on the material to be learned.

d) Source memory is promoted by creating memory connections; familiarity can be promoted merely by sustained exposure.

Back 56

c) Familiarity is promoted by creating a link between the test item and the setting; source memory is promoted by focusing on the material to be learned.

Familiarity has to do with having a sense that you have encountered something before and does not have to do with a setting. Source memory has to do with episodic memory and not with focusing on something.

Front 57

A SENSE THAT YOU HAVE ENCOUNTERED SOMETHING BEFORE

Back 57

FAMILIARITY

Front 58

FAMILIARITY

Back 58

A SENSE THAT YOU HAVE ENCOUNTERED SOMETHING BEFORE

Front 59

TRUE OR FALSE: FAMILIARITY CAN BE SUBJECTIVE ONLY.

Back 59

FALSE, FAMILIARITY CAN BE OBJECTIVE OR SUBJECTIVE.

Front 60

TRUE OR FALSE: It is common to realize that a face is familiar but be unable to place it; it is also possible to have source memory without familiarity.

Back 60

TRUE

Front 61

TRUE OR FALSE: People’s patterns of brain activity are different when they are making judgments based on familiarity than when they are making judgments based on familiarity plus source memory.

Back 61

TRUE

Front 62

TRUE OR FALSE: Familiarity is promoted by creating a link between the test item and the setting; source memory is promoted by focusing on the material to be learned.

Back 62

FALSE

Familiarity has to do with having a sense that you have encountered something before and does not have to do with a setting. Source memory has to do with episodic memory and not with focusing on something.

Front 63

TRUE OR FALSE: Source memory is promoted by creating memory connections; familiarity can be promoted merely by sustained exposure.

Back 63

TRUE

Front 64

Explicit memories are revealed by _______ memory tests, such as _______, whereas implicit memories are revealed by _______ memory tests, such as _______.

a) indirect, recall; direct, priming

b) direct, recall; indirect, priming

c) direct, priming; indirect, recall

d) indirect, priming; direct, recall

Back 64

b) direct, recall; indirect, priming

Explicit memory involves direct testing and recall. Implicit memory involves indirect testing with priming as a method to ask participants to respond to a stimulus without having to generate it entirely on their own.

Front 65

TYPE OF MEMORY THAT INVOLVES DIRECT TESTING AND RECALL

Back 65

EXPLICIT MEMORY

Front 66

TYPE OF MEMORY THAT INVOLVES INDIRECT TESTING WITH PRIMING AS A METHOD TO ASK PARTICIPANTS TO RESPOND TO A STIMULUS WITHOUT HAVING TO GENERATE IT ON THEIR OWN.

Back 66

IMPLICIT

Front 67

HOW DO WE GET PARTICIPANTS TO RESPOND TO A STIMULUS WITHOUT HAVING IT GENERATED BY THE PARTICIPANT.

Back 67

PRIMING

Front 68

IS PRIMING DIRECT OR INDIRECT TESTING?

Back 68

INDIRECT

Front 69

IS RECALL DIRECT OR INDIRECT TESTING?

Back 69

DIRECT

Front 70

Damage to the _______ tends to result in _______.

a) amygdala; unilateral neglect

b) amygdala; anterograde amnesia

c) hippocampus; anterograde amnesia

d) hippocampus; unilateral neglect

Back 70

c) hippocampus; anterograde amnesia

Amygdalar damage results in problems with emotion and emotional processing. The hippocampus is involved in storage of long-term memories, and hence, damage to it results in anterograde amnesia.

Front 71

DAMAGE TO THE HIPPOCAMPUS TENDS TO RESULT IN _________

Back 71

ANTEREOGRADE AMNESIA

Front 72

DAMAGE TO THE AMYGDALA TENDS TO PRODUCE PROBLEMS IN

Back 72

EMOTION AND EMOTIONAL PROCESSING

Front 73

DAMAGE TO THIS AREA TENDS TO RESULT IN PROBLEMS WITH EMOTION AND EMOTIONAL PROCESSING.

Back 73

AMYGDALA

Front 74

In which of the following situations are you MOST likely to decide a stimulus is familiar?

a) Processing fluency is quite low.

b) Processing fluency is at the level you had expected.

c) You can recall when and where you last saw the stimulus.

d) Processing fluency is high and you attribute this to the stimulus being very beautiful.

Back 74

c) You can recall when and where you last saw the stimulus.

If you have conscious recollection of a stimulus, you are likely to think of it as special.

Front 75

A study has a “2x2” design in which half of the participants read a passage in a boat and the other half read the same passage on a train, and then they are tested for recall of the passage in either the environment they learned in or the other environment. Based on previous studies, what results would you expect?

a) All people tested in the boat would have better recall than all people tested on the train.

b) Recall performance would be best for people whose testing environment matched their learning environment.

c) All people whose learning environment was the boat would have better recall than all people whose learning environment was the train.

d) People would have better recall when tested in an environment different than the one in which they learned.

Back 75

b) Recall performance would be best for people whose testing environment matched their learning environment.

BECAUSE OF STATE DEPENDENT LEARNING

Front 76

Eli can remember what he did last week, but he cannot remember the birth of his cousin (which happened immediately before Eli received a head injury in a motorcycle accident). What is Eli's condition?

a) anterograde amnesia

b) retrograde amnesia

c) Korsakoff's syndrome

d) Capgras syndrome

Back 76

b) retrograde amnesia

It is retrograde amnesia because it is loss of memory before the brain damage.

Front 77

Which is the BEST example of “encoding specificity”?

a) Studying the word “calf” in a list of farm animals results in a feeling of familiarity when “calf” is later presented in a list of body parts.

b) Reading the word “washed” but later failing to realize that, as part of this presentation, the word “ash” has also been viewed.

c) Recognizing a picture that was seen earlier, regardless of whether one is focusing on the same part of the picture as before.

d) Being tested in a quiet room free of distractions is better than being tested in a loud room, regardless of learning context.

Back 77

b) Reading the word “washed” but later failing to realize that, as part of this presentation, the word “ash” has also been viewed.

The whole word is remembered but pieces of it are not. Hence, the memory is for a specific example and not for the pieces that compose the whole.

Front 78

ENCODING SPECIFICITY

Back 78

THE TENDENCY WHEN MEMORIZING TO LEARN NOT ONLY THE MATERIALS, BUT ALSO SOME LEVEL OF CONTEXT ABOUT THEM. AS A RESULT, THESE MATERIALS WILL BE RECOGNIZED AS FAMILIAR LATER ON ONLY IF THEY APPEAR IN A SIMILAR CONTEXT.

Front 79

CONTEXT DEPENDENT LEARNING

Back 79

PATTERN OF DATA WHERE MATERIALS LEARNED IN ONE SETTING ARE WELL REMEMBERED WHEN THE PERSON RETURNS TO THAT SETTING, BUT NOT AS WELL IN OTHER SETTINGS.

Front 80

PATTERN OF DATA WHERE MATERIALS LEARNED IN ONE SETTING ARE WELL REMEMBERED WHEN THE PERSON RETURNS TO THAT SETTING, BUT NOT AS WELL IN OTHER SETTINGS.

Back 80

CONTEXT DEPENDENT LEARNING

Front 81

HOW IS CONTEXT-DEPENDENT LEARNING DIFFERENT FROM STATE-DEPENDENT LEARNING?

Back 81

CONTEXT DEPENDENT LEARNING IS BASED ON THE CONTEXT OF THE OBJECT OR SITUATION, BUT STATE DEPENDENT IS BASED ON THE STATE OF MIND OF THE INDIVIDUAL LEARNER.

Front 82

Which of the following is an example of recall?

a) only knowing a phone number if you have a phone in front of you

b) identifying an old friend you meet in the store even though he has gained weight

c) remembering the name of your fifth-grade teacher when asked

d) suddenly experiencing the “tip-of-the-tongue” phenomenon

Back 82

c) remembering the name of your fifth-grade teacher when asked

Remembering the name of your teacher requires you to recall the information because you have to come up with the name on your own.

Front 83

LOSING YOUR KEYS AND THEN FINDING THEM WHEN YOU RETRACE YOUR STEPS IS AN EXAMPLE OF

Back 83

CONTEXT DEPENDENT LEARNING

Front 84

In an experiment, people were asked to memorize words in a way that focused either on meaning (deep-processing condition) or sound (shallow-processing condition). Then they were asked to recall the words, cued with hints that either matched their learning (e.g., cued with sound hints if sound was focused on during learning) or did not match (e.g., cued with meaning hints if they focused on sound during learning) . The results showed that recall was best for participants in the:

a) shallow processing, matched cues condition.

b) deep processing, matched cues condition.

c) shallow processing, mismatched cues condition.

d) deep processing, mismatched cues condition.

Back 84

b) deep processing, matched cues condition.

Depth of processing and encoding specificity would dictate that deep processing and matched cues would lead to the best performance.

Front 85

THE CONCEPT THAT INDICATES MATCHED CUES WOULD LEAD TO BETTER RECALL TEST PERFORMANCE IS ___________

Back 85

ENCODING SPECIFICITY

Front 86

The dangers of source confusion are particularly relevant to which real-world situation?

a) eyewitness identification

b) playing the lottery

c) jury selection

d) second language acquisition

Back 86

a) eyewitness identification
Eyewitness testimony is difficult because the memory of the event can be changed by experiences that occur afterward.