Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
72 Cards in this Set
- Front
- Back
|
When Plato and Aristotle described memory as being like a wax tablet, they meant that:
A. Memory stores impressions like wax stores patterns that are inscribed in it. B. Memories can fade, just like an impression fades from soft wax. C. Heat affects memories, just like heat affects wax. D. When wax is hard no impression is formed. Sometimes no memory is stored. Memories are water proof. |
A, B, D
|
|
|
When Plato said memory is like an aviary he meant:
A. That memories require an act of retrieval in order to be used like plucking birds from the air. B. That memories are ephemeral, flitting here and there like birds in an aviary. C. Memories are lighter than air, like birds on teh wing. D. Sometimes memories poop on you. |
A, B
|
|
|
When Locke said memory is like a cabinet he meant:
A. Memories are stored in locations like draws and to get them back requires one to find the right draw. B. Some draws are open. Some draws are closed. Some memories are easy to retrieve. Some memories are hard. C. Some draws are at the top of the cabinet and some are at the bottom. Similarly, some memories are near the surface and come to mind easily, while others are buried. D. When we open draws we sometimes find unexpected treasures. When we retrieve memories we sometimes find unexpected pleasures. |
A
|
|
|
When Broadbent said memory is like a telephone exchange he meant:
A. Memory is an electrical signal in the brain that resembles a telephonic signal. B. Memory is a social phenomenon. C. The formation of memories is like making a connection between the caller and the person being called in a telephone exchange. D. Retrieving memories is fast, just like the electrical impulses of a telephone exchange. |
C
|
|
|
When Simon said memory is like a computer he meant:
A. Just as computers store information in specific locations, people store memories in specific locations. B. Just as computers have Random Access Memory (RAM) and hard disks, human memory has primary and secondary memory. C. Just as computers have Random Access Memory (RAM) and Read Only Memory (ROM), human memory has primary and secondary memory. D. Just as computers have a keyboard and Random Access Memory (RAM), people have their senses and working memory. |
B
|
|
|
Which of the following are principles of association articulated by Aristole (you may select more than one)?
A. Rationality B. Contiguity C. Similarity D. Contigency E. Contrast |
B,C,E
|
|
|
Which of the following are principles of association were added by the British associationists (you may select more than one)?
A. Similarity B. Rationality C. Contrast D. Contiguity E. Contigency |
E
|
|
|
Who is considered to be the first scientific researcher of memory?
A. Wundt B. Fechner C. Ebbinghaus D. Gestalt |
C
|
|
|
Imagine you are testing your ability to relearn a list of 10 words after having memorized it (as indicated by your ability to recite the list twice without any errors). If it takes you 15 seconds to recite the list twice without error, 100 seconds to memorize the list the first time (including the two error-less recitations), and 50 seconds to relearn the list (including error-less recitations) – what is your percent savings (Q) when relearning the original list?
A. 100.00% B. 85.00% C. 58.80% D. 50.00% |
C
|
|
|
In Conway's theory of autobiographical memory, the set of particular and unique memories that we accumulate through our lives are called:
A. Event specific memories B. Lifetime periods C. The working self D. General memories |
A
|
|
|
In Conway's theory of autobiographical memory, memories that are formed as an accumulation of many specific memories are called:
A. Lifetime periods B. General memories C. Event specific memories D. The working self |
B
|
|
|
In Conway's theory of autobiographical memory, epochs in our lives such as marriage, or going to college that we use to organize our memories are called:
A. Event specific memories B. Lifetime periods C. The working self D. General memories |
B
|
|
|
In Conway's theory of autobiographical memory, the process that controls retrieval from memory is called:
A. Lifetime periods B. General memories C. The working self D. Event specific memories |
C
|
|
|
In Conway's theory of autobiographical memory, the two kinds of general memories are:
A. Semantic and episodic memories B. Repeated and episodic memories C. Repeated and extended memories D. Punctate and extended memories |
C
|
|
|
In Conway's theory of autobiographical memory, which of the following is NOT a characteristic of lifetime periods:
A. Are used to organize our autobiographical memories B. Are the processes by which we retrieve autobiographical memories C. Provide a sense of direction D. Can be overlapping |
B
|
|
|
In Conway's theory of autobiographical memory, the working self tries to maintain coherence. Coherence is:
A. A match with reality B. A consistent view of self |
B
|
|
|
In Conway's theory of autobiographical memory, the working self tries to maintain correspondence. Correspondence is:
A. A match with reality B. A consistent view of self |
A
|
|
|
The reminiscence bump is the period between the ages of 16 and 24 from which people are better able to recall memories. Which of the following theories attributes this to the fact that there are many first experiences occuring at this time:
A. The sociocultural view B. The memory fluency view C. The neurological view |
B
|
|
|
The reminiscence bump is the period between the ages of 16 and 24 from which people are better able to recall memories. Which of the following theories attributes this to the fact that brain development has peaked at this time:
A. The neurological view B. The sociocultural view C. The memory fluency view |
A
|
|
|
The reminiscence bump is the period between the ages of 16 and 24 from which people are better able to recall memories. Which of the following theories attributes this to the fact memories are organized by our self identity, which becomes fully formed at this time:
A. The sociocultural view B. The neurological view C. The memory fluency view |
A
|
|
|
Which of the following are phenmenon that have been demonstrated about people's ability to isolate when events occurred (you may choose more than one):
A. Time tagging B. Better accuracy with longer time intervals C. Better accuracy near natural time boundaries D. Independence of time scales E. Forward and backward telescoping F. Recency and primacy effects |
B, C, D, E, F
|
|
|
Forward telescoping occurs when:
A. People's estimates of when events occurred move towards the ends of time periods. B. People remember events as having occurred less recently than they did. C. People's ability to remember the year that an event occurred is not related to their ability to remember the month. D. People remember events as having occurred more recently than they did. |
D
|
|
|
Backward telescoping occurs when:
A. People's estimates of when events occurred move towards the ends of time periods. B. People remember events as having occurred more recently than they did. C. People remember events as having occurred less recently than they did. D. People's ability to remember the year that an event occurred is not related to their ability to remember the month. |
C
|
|
|
Independence of time scales occurs when:
A. People's estimates of when events occurred move towards the ends of time periods. B. People's ability to remember the year that an event occurred is not related to their ability to remember the month. C. People remember events as having occurred less recently than they did. D. People remember events as having occurred more recently than they did. |
B
|
|
|
Boundary effects occur when:
A. People remember events as having occurred more recently than they did. B. People remember events as having occurred less recently than they did. C. People's estimates of when events occurred move towards the ends of time periods. D. People's ability to remember the year that an event occurred is not related to their ability to remember the month. |
C
|
|
|
Is it possible for perturbations to occur without errors?
A. No, because perturbations are order dependent. B. Yes, because items can be perturbed out of their original position and then back into again. |
B
|
|
|
The perturbation and inference models are MOST different in that?
A. The perturbation model is a location theory model whereas the inference model is a distance theory model. B. The perturbation model is testable whereas the inference model is not. C. The perturbation model makes precise, quantitative predictions whereas the inference model is intuitive and is based on general time knowledge. D. The inference model accounts for why participants more accurately remember 'when' with detailed, landmark events whereas the perturbation model does not. |
C
|
|
|
Loftus and Palmer (1974) showed people videos of a car accident. They then asked questions that used different verbs to describe the event (smashed, collided,
bumped, hit, contacted). They found that (you may select more than one): A. People more accurately remembered other aspects of the cars (like color) when the verb smashed was used. B. People's estimates of the speed of the cars increased with the severity of the verb. C. People were more likely to remember broken glass if the verb smashed was used. D. People were more likely to form an interactive image of the cars if the verb smashed was used. |
B, C
|
|
|
Loftus, Miller and Burns (1978) showed people slides of an intersection, some contianing a yield sign and some a stop sign. At test, misinformation was supplied about whether it was a yield or a stop sign they had seen. Later those who had received the misinformation were accurate 40% of the time, while control subjetcs were accurate 70% of the time. Which of the following are true of the misinformation effect (you may select more than one):
A. Telling people what the experiment was trying to achieve did not improve performance. B. The effect works with other details also like the color of the car. C. Subjects are a little slower to recall misinformation. D. Providing financial incentives did not improve performance. E. Two weeks later the effect was still there, although it had diminished somewhat. F. Subjects are just as confident in their memories of misinformation as they are of the correct information. |
A, B, D, F
|
|
|
An attribution error occurs when:
A. People blame an innocent person. B. People remember details of an event but forget where the memory came from. C. People remember the wrong person. |
B
|
|
|
A flashblub memory is:
A. A memory of an event associated with strong emotions B. A memory formed under conditions of high illumination C. A memory of an event associated with strong emotions that is very well encoded D. A memory that is very well encoded |
A
|
|
|
Flashblub memories are re-reported consistently when:
A. The intial report occurs immediately after the event B. The initial report occurs some time after the event |
B
|
|
|
Under hypnosis people's memories are:
A. More confident and more accurate. B. Less confident and less accurate. C. More confident, but not more accurate. D. Less confident, but more accurate. |
C
|
|
|
There is evidence to support which theory or theories of repression:
A. The active supression theory only B. Both the failure to rehearse and the active suppression theory. C. The failure to reherse theory only |
B
|
|
|
Elizabeth Loftus and others have shown that memories that are retreived in therapy using hyponosis and guided imagery (you may choose more than one response):
A. Are often provided with great confidence B. Are usually false C. Can be manipulated D. Are stronger than real memories |
A, C
|
|
|
When conducting a line up in order to identify a perpetrator it is best to (you may choose more than one response):
A. Present many different kinds of people rather than people that look similiar B. Present people one after another C. To avoid indicating if the witness has identified the suspect or not D. Present people from different angles E. Present people at the same time to facilitate comparison |
B, C, D
|
|
|
The cognitive interview method emphasizes (you may choose more than one response):
A. Mentally reinstating the emotions that were felt at the time of the crime B. Reporting everything even insignificant details C. Reporting everything even details about which the witness is not certain D. Asking the witnesses to recall events in different orders E. Mentally reinstating the environment of the crime |
A, B, D, E
|
|
|
Which of the following is the term that describes the residual sensory activity produced by a stimulus that occurs for a short time after it has been removed?
A. Echoic memory B. Stimulus persistence C. Information persistence D. Iconic memory |
B
|
|
|
Which of the following is the term that describes the retention for a short time of the information contained in a stimulus?
A. Stimulus persistence B. Iconic memory C. Echoic memory D. Information persistence |
D
|
|
|
Which of the following is the term that describes persistent visual activity?
A. Echoic memory B. Information persistence C. Stimulus persistence D. Iconic memory |
D
|
|
|
Which of the following is the term that describes persistent auditory activity?
A. Echoic memory B. Iconic memory C. Stimulus persistence D. Information persistence |
A
|
|
|
Javon (1871) conducted an experiment in which he dropped beans on a sheet of paper and had to quickly judge the number that fell within a circle. He defined the span of apprehension as the number of beans that he got right about half the time. What did he conclude the span of apprenshion to be:
A. 9 B. 7 C. 4 D. 10 |
A
|
|
|
Sperling noted that when presented with a briefly flashed matrix of 12 letters subjects only recall about half. He argued that this was because:
A. Subjects were unable to see all of the letters. B. The letters were acoustically similar and so interfered with each other. C. Subjects did not have enough time to apply attention to each of the letters. D. The letters were lost during recall. |
D
|
|
|
Banks and Barber (1971) presented subjects with a matrix of letters where each row was of a different color and then cued with color to indicate which row the subjects should report. They found:
A. That subjects rarely reported the row that was in the complementary color, suggesting that iconic memory is not like an afterimage. B. That subjects tended to report both the required row and the row that was in the complmentary color, suggesting that iconic memory has some of the properties of an afterimage. C. That color was not as effective a cue as the tones that were used in the original Sperling studies. D. That subjects commonly reported the row that was in the complementary color, suggesting that iconic memory is like an afterimage. |
A
|
|
|
Which of the following is NOT an argument against the precategorical nature of iconic memory?
A. Errors in the partial report task tend to be auditory confusions not visual. B. Merkle (1980) cued subjects to recall either the digits or the letters in a partial report procedure and found an advantage similar in size to cuing with physical location. C. When Turvey (1973) presented a letter and a brightness mask to different eyes it had no effect, but if they were presented to the same eye there was an effect. When he used a pattern mask, he got effects in both cases. |
C
|
|
|
After presentation of visual letter stimuli, partial report errors are most commonly?
A. Due to pattern masking B. Due to the afterimage effect C. A consequence of the quickly decaying nature of iconic memory D. Based on acoustic similarity |
D
|
|
|
Darwin, Turvey & Crowder (1972) extended the partial report procedure to the auditory domain by playing letters simultaneously in the left ear, the right ear and both ears (preceived as originating in the middle of the subject's head). They found
A. A partial report advantage of larger magnitude in echoic memory than in iconic memory. B. A partial report advantage of smaller magnitude in echoic memory than in iconic memory. C. No partial report advantage in echoic memory. |
B
|
|
|
In serial recall, when letters are read aloud there is typically a strong recency effect. If, however, the letters are read silently the recency effect is largely eliminated. This is called the:
A. Modality effect B. Acoustic dissimilarity effect C. Suffix effect D. Acoustic similarity effect |
A
|
|
|
In serial recall, when letters are read aloud there is typically a strong recency effect. If, however, the an extra item is added to the end of the list the recency effect is largely eliminated. This does not happen if a tone is added to the end of the list. This effect is called the:
A. Acoustic similarity effect B. Modality effect C. Acoustic dissimilarity effect D. Suffix effect |
D
|
|
|
Which of the following factors affect the suffix effect?
A. The semantic relatedness of the suffix to the rest of the list B, The emotionality of the suffix C. The spatial location of the suffix D. When the suffix is visually presented E. The predictability of the suffix F. The word frequency of the suffix G. The pitch of the suffix H. Practice I. When the gender of the speaker of the suffix differed from that of the rest of the list J. When the speaker of the suffix differed from that of the rest of the list |
C, D, G, I, J
|
|
|
Which of the following is NOT an argument against a precategorical acoustic store?
A. Conrad & Hull (1968) found that if subjects read a list silently then there is a much smaller recency effect than if they read a list aloud. B. Ayres et al. (1979) recorded the sound of a trumpet making a /wah/ sound and used as a suffix. If subjects thought it was a trumpet there was no suffix effect, if they thought it was a person there was a suffix effect. C. Spoehr & Corin (1978) found that you get a suffix effect even when the suffix is mouthed, but not spoken. D. Neath et al. (1993) had a person make the sound of a sheep. If subjects thought it was a sheep there was no suffix effect, if they thought it was a person there was a suffix effect. |
A
|
|
|
Atkinson and Shiffrin's Memory Model (1968) is composed of three levels including all of the following EXCEPT?
A. Control processes B. Sensory registers C. Short term memory store D. Long term memory store |
A
|
|
|
Baddeley (1964) presented subjects with lists of words and had them recall the words in order. Lists of which type showed significant interference (you may select more than one):
A. Phonologically similar items B. Items of similar frequency, but different sounds C. Semantically similar items D. Words of similar frequency, but different meanings |
A
|
|
|
Miller (1956) estiamted the capacity of short term memory to be:
A. 7 +/- 2 B. 6 +/- 2 C. 4 +/- 1 D. 9 +/- 2 |
A
|
|
|
When people study lists of items that have subpatterns within them such as:
FBICIAIRSOSU people remember them much better because they code these subpatterns. This phenomenon is called: A. Consolidation B. Patterning C. Chunking D. Coding |
C
|
|
|
Which of the following is NOT true of primacy and recency effects?
A. The recency effect is attenuated with delayed recall. B. The primacy effect is attenuated with delayed recall. C. In free recall the recency is more pronounced than the primacy effect. D. The serial position curve occurs regardless of list length. |
B
|
|
|
The modal model explains primacy and recency in free recall as follows:
A. Primacy occurs because of rehearsal and recency occurs because of delay. B. Primacy occurs because of rehearsal and recency occurs because subjects retrieve from short term store. C. Primacy occurs because of rehearsal and recency occurs because of interference. D. Primacy occurs because people retrieve from short term store and recency occurs because of rehearsal. |
B
|
|
|
The slave systems in Baddeley's working memory model are (you may select more than one):
A. The central executive B. The short term store C. The visio-spatial sketchpad D. Sensory memory E. The episodic buffer F. The phonological loop G. The long term store |
C, E, F
|
|
|
The central executive:
A. Stores what things look like and their locations B. Controls attentional processes and manages the other working memory systems C. Integrates information from other systems D. Stores and manipulates speech based information |
B
|
|
|
The phonological loop:
A. Integrates information from other systems B. Stores what things look like and their locations C. Stores and manipulates speech based information D. Controls attentional processes and manages the other working memory systems |
C
|
|
|
The visiospatial sketchpad:
A. Integrates information from other systems B. Controls attentional processes and manages the other working memory systems C. Stores what things look like and their locations D. Stores and manipulates speech based information |
C
|
|
|
The episodic buffer:
A. Stores what things look like and their locations B. Stores and manipulates speech based information C. Integrates information from other systems D. Controls attentional processes and manages the other working memory systems |
C
|
|
|
The phonological loop includes:
A. The phonological store, the episodic buffer and the visuo-spatial sketchpad B. The phonological store and the artculatory suppression process C. The phonological store and the articulatory control process D. The phonologial store and the visuo-spatial sketch pad |
C
|
|
|
The articulatory control process is responsible for (you may select more than one):
A. The subvocal rehearsal necessary to maintain information in the phonological store B. Allocating attentional resources C. Translating visual information into phonological information and depositing it in the phonologoical store D. The storage of speech based information |
A, C
|
|
|
The working memory model correctly predicts that articulatory suppression?
A. Removes the word length effect for both visual and auditory information but removes the phonological similarity effect for auditory items only B. Removes the word length effect for both visual and auditory information but removes the phonological similarity effect for visual items only C. Removes the phonological similarity effect for both visual and auditory information but removes the word length effect for visual items only D. Removes the phonological similarity effect for both visual and auditory information but removes the word length effect for auditory items only |
B
|
|
|
Short words (man, dog, mumps) are recalled better than long words (gentleman, canine, diphtheria). Baddley argued that the effect occurs because:
A. Long words have more syllables, with more phonemes and therefore generate more interference than short words. B. Long words have more syllables, take longer to say and therefore are not rehearsed as many times as short words. C. Long words have more syllables, so that when you see a list of long words they are more likely to exceed the capacity limitations of working memory and be forgotten. D. Long words have more complicated meanings and take longer to comprehend, leaving less time for learning the word. |
B
|
|
|
A proposition is:
A. The smallest unit of knowledge that can be stored B. The smallest unit of knowedge that has a truth value C. A statement about how the world appears to the senses D. A unit of knowledge that has a truth value |
B
|
|
|
An image is:
A. An analog representation that preserves physical properties of visual percepts B. The pattern of activity that appears on a person's retina C. A picture in people's heads D. A statement about how the world appears to the senses |
A
|
|
|
Kosslyn (1967) presented sentences like 'a cat has claws' and 'a cat has a head'. He found people verified the claws statement faster. Why did he propose this was the case?
A. Because lots of animals have heads B. Because claws evoke an emotional response which is more memorable C. Because claws are more strongly associated with cats D. Because cats are usually drawn with prominant claws |
C
|
|
|
Kosslyn (1967) presented sentences like 'a cat has claws' and 'a cat has a head'. If he asked people to imagine the cat first, he found people verified the head statement faster. Why did he propose this was the case?
A. Because lots of animals have heads B. Because in pictures of cats the head takes up a lot of space C. Because claws are more strongly associated with cats, and so the head question was more surprising D. Because cats' heads are less aversive than cats' claws |
B
|
|
|
Cooper and Shepard (1973) showed subjects letters that had been rotated. Sometimes the letters had also been reversed, and the subject's task was to determine if this was so. They found that reaction time to make a decision increased linearly with the degree of rotation. They concluded that:
A. People store and manipulate images B. The representation that people maintain internally moves through a functional space with similar properties to a visual percept C. More propositions were needed to represent images as the degree of rotation increased D. The fact that people responded to positive and negative probes at about the same rate indicates that they are engaged in a serial exhaustive search |
B
|
|
|
To determine whether people were rotating an image, or their frame of reference, Cooper and Shepard (1973) showed subjects an arrow indicating the angle at which a letter would appear and then 2 seconds later the letter. Sometimes the letters had also been reversed, and the subject's task was to determine if this was so. They found that reaction time to make a decision increased linearly with the degree of rotation, just as when they did not present the arrow. They concluded that:
A. Subjects' are capable of rotating either the letter or their frame of reference B. Mental rotation is a difficult task, and the arrow made completing the task more difficult C. People rotate the letters, but not their frame of reference D. The arrow was an ineffective way to manipulate the subjects' frame of reference |
C
|
