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Chapter: Chapter 08: Memory
Multiple Choice
1. If you are introduced to a group of individuals for the first time and you want to be able to address each of them by name the next time you see them, which strategy would likely be most effective?
a) Memorizing the words they spoke during the initial introduction
b) Writing down their names on a piece of paper as soon as possible
c) Identifying characteristics that can be used as cues when you see them
d) Verbally repeating their names for 30 seconds following the introduction
Ans: c
Difficulty: Medium
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
2. On the first day of class, a professor leads students in an introduction exercise that requires students to arrange their desks in a circle and tell the class their first names in turn. Before introducing themselves, members of the class must repeat back the names of the students who have already introduced themselves in the order. Which strategy do students most often use to successfully complete this task?
a) Spacing
b) Priming
c) Rehearsal
d) Chunking
Ans: c
Difficulty: Easy
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
3. A psychology professor presents the Big 5 theory of personality. To remember these different aspects of personality: openness, conscientiousness, extraversion, agreeableness, and neuroticism, she tells them to remember that the first letter in each spells the word OCEAN. This is an example of:
a) a mnemonic technique
b) the key word method
c.) rehearsal
d.) schemas
Ans: a
Difficulty: Easy
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
4. Which of the following is TRUE of the the parallel distributed processing model?
a) It is also known as the connectionist model.
b) It assumes that memory must pass through three stages.
c) It suggests information is stored and must be retrieved.piece by piece to be remembered.
d) It is the only model of memory proposed by psychologists.
Ans: a
Difficulty: Hard
Learning Objective 8.1: Define the basic activities of memory and describe two major models of memory.
Section Ref: What Is Memory?
5. Which of the following explanations best describes why increasing the amount of time between information exposure and information recall correlates with a decline in recall performance?
a) It increases the availability of information in working memory.
b) It is more difficult for sensory memories to enter working memory.
c) It increases the number of sensory images an individual can process.
d) It decreases the likelihood of information entering long-term memory.
Ans: d
Difficulty: Medium
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
6. Which retrieval cue would be most helpful in recalling your experience of your first day in elementary school?
a) Priming
b) Emotion
c) Decoding
d) Elaboration
Ans: b
Difficulty: Easy
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
7. Psychologists have found that students who use the distributed practice technique to study for a test are likely to perform better than those who use massed practice techniques. Based on your knowledge of memory functions, why is this often the case?
a). Large quantities of information can not be stored in long-term memory.
b) Information processed before sleep tends to be encoded into long-term memory.
c) Massed practice decreases the likelihood of information entering long-term memory.
d) Distributed practice allows an individual to take in a great deal of information at once.
Ans: c
Difficulty: Medium
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
8. When your sister tells you the phone number of the pizza parlor and asks you to call it so it can be delivered as soon as possible, you are using a ______to encode the information into working memory by repeating the sounds of the numbers to yourself in a catchy jingle tune.
a). distributed practice technique
b) visual code.
c) phonological code
d) semantic code
Ans: c
Difficulty: Hard
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
9. Using your knowledge about how memory processes work, which strategy would most likely improve a student’s memory of material presented in class lectures?
a) Taking notes and reviewing previous notes simultaneously
b) Focusing on the auditory instead of the visual stimuli presented
c) Reviewing each concept immediately following its presentation
d) Learning how to implement organizational strategies in note taking
Ans: d
Difficulty: Medium
Learning Objective 8.3: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Ref: How Do We Store Memories?
10. Which of the following is often characterized as a temporary notepad that allows us to temporarily hold information while doing some type of mental processing?
a) long-term memory
b) working memory*
c) sensory memory
d) eidetic memory
Ans: b
Difficulty: Hard
Learning Objective 8.3: Describe how we organize and store information in working and long-term memory and how we can enhance our long-term memories.
Section Ref: How Do We Store Memories?
11. Which of the following visuals best represents the underlying concept of the parallel distributed processing model?
a) Semantic web
b) Concentric circles
c) Overlapping circles
d) Hierarchical triangle
Ans: a
Difficulty: Hard
Learning Objective 8.1: Define the basic activities of memory and describe two major models of memory.
Section Ref: What Is Memory?
12. Which of the following is FALSE about memory?
a) Psychologists generally agree that memory involves encoding, storage, and retrieval.
b) Memory is the faculty for recalling past events and past learning.
c) The information-processing model states that the three stages of memory operate like a computer.
d) There are specific brain structures where short-term memory and long-term memory exist.
Ans: d
Difficulty: Hard
Learning Objective 8.1: Define the basic activities of memory and describe two major models of memory.
Section Ref: What Is Memory?
13. Imagine an 18-yr.-old college student who has not solved a long-division math problem without the use of a calculator in several years. Which type of memory would be most helpful in successfully solving a long-division math problem by hand?
a) Eidetic
b) Explicit
c) Episodic
d) Semantic
Ans: b
Difficulty: Medium
Learning Objective 8.4: Describe how we retrieve information and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Ref: How Do We Retrieve Memories?
14. Which of the following strategies would be most helpful in the transfer of written information to long-term memory?
a) Re-read sentences multiple times
b) Comprehend the meaning of sentences
c) Repeat the words in sentences out loud
d) Be able to recognize individual words in sentences
Ans: b
Difficulty: Easy
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
15. Why is semantic coding important in the transfer of information to long-term memory?
a) Key elements of an event must be encoded.
b) Individuals rely on the meaning of information.
c) Later recall of events is less likely to be flawed.
d) Individuals can use retrieval strategies effectively.
Ans: b
Difficulty: Medium
Learning Objective 8.2: Describe how information is encoded and transferred among different memory stores and what we can do to enhance encoding.
Section Ref: How Do We Encode Information Into Memory?
16. Opening files saved on the hard drive of a computer and modifying them is most similar to which of the following processes?
a) Transferring information in sensory memory to working memory
b) Transferring information in long-term memory to working memory
c) Transferring information in short-term memory to long-term memory
d) Transferring information in long-term memory to sensory memory
Ans: b
Difficulty: Medium
Learning Objective 8.4: Describe how we retrieve information and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Ref: How Do We Retrieve Memories?
17. What biological evidence supports the connectionist model of memory?
a) Release of neurotransmitters
b) Specialization of nerve cells
c) Action potential of sending neurons
d) Characteristics of neural communication
Ans: d
Difficulty: Hard
Learning Objective 8.6: Describe how the brain is involved in memory.
Section Ref: Memory: What Happens In The Brain
18. You may encounter an individual who looks familiar, but you cannot remember in what context you met him/her. Which strategy are you using if you tell yourself that “I remember her name started with a J?”
a) The method of loci
b) Priming
c) The key word method
d) The PQRST method
Ans: b
Difficulty: Medium
Learning Objective 8.4: Describe how we retrieve information and how retrieval cues, priming, context, and emotion can affect retrieval.
Section Ref: How Do We Retrieve Memories?
19. Research on the forgetting curve showed that:
a) all information is retained in memory when tested soon after being exposed to it.
b) there are significant gender differences in how much people forget.
c) the amount that people forget eventually levels off.
d) nonsense syllables can never be remembered.
Ans: c
Difficulty: Hard
Learning Objective 8.5: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Ref: Why Do We Forget And Misremember?
20. An examiner reads a short story to an examinee, then asks the examinee to repeat it back exactly the way he/she heard it. What phenomenon commonly occurs when examinees attempt this task?
a) They create a different plot.
b) They add relevant information to the story.
c) They can repeat the story word for word as the examiner read it.
d) They can only recall the beginning and ending of the story.
Ans: b
Difficulty: Medium
Learning Objective 8.5: Summarize key theories of why we forget information and sometimes distort or manufacture memories.
Section Ref: Why Do We Forget And Misremember?
21. Which statement about long-term potentiation is NOT accurate?
a) Helps memories form
b) Affects single neurons
c) Aids in the retrieval of memories
d) Increases the likelihood of neurons responding
Ans: b
Difficulty: Easy
Learning Objective 8.6: Describe how the brain is involved in memory.
Section Ref: Memory: What Happens In The Brain
22. Which of the following is TRUE?
a) Older adults tend to remember negative information while ignoring the positive.
b) Older adults consistently perform better on prospective memory tasks than young adults.
c) Procedural memory and semantic memory show the most significant declines with age.
d) Research has shown that physical exercise is correlated with better memory functioning.
Ans: d
Difficulty: Easy
Learning Objective 8.7: Describe the kinds of memories and memory changes that characterize early life and later life.
Section Ref: Memories in the Young and Old: How We Develop
23. Which of the following is NOT an organic memory disorder?
a) Dementia
b) Dissociative fugue
c.) retrograde amnesia
d) Alzheimer’s disease
Ans: b
Difficulty: Easy
Learning Objective 8.8: Describe physical and psychological disorders that disrupt memory.
Section Ref: Disorders of Memory: When Things Go Wrong
24. Which finding is a result of researchers studying individuals with severe brain damage?
a) Long-term potentiation destroys neural circuits.
b) Proteins are produced in specialized brain cells.
c) Damage to the temporal lobes may affect memory.
d) Males are more likely than females to suffer memory problems when the temporal lobes are damaged.
Ans: c
Difficulty: Medium
Learning Objective 8.8: Describe physical and psychological disorders that disrupt memory.
Section Ref: Disorders of Memory: When Things Go Wrong
25. Which hormone may be related to the higher incidence of Alzheimer’s disease in women as compared to men?
a) Oxytocin
b) Estrogen
c) Progestin
d) Glutamate
Ans: b
Difficulty: Easy
Learning Objective 8.8: Describe physical and psychological disorders that disrupt memory.
Section Ref: Disorders of Memory: When Things Go Wrong
26. Which analogy best describes the relationship between dementia and Alzheimer’s disease?
Dementia is to Alzheimer’s disease as–
a) Decay is to distorted memories
b) Organic memory disorder is to retrograde amnesia
c) Repression is to source misattribution
d) Emotion is to state-dependent memory
Ans: b
Difficulty: Hard
Learning Objective 8.8: Describe physical and psychological disorders that disrupt memory.
Section Ref: Disorders of Memory: When Things Go Wrong
27. Research on gender differences in dementia has found that:
a) the brains of men with Alzheimer’s tend to have more neurofibrillary tangles.
b) stroke in men increases the risk of dementia.
c) women with Alzheimer’s tend to be more aggressive than their male counterparts with the disease.
d) declines in estrogen prove beneficial in protecting women from Alzheimer’s and, as a result, they are much less likely to develop Alzheimer’s than are men.
Ans: b
Difficulty: Medium
Learning Objective 8.8: Describe physical and psychological disorders that disrupt memory.
Section Ref: Disorders of Memory: When Things Go Wrong
28. Senile plaques are sphere-shaped deposits of ______that form in the spaces between cells in the hippocampus, cerebral cortex, and several other brain regions.