CHAPTER 6 MCQ Flashcards
A patient suffering from Korsakoff’s syndrome, such as “Jimmy G” who is described in your text, would be able to perform which of the following activities without difficulty?
A. Following a story in a book
B. Solving problems that take more than a few moments to figure out
C. Recognizing people he has recently met
D. Identifying a photograph of his childhood home
D. Identifying a photograph of his childhood home
The inability to assimilate or retain new knowledge is known as
A. anterograde amnesia.
B. retrograde amnesia.
C. the primacy effect.
D. the serial effect.
A. anterograde amnesia.
Loss of memory for things that have happened in the past is known as
A. anterograde amnesia.
B. retrograde amnesia.
C. the primacy effect.
D. the serial effect.
B. retrograde amnesia.
Which of the following would most likely be a detailed long-term memory?
A. I just sat down.
B. I was talking to that girl just before class.
C. I was talking to that boy three months ago.
D. I talked to my cousin Amelia on the phone six months ago.
B. I was talking to that girl just before class.
The primacy effect is attributed to
A. recall of information stored in LTM.
B. a type of rehearsal that improves memory for all items in a list.
C. recall of information still active in STM.
D. forgetting of early items in a list as they are replaced by later items.
A. recall of information stored in LTM.
The primacy effect (from the serial position curve experiment) is associated with
A. LTM.
B. STM.
C. sensory memory.
D. implicit memory.
A. LTM.
Murdoch's "remembering a list" experiment described the serial position curve and found that memory is best for the \_\_\_\_ of a list. A. first five words B. middle five words C. last five words D. first five and the last five words
D. first five and the last five words
You’ve now learned about the serial position curve. The relevant research in your text describes this curve using a free recall task (participants are free to recall words in any order they choose). Imagine that you conducted a “remembering a list” experiment using a serial recall task (participants must recall words in the same order they were presented). What would you predict for the results with the serial recall task?
A. The same serial position curve observed with free recall
B. A diminished recency effect, relative to free recall
C. A diminished primacy effect, relative to free recall
D. Diminished primacy and recency effects, relative to free recall
B. A diminished recency effect, relative to free recall
When investigating the serial position curve, presenting the word list at a slower pace
A. has no effect on the curve.
B. increases the primacy effect.
C. decreases the recency effect.
D. increases both the primacy and the recency effects.
B. increases the primacy effect.
Regarding free recall of a list of items, which of the following will most likely cause the recency effect to disappear?
A. Inserting a 30-second delay before recall
B. Presenting the stimulus list at a slower pace
C. Counting backward for 30 seconds before recall
D. Using a very long list (greater than 30 items at one item per second)
C. Counting backward for 30 seconds before recall
The recency effect occurs when participants are asked to recall a list of words. One way to get rid of the recency effect is to
A. have participants say “la, la, la” while studying the list.
B. present the list more slowly.
C. have participants count backwards for 30 seconds after hearing the last word of the list.
D. have participants see the words on a screen, rather than hear them.
C. have participants count backwards for 30 seconds after hearing the last word of the list.
An example of a dissociation is evidenced by a brain-injured patient who
A. shows a significantly reduced digit span.
B. cannot recognize either familiar faces or familiar voices.
C. exhibits a recency effect but no primacy effect.
D. shows evidence for deeper processing and shallow processing.
C. exhibits a recency effect but no primacy effect.
The dramatic case of patient H.M. clearly illustrates that \_\_\_\_ is crucial for the formation of LTMs. A. the hippocampus B. synaptic consolidation C. vitamin B1 D. deep processing
A. the hippocampus
Your book discusses the memory functioning of patient H.M. who underwent brain surgery to relieve severe epileptic seizures. H.M.’s case has been extremely informative to psychologists by demonstrating that
A. LTM can operate normally while STM is impaired.
B. impairment of one memory system (LTM or STM) necessarily leads to deficits in the functioning of the other.
C. a double dissociation exists for STM and LTM.
D. STM can operate normally while LTM is impaired.
D. STM can operate normally while LTM is impaired.
Which of the following is NOT a conclusion from the case of H.M., who had an operation to help alleviate his epileptic seizures?
A. The hippocampus is necessary for forming new LTMs.
B. Working memory does not rely on the hippocampus.
C. LTMs can still be present after the hippocampus is removed.
D. LTMs are stored in the hippocampus.
D. LTMs are stored in the hippocampus.
Carrie answers her phone with “Hello?” A response, “Hi, Carrie!” comes from the other end of the line. Carrie responds back with “Hi, Dad!” Carrie processed “Hi, Carrie” using a(n)
A. auditory code in short-term memory.
B. auditory code in long-term memory.
C. iconic code in short-term memory.
D. iconic code in long-term memory.
B. auditory code in long-term memory.
The predominant type of coding in LTM is
A. phonological.
B. concrete.
C. semantic.
D. visual.
C. semantic.
Neuropsychological evidence indicates that STM and LTM probably
A. represent different aspects of the same mechanism.
B. are caused by different mechanisms that depend upon each other.
C. both rely most heavily on a semantic coding mechanism.
D. are caused by different mechanisms that act independently.
D. are caused by different mechanisms that act independently.
A study participant is given a list of words to remember. One week later, he recalls the list. Let’s say that one of the list words was PEAR. Which of the following, none of which actually appeared on the list, would be most likely incorrectly recalled if the participant doesn’t remember PEAR?
A. REAR
B. PAIR
C. APPLE
D. BEAR
C. APPLE
We are conscious of \_\_\_\_\_ memories. A. implicit B. procedural C. declarative D. all of the above
C. declarative
Explicit memory is to_____as implicit memory is to _____.
A. declarative; nondeclarative
B. nondeclarative; declarative
C. semantic; episodic
D. episodic; semantic
A. declarative; nondeclarative
Which of the following is NOT an example of an implicit memory? A. Classical conditioning B. Priming C. Procedural memory D. Semantic memory
D. Semantic memory
Two types of declarative memory are \_\_\_\_\_ and \_\_\_\_\_ memory. A. semantic; implicit B. implicit; episodic C. episodic; semantic D. procedural; episodic
C. episodic; semantic
One of the defining properties of the experience of episodic memory is that
A. it involves mental time travel.
B. it always corresponds to events from our past that actually happened.
C. it accesses knowledge about the world that does not have to be tied to any specific personal experience.
D. it involves all of these.
A. it involves mental time travel.
Which of the following is an example of a semantic memory?
A. I remember my earth science teacher telling me how volcanoes erupt.
B. I remember seeing a volcano erupt in Hawaii last summer.
C. I remember the big island of Hawaii has many active volcanoes.
D. I remember “volcano” was the first word on the list Juan read to me.
C. I remember the big island of Hawaii has many active volcanoes.
The following statement represents what kind of memory? “The Beatles stopped making music together as a group in the early 1970s.”
A. Episodic
B. Semantic
C. Procedural
D. Implicit
B. Semantic
Which of the following is NOT an example of semantic memory?
A. I remember that more than 33% of U.S. drivers have admitted to using a cell phone when driving.
B. I remember that experiments have shown that talking on cell phones can impair driving ability.
C. I remember the day we learned about how talking on cell phones can impair driving ability.
D. None of the above (a, b, and c are all examples of semantic memory)
C. I remember the day we learned about how talking on cell phones can impair driving ability.
"I remember being really excited last year, when my college team won the national championship in basketball." This statement is an example of \_\_\_\_\_ memory. A. episodic B. implicit C. semantic D. procedural
A. episodic
K.C., who was injured in a motorcycle accident, remembers facts like the difference between a strike and a spare in bowling, but he is unaware of experiencing things like hearing about the circumstances of his brother’s death, which occurred two years before the accident. His memory behavior suggests
A. intact semantic memory but defective episodic memory.
B. intact procedural memory but defective semantic memory.
C. intact episodic memory but defective semantic memory.
D. intact episodic memory but defective procedural memory.
A. intact semantic memory but defective episodic memory.
Phoebe steps up to the golf ball and hits it down the fairway. She sees that the ball is heading towards someone, so she yells “Fore!” After her two partners hit their balls, they pick up their bags and start walking to the next hole. But Phoebe says, “Wait a minute, I haven’t teed off yet.” This behavior shows that Phoebe has a problem with ____
memory.
A. semantic
B. procedural
C. episodic
D. working
C. episodic
Your text describes an “Italian woman” who, after an attack of encephalitis, had difficulty remembering people or facts she knew before. She could, however, remember her life events and daily tasks. Her memory behavior reflects
A. intact semantic memory but defective episodic memory.
B. intact procedural memory but defective episodic memory.
C. intact episodic memory but defective semantic memory.
D. intact episodic memory but defective procedural memory.
C. intact episodic memory but defective semantic memory.
A patient with impaired episodic memory would most likely have the greatest difficulty in
A. recognizing famous people.
B. remembering the meaning of some words.
C. recalling where to find eating utensils in the kitchen.
D. remembering where a best friend had moved.
D. remembering where a best friend had moved.
Knowing the capital of California, but not being able to remember when you first learned it, is an example of how
A. semantic memory can bias episodic memory.
B. episodic memory can be a “gateway” to semantic memory.
C. semantic memories are easier to form than episodic memories.
D. episodic memories last longer than semantic memories.
B. episodic memory can be a “gateway” to semantic memory.
Your text discusses how episodic and semantic memories are interconnected. This discussion revealed that when we experience events,
A. episodic memory for events lasts longer than semantic memory for the events.
B. the knowledge that makes up semantic memories is initially attained through a personal experience based in episodic memory.
C. semantic and episodic memories about events tend to last about the same length of time in our memory.
D. semantic memory of events is enhanced when it is not interfered with by associated episodic memories.
B. the knowledge that makes up semantic memories is initially attained through a personal experience based in episodic memory.
Ming is taking a memory test. She is more likely to recall the name of a popular singer if she had
A. just read about the singer in a magazine.
B. just seen the singer on TV.
C. recently seen the singer on TV and read about the singer in a magazine.
D. attended the singer’s concert last year with her boyfriend.
D. attended the singer’s concert last year with her boyfriend.
Imagine that the students described below are all taking a multiple choice test. Which student’s behavior best describes an example of implicit memory?
A. One student comes to a question for which he is unsure of the answer, but choice b seems familiar so he decides that it must be right.
B. One student remembers the correct answer to a question as well as where the information could be found in his notebook.
C. One student has no idea what an answer was supposed to be, but she does not want to leave a question blank. So, she guesses by first writing out items that she thought would make sense.
D. One student is sure he does not know the answer for a question, so he leaves it blank.
A. One student comes to a question for which he is unsure of the answer, but choice b seems familiar so he decides that it must be right.
