Memory - LTM

Question 1

What did Ebbinghaus use to study memory?

1) Lists of meaningful words
2) Images and vivid pictures
3) Lists of nonsense syllables
4) Sentences with familiar context

Answer 1

Lists of nonsense syllables

Question 2

What is the “method of savings”?

1) A direct measure of explicit memory
2) Learning something faster the second time
3) A method to recall lists of words
4) Recognizing previously seen material

Answer 2

Learning something faster the second time

Question 3

What did Wixted (1997) conclude about forgetting functions?

1) Forgetting happens at a steady rate
2) Forgetting is best described as a power function
3) Forgetting only occurs with disuse
4) Forgetting is completely random

Answer 3

Forgetting is best described as a power function

Question 4

What did Bahrick (1984) study in relation to long-term memory?

1) Recognition of slides
2) Memory for faces of students
3) Memory for Spanish taught decades earlier
4) Memory for nonsense syllables

Answer 4

Memory for Spanish taught decades earlier

Question 5

What did Standing (1973) find about the capacity of long-term memory?

1) Long-term memory has limited capacity
2) Memory performance drops after 1,000 items
3) Recognition for 10,000 slides was 83%
4) Words are remembered better than pictures

Answer 5

Recognition for 10,000 slides was 83%

Question 6

What does “change blindness” suggest about memory?

1) Long-term memory retains detailed images
2) People are very good at spotting visual changes
3) Visual memory often retains only the gist of images
4) Short-term memory always retains visual details

Answer 6

Visual memory often retains only the gist of images

Question 7

What did Horowitz & Wolfe (1998) find in their study of visual search?

1) Visual search relies heavily on memory
2) People remember previously searched locations
3) Visual search has no memory of past fixations
4) Performance improves when stimuli are rearranged

Answer 7

Visual search has no memory of past fixations

Question 8

What influences visual long-term memory performance according to Konkle et al. (2010)?

1) Perceptual similarity of items
2) Conceptual similarity of items
3) Duration of stimulus presentation
4) Use of verbal cues during encoding

Answer 8

Conceptual similarity of items

Question 9

What was Bahrick (1984) unable to test eight years after teaching?

1) Recognition of students
2) Identification (naming) of students from photos
3) Recall of lecture details
4) Memory of classroom layouts

Answer 9

Identification (naming) of students from photos

Question 10

What did Young, Hay & Ellis (1995) find about face recognition errors?

1) Failures to recognize faces are rare
2) Errors mainly involve failing to recall names
3) People confuse familiar and unfamiliar faces
4) Face recognition errors only occur in the elderly

Answer 10

People confuse familiar and unfamiliar faces

Question 11

What is the “verbal overshadowing” effect in memory?

1) Verbal descriptions improve memory performance
2) Describing a face impairs memory for it
3) Verbal cues enhance recognition
4) Verbalization does not affect memory

Answer 11

Describing a face impairs memory for it

Question 12

How does expertise affect verbal overshadowing according to Melcher & Schooler (1996)?

1) Novices benefit from verbalization
2) Experts have their memory enhanced by verbalization
3) Intermediate individuals lose memory due to verbalization
4) Both novices and experts are equally affected

Answer 12

Intermediate individuals lose memory due to verbalization

Question 13

What shape does long-term memory decay follow according to Wixted?

1) Exponential function
2) Linear function
3) Power function
4) Random function

Answer 13

Power function

Question 14

What was a key finding of Shepard (1967) and Potter (1969) about visual memory?

1) Visual memory is poor for briefly presented images
2) Recognition is strong even for large numbers of images
3) Pictures are remembered worse than words
4) Only conceptual images are remembered

Answer 14

Recognition is strong even for large numbers of images

Question 15

What percentage of errors in face recognition involved failing to recall a name in Young et al.’s study?

1) 22%
2) 50%
3) 19%
4) 31%

Answer 15

19%

Question 16

What does the study of “change blindness” by Rensink et al. (1996) indicate?

1) Long-term memory retains fine details of images
2) People are poor at detecting even major visual changes
3) Memory for visual images lasts only seconds
4) Detailed changes are recognized better than major changes

Answer 16

People are poor at detecting even major visual changes

Question 17

What is a limitation of recognition memory for faces according to Bahrick?

1) Recognition performance drops below 50% after a decade
2) Recognition remains intact, but identification fails
3) Both recognition and identification fail simultaneously
4) Recognition is unaffected by time

Answer 17

Recognition remains intact, but identification fails

Question 18

What does the “method of savings” suggest about implicit memory?

1) It cannot be measured indirectly
2) It shows faster relearning even without explicit recall
3) It involves only sensory memory
4) It depends entirely on rehearsal

Answer 18

It shows faster relearning even without explicit recall

Question 19

What did Standing et al. (1970) find about “vivid” pictures?

1) They are remembered better than non-vivid pictures
2) Words outperform vivid pictures in recognition
3) Vivid pictures decay faster in memory
4) They have the same recall rate as standard pictures

Answer 19

They are remembered better than non-vivid pictures

Question 20

What is an implication of verbal overshadowing for eyewitness testimony?

1) Verbal descriptions improve reliability
2) Eyewitnesses should avoid describing faces
3) Visual memory is not influenced by verbal input
4) Face memory is entirely unaffected by verbalization

Answer 20

Eyewitnesses should avoid describing faces