PSYC317 CH6

Question 1

auditory-memory span

Answer 1

Number of items recalled from short-term memory following an auditory presentation of the items

Question 2

clustering

Answer 2

Percentage of occasions in which a word is followed by its primary associate during the free recall of words

Question 3

cued recall

Answer 3

Recall that occurs with hints or cues, such as providing the questions asked during the judgment phase of a task

Question 4

distinctive item

Answer 4

An item different in appearance or meaning from other items

Question 5

emotional distinctiveness

Answer 5

Items that produce an intense emotional reaction

Question 6

encoding specificity principle

Answer 6

A theory that states that the effectiveness of a retrieval cue depends on how well it relates to the initial encoding of an item

Question 7

fact-oriented acquisition

Answer 7

Encoding material in a manner that emphasizes factual knowledge without emphasizing its application

Question 8

flashbulb memory

Answer 8

A memory of an important event that caused an emotional reaction

Question 9

imprecise elaboration

Answer 9

Provision or generation of additional material unrelated to remembered material

Question 10

incidental learning task

Answer 10

A task that requires people to make judgments about stimuli without knowing that they will later be tested on their recall of the stimuli

Question 11

levels of processing

Answer 11

A theory that proposes that “deeper” (semantic) levels of processing enhance memory

Question 12

maintenance rehearsal

Answer 12

Rehearsal that keeps information active in short-term memory

Question 13

memory code

Answer 13

The format (physical, phonemic, semantic) of information encoded into memory

Question 14

mood-dependent memory

Answer 14

Memory that is improved when people are tested under conditions that re-create their mood when they learned the material

Question 15

noncued recall

Answer 15

Recall that occurs without hints or cues provided by the experimenter

Question 16

orienting task

Answer 16

Instructions to focus on a particular aspect (physical, phonemic, semantic) of a stimulus

Question 17

orthographic distinctiveness

Answer 17

Lowercase words that have an unusual shape

Question 18

phonemic coding

Answer 18

A memory code that emphasizes the pronunciation of the stimulus

Question 19

Name Craik’s three levels of processing?

Answer 19

Structural, Phonemic, Semantic

Question 20

What was the purpose of Craik and Watkin’s study?

Answer 20

To vary the length of time a word would have to be maintained in STM.

Question 21

What procedure did Craik and Watkin use in their study?

Answer 21

Students were told to listen to a series of word lists and, at the end of each list, report the last word beginning with a particular letter.

Question 22

The results of Craik and Watkin’s study showed?

Answer 22

That rehearsal does not automatically cause learning.

Question 23

Who first showed that rehearsal does not automatically cause learning?

Answer 23

Craik and Watkin

Question 24

Who tested how effective verbal rehearsal is?

Answer 24

Craik and Watkin

Question 25

What were the three conditions that Craik and Tulving were testing?

Answer 25

Structural, Phonemic, Semantic

Question 26

Was Craik and Tulving’s test a recall or a recognition test?

Answer 26

Recognition

Question 27

Who first testing the level processing theory?

Answer 27

Craik and Tulving

Question 28

Which level in Craik and Tulving’s had the best recall?

Answer 28

Semantic = evaluating the meaning of the word.

Question 29

In Craik and Tulving’s Semantic Elaboration task which condition had the best recall?

Answer 29

The more complex sentence frames.

Question 30

Stein and Bransford were testing what?

Answer 30

the effectiveness of precise and imprecise elaboration.

Question 31

What were the four groups in the Stein and Bransford experiment?

Answer 31

Control, imprecise, precise, and Self generate.

Question 32

What did the self generation group do in Stein and Bransford’s experiment?

Answer 32

They generated their own elaborations on the given sentence.

Question 33

In Stein and Bransford which group did the best? Second best?

Answer 33

Precise did the best and self generate did the second best.

Question 34

How is processing distinctiveness different than the other types of distinctiveness’s?

Answer 34

it is the result of the memory code that we create for an item rather than the characteristics of the item itself.

Question 35

What is the difference between a flashbulb memory and emotional distinctiveness?

Answer 35

Nothing, flashbulb memory is a kind of emotional distinctiveness which is experienced by most people.

Question 36

What is an example of primary distinctiveness?

Answer 36

Release from proactive interference

Question 37

Name the five types of distinctiveness?

Answer 37

Primary, secondary, orthographic, emotional, processing.

Question 38

What was the lesson learned from Jacoby’s study?

Answer 38

We have to study to the type of test we will be taken.