Quiz Questions Exam II Flashcards
In dichotic listening tasks, most participants are able to
OPTIONS
1. repeat the stimuli in the unattended channel only
2. ignore their name in the unattended channel
3. concentrate effectively on the message in the attended channel, so that they detect none of the message in the unattended channel.
4. maintain their focus on the message in the attended channel only with considerable difficulty and with frequent slips to the unattended channel.
5. accurately detect target stimuli in the unattended channel
6. easily detect target words in bot attended and unattended channels.
7. identify physical attributes of the message presented in the unattended channel.
8. repeat the stimuli in both channels.
9. determine if the unattended channel contains a coherent message or just random words.
- identify physical attributes of the message presented in the unattended channel.
In each trial of an experiment, participants see a warning signal and then a pair of letters. The participants press one button if the letters in the pair are the same (e.g., W W) and a different button if the letters are different (e.g., P X). In 80% of the trials, the warning signal is identical to the letters that will be shown on that trial.
Group 1: warning signal = L; test pair = L L
Group 2: warning signal = U; test pair = L L
Group 3: warning signal = +; test pair = L L
In this setup we should expect the fastest responses from:
OPTIONS
Group 2 and no difference between Groups 1 and 3.
Group 1 and the slowest responses from Group 2.
Group 1 and no difference between Groups 2 and 3.
Group 3 and the slowest responses from Group 1.
Group 2 and the slowest responses from Group 3.
Group 2 and the slowest responses from Group 3.
Group 2 and the slowest responses from Group 1.
Group 3 and the slowest responses from Group 2.
Group 1 and the slowest responses from Group 3.
Group 3 and no difference between Groups 1 and 2.
YOU GOT THIS WRONG IDIOT STUPID
Group 1 and no difference between Groups 2 and 3.
An experimenter reads a list of 30 words to a group of participants at the rate of 1 word per second. This is immediately followed by a free recall test. A second group of participants hears the same 30 words presented at the faster rate of 2 words per second. **We should expect that the group hearing the slower presentation will show improved memory performance for the
OPTIONS
- pre-recency portion of the list, but there will be no impact on the recency effect.
- words at the end of the list and diminished performance for the pre-recency portion of the list.
- words at the list’s end, but there will be no improvement for the words earlier in the list.
- words in the middle of the list only.
- entire list.
- recency portion of the list.
- primacy and recency portions of the list only.
pre-recency portion of the list, but there will be no impact on the recency effect.
A physician has just read an article about a recently developed drug for Alzheimer’s Disease. Which of the following is the LEAST important factor in determining whether the physician will remember the article later?
OPTIONS
- A drug company rep later reminds the physician about claims from the article.
- The physician realized how suggestions within the article could be integrated with other things she already knew.
- A patient comes in that day and demands a prescription for the drug.
- The physician reads the article a second time, looking up references from it.
- The physician begins to write a rebuttal to the letter based on their own patient data in using similar drugs.
- The physician expected to need the information later and therefore employed a maintenance memorization strategy that had helped her memorize material in the past.
- The physician read the article carefully to determine whether it was persuasive.
- The physician quickly saw that the new drug might have multiple uses, so she thought about several circumstances in which she might use it.
The physician expected to need the information later and therefore employed a maintenance memorization strategy that had helped her memorize material in the past.
Participants in an experiment were asked to keep track of the most recent word they had heard that started with a “G”. Therefore, participants should report “gravy” after hearing the sequence “girl, grump, hat, scissors, whistle, pen, radio, bed, foot, glass, lantern, gravy.” Later, participants are asked to report back all the “G” words they heard.
We would anticipate
A. poor recollection of all the “G” words because the situation invites maintenance rather than elaborative rehearsal.
B. good recollection of all the words because participants were able to concentrate their attention on the task and rehearsed only one word at a time.
C. intrusions from the words not beginning weith “G”.
D. poor recollection of the early words in the list but good recollection of the words in the middle of the list.
E. good recollection of “grump,” since this word was in the participants’ thoughts for a long time (while they were waiting for “glass”).
F. elimination of the primacy effect.
G. elimination of the recency effect.
poor recollection of all the “G” words because the situation invites maintenance rather than elaborative rehearsal.
In the past, working memory (WM) was likened to a storage container that would hold current information for a short period of time.
This analogy is problematic in what way?
A. The container analogy is too static: WM is capable of more than simply short-term storage.
B. The size of WM varies across individuals, but a storage container never changes size.
C. WM is more like a conveyor belt, with information recent information easy to recall and information from further back in the past more likely tobe forgotten.
D. Storage containers can hold multiple items.
E. There is no problem with this analogy.
F. WM is more like a filing cabinet with a specific number of slots into which information can be put.
The container analogy is too static: WM is capable of more than simply short-term storage.
Dual-process models of memory such as the Atkinson-Shiffrin “modal” model of memory have been used to explain elements of the serial position curve in Free Recall tasks by using a short-term memory “buffer” component. In contrast, single-process context models like Howard and Kahana’s Temporal Context Model (TCM) do not include a short-term buffer.
Why do many scientists consider single-process context models to be superior to short-term memory models?
A. Dual-process buffer memory models are too parsimonious.
B. Single-process context models can also explain temporal contiguity effects in addition to primacy and recency.
C. Dual-process buffer models cannot explain recency effects.
D. Dual-process buffer models cannot explain primacy effects.
E. Single-process context models are less parsimonious.
F. Dual-process buffer models only explain effects in continuous-distracter Free Recall (CDFR).
G. Dual-Process buffer models cannot explain the loss of recency effects if there is a disatractor task used Delayed Free Recall (DFR)
Single-process context models can also explain temporal contiguity effects in addition to primacy and recency.
A student wishes to memorize an essay so that he will be able to recall the content later. Which of the following is likely to be LEAST helpful to them?
A. making certain that he understands the argument contained within the essay.
B. trying to construct a paraphrase of the essay’s content.
C. thinking about why the essay is organized in the way that it is.
D. relate information in the essay to their prior knowledge.
E. repeatedly reading the essay multiple times.
F. make a set of handwritten notes and then re-organize them into an outline in a word-processor.
repeatedly reading the essay multiple times
