Set 1 Flashcards
The research on encoding specificity shows that the effort
a) is more likely when items have been in memory for a long time.
b) is more likely when tested by recognition rather than recall.
c) works only for negative or neutral events.
d) works best when testing physical context, rather than mental context.
a) is more likely when items have been in memory for a long time.
When people estimate their confidence while providing eyewitness testimony,
a) they are typically more correct than they estimate themselves to be.
b) they are almost as confident about their incorrect memories as they are about their correct memories.
c) their confidence in their eyewitness testimony is strongly correlated with the accuracy of the testimony.
d) their confidence is reduced because of the constructivist effect.
b) they are almost as confident about their incorrect memories as they are about their correct memories.
Stephanie is trying to decide whether she told Sid that the history test had been postponed - or whether she had only imagined telling him this. Stephanie is currently engaging in
a) flashbulb memory.
b) an implicit memory task.
c) source monitoring.
d) a dissociation.
c) source monitoring.
Chapter 5 discussed the relationship between the violence of a TV program and people’s recall of commercials shown during that program. According to this research, people recall a commercial more accurately
a) when the program is extremely violent.
b) when the program is moderately violent.
c) when the program is nonviolent.
d) when the visual component of the program is nonviolent but the auditory component is moderately violent.
c) when the program is nonviolent.
Suppose that you are trying to recall a friend’s phone number, so you repeat it over and over to yourself without analyzing it or giving it meaning. According to the levels-of-processing approach, this activity would be categorized as
a) shallow processing.
b) working-memory processing
c) deep processing.
d) the self-reference effect.
a) shallow processing.
According to the research on the own-ethnicity bias,
a) people are always more accurate in recognizing individuals from their own ethnic group than from another ethnic group.
b) the own ethnicity bias may be reduced if people have frequent contact with people from other ethnic groups.
c) people actually recognize individuals better if they are from a different ethnic group.
d) there is currently little evidence for this kind of bias.
b) the own ethnicity bias may be reduced if people have frequent contact with people from other ethnic groups.
Why is retroactive interference relevant to the post-event misinformation effect?
a) Recently learned material may interfere with older memories.
b) Information gathered before an event may somehow bias how you perceive the event.
c) More vivid information will be recalled more accurately than less vivid information.
d) Eyewitnesses are less confident than they should be.
a) Recently learned material may interfere with older memories.
Which of the following is an example of semantic memory?
a) Before dinner tonight, I must go to the fitness centre.
b) I recall the first time I ever thought about becoming a psychology major.
c) I remember seeing the word consciousness in the third chapter of this textbook.
d) I know that cabbage tastes bitter.
d) I know that cabbage tastes bitter.
According to research on implicit and explicit memory,
a) people with amnesia typically perform better on explicit memory tasks than on implicit memory tasks.
b) when the tests are conducted properly, most people with normal memory reveal very little implicit memory.
c) on implicit memory tasks, people recall much more when they have used deep levels of processing, rather than shallow levels.
d) psychologists sometimes discover a dissociation; for example, a variable may have a large effect on an explicit task, but a small effect on an implicit task.
d) psychologists sometimes discover a dissociation; for example, a variable may have a large effect on an explicit task, but a small effect on an implicit task.
Foley and her colleagues (1999) proposed that the research on self-reference may actually underestimate the magnitude of the self-reference effect. They reached this conclusion because
a) participants typically process items at a shallow level of processing, even when they are instructed to use deep processing.
b) the meta-analysis of the data on the self-reference effect demonstrates that this technique is not especially helpful.
c) participants cannot really relate items to their own lives.
d) the participants reported that they had often used self-reference processing, even when they had received other instructions.
d) the participants reported that they had often used self-reference processing, even when they had received other instructions.
The term metacognition refers to
a) an especially deep level of processing - even deeper than the self-reference effect.
b) the perspective that memory improvement must be comprehensive, instead of targeting just one memory strategy.
c) remembering to do something in the future.
d) our knowledge and control of our cognitive processes.
d) our knowledge and control of our cognitive processes.
Suppose that a friend is having difficulty in introductory psychology, and. you decide to give her some memory tips. If you decide to emphasize metamemory, you would be likely to
a) make her think more about the factors that influence her memory.
b) emphasize that, in the ideal situation, memory is schematic.
c) inform her that the tip-of-the-tongue phenomenon is more a myth than a reality.
d) emphasize shallow processing for working memory and deep processing for long-term memory.
a) make her think more about the factors that influence her memory.
Your textbook discussed a metamemory study that asked students to estimate their total scores on a test they had just taken. The comparison between the student’s actual score and their estimated score showed that
a) the students consistently overestimated how well they had performed.
b) the students consistently underestimated how well they had performed.
c) the students with the lowest actual scores provided the most accurate estimated scores.
d) the students with the highest actual scores provided the most accurate estimated scores.
d) the students with the highest actual scores provided the most accurate estimated scores.
Part of the section on metamemory examined how students regulate their study strategies. If you are typical of the college students discussed in that section - and the task is relatively easy - you would be likely to
a) spend somewhat more time on the more difficult material, but not as much time as it deserves.
b) fail to review the material you already know.
c) show no relationship between study time and the difficulty of the material.
d) spend roughly three times as long on difficult topics as on the topics you already know.
a) spend somewhat more time on the more difficult material, but not as much time as it deserves.
Mandi is studying for her biopsychology exam by creating a diagram for the parts of the human nervous system. her diagram shows two basic divisions, the peripheral nervous system and the central nervous system; each is further divided and subdivided. Mandy is using
a) the method of loci.
b) the spacing effect.
c) the keyword method.
d) the hierarchy technique.
d) the hierarchy technique.
According to the research on the testing effect,
a) although testing can improve recall, it is not as helpful as spending the same amount of time studying.
b) testing consistently improves recall, not matter whether the retention interval is short or long.
c) the effect only operates when students receive feedback on their test scores.
d) one explanation for the effect is that test-taking creates desirable difficulties.
d) one explanation for the effect is that test-taking creates desirable difficulties.
According to the discussion on metacomprehension,
a) college students do not need special training in this area because their metacomprehension is reasonably accurate.
b) metacomprehension accuracy is correlated with reading comprehension.
c) good readers and poor readers do not differ in their awareness of reading strategies.
d) metacomprehension is basically the same as meta-analysis.
b) metacomprehension accuracy is correlated with reading comprehension.
According to the discussion of prospective and retrospective memory,
a) distinctive encoding improves performance on both kinds of memory tasks.
b) the research on retrospective memory is typically higher in ecological validity than is the research on prospective memory.
c) a delay period has a stronger effect on retrospective memory than on prospective memory.
d) retrospective-memory tasks typically activate the frontal lobe of the brain, but prospective-memory tasks do not.
a) distinctive encoding improves performance on both kinds of memory tasks.
According to research on the tip-of-the-tongue phenomenon,
a) when an item is on the tip of your tongue,
you will seldom be able to recover it.
b) your mental dictionary is arranged in alphabetical order.
c) you can identify similar-sounding words, but you cannot accurately guess the number of syllables in the target word.
d) you can typically provide a similar-sounding word, which matches the target word reasonably closely.
d) you can typically provide a similar-sounding word, which matches the target word reasonably closely.
Which of the following students provides the best summary of why a person’s confidence is important to the topic of memory strategies and metacognition?
a) Asil: “In general, people are overconfident that they will remember material accurately.”
b) Megan: “Ironically, people are overconfident about eyewitness testimony and underconfident about the material they learn in an academic setting.”
c) George: “People are especially likely to be overconfident if they have studied material using the self-reference technique.”
d) Xavier: “People are generally overconfident when they use memory strategies, and underconfident when they use metacognition.”
a) Asil: “In general, people are overconfident that they will remember material accurately.”
According to the discussion of working memory, the phonological loop
a) is useful when you learn a foreign language.
b) primarily activates the right hemisphere of the brain.
c) primarily receives information from the episodic buffer.
d) has a large capacity when you are learning new vocabulary words.
a) is useful when you learn a foreign language.
Neuroscientists who have examined the visuospatial sketchpad have discovered that:
a) visual tasks typically activate the right hemisphere, whereas spatial tasks typically activate the left hemisphere.
b) visual and spatial tasks typically activate the brain’s right hemisphere.
c) visual and spatial tasks are apparently converted into a verbal code because they primarily activate the brain’s left hemisphere.
d) there is no clear correspondence between visuospatial tasks and the patterns of brain activation.
b) visual and spatial tasks typically activate the brain’s right hemisphere.
Suppose that you are having trouble recalling the information for a question about Baddeley’s theory because the information about Atkinson and Shiffrin’s theory (which you learned earlier) keeps interfering. The phenomenon is called
a) proactive interference.
b) the recency effect.
c) the primacy effect.
d) chunking.
a) proactive interference.
According to Atkinson and Shiffrin’s classic theory,
a) short-term memory and long-term memory are distinctly different.
b) items are stored in short-term memory are fairly permanent.
c) rehearsal is necessary in order to move material from sensory memory to short-term memory.
d) there are no strict limits to the capacity of short-term memory.
a) short-term memory and long-term memory are distinctly different.
