Ch. 6 Memory Strategies and Metacognition pt 2

Colin has high reading comprehension abilities, as measured by his scores on the verbal SAT. Stefan has only average reading comprehension. Both Connor and Stefan read a series of unfamiliar text passages, and then answer reading comprehension questions about the passages. For the items for which Connor and Stefan both express an average certainty rating of 75%, you would expect that a. Connor would get about 75% of those items correct. b. Stefan would get about 75% of those items correct. c. Both Connor and Stefan would be overconfident about their scores. d. Both Connor and Stefan would be underconfident about their scores.

Answer: a

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.

Answer: a

Prospective memory errors are especially likely to occur when you are simultaneously a. performing a task automatically in a familiar setting. b. performing a task effortfully in a familiar setting. c. performing a task automatically in an unfamiliar setting. d. performing a task effortfully in an unfamiliar setting.

Answer: a

Researchers have conducted many studies about how students allocate their time, when studying for an exam. In general, these studies show that a. without time pressure, students spend more time studying difficult material. b. without time pressure, students spend more time studying easy material. c. with time pressure, students spend more time studying difficult material. d. with time pressure, students tend to study randomly, without using strategies about which items to focus on.

Answer: a

Suppose that a friend is having difficulty in introductory psychology, so 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.

Answer: a

The tip-of-the-tongue experience is related to metacognition because a. people think about whether they are likely to remember the target word, and this estimate is one kind of metacognitive task. b. people are highly accurate in both their tip-of-the-tongue estimates and their metacognition estimates. c. people consistently underestimate their accuracy on both tip-of-the-tongue tasks and other metacognitive tasks. d. people first give a general estimate of their accuracy, and then they systematically make adjustments to that estimate.

Answer: a

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. Asli: "In general, people are overconfident that they will remember material accurately." b. Megan: "Ironically, people are overconfident about eyewitness testimony and underconfident about material they learn in an academic setting." c. George: "People are especially likely to be overconfident if they have studied material by using the self-reference technique." d. Xavier: "People are generally overconfident when they use memory strategies and underconfident when they use metacognition."

Answer: a

Which of the following students provides the most accurate advice about metacomprehension? a. Arianna: "Students typically have better metacognition if they read a passage, wait briefly, and then summarize the passage." b. Krisanthi: "Surprisingly, students who use shallow processing have more accurate metacomprehension than students who use deep processing." c. David: "Good readers and poor readers are equally likely to know that they should try to make connections among the concepts they are reading about." d. Derek: "Good readers and poor readers are equally likely to be aware of helpful reading strategies."

Answer: a

Which of the following students provides the most accurate summary of the research on metacomprehension accuracy among college students? a. Cheryl: "Students' metacomprehension accuracy and their reading comprehension scores are significantly correlated." b. Jacques: "Students tend to underestimate their scores on a reading comprehension test." c. Ed: "Students are much more confident about the comprehension questions they answered correctly, compared with those they answered incorrectly." d. Hannelore: "Unfortunately, students' metacomprehension accuracy does not improve when they get feedback about their ability to assess their reading comprehension."

Answer: a

According to the discussion of improving prospective memory, a. external memory aids tend to decrease the accuracy of prospective memory. b. it's helpful to figure out a specific reminder that you can place in a relevant location. c. the same identical factors influence the accuracy of both retrospective memory and prospective memory. d. prospective memory errors are especially likely when people are using focused attention rather than divided attention.

Answer: b

According to the discussion of metacomprehension, a. college students do not need special training in this area, because their metacomprehension is reasonably accurate. b. metacomprehension can be improved when students receive feedback about their understanding before they take a test. c. good readers and poor readers do not differ in their awareness of reading strategies. d. metacomprehension is basically the same as meta-analysis.

Answer: b

According to the research on students' distribution of their study time, they tend to a. systematically study the difficult items more than the easy ones. b. study the difficult items somewhat more than the easy ones. c. devote the same amount of time to both the difficult items and the easy ones. d. study the easy ones somewhat more than the difficult ones.

Answer: b

What can we conclude about college students' accuracy on measures of metacomprehension? a. Students' metacomprehension is generally as accurate as their metamemory for learning pairs of English words. b. Metacomprehension is about as accurate for reading comprehension as for other items on the verbal portion of the SAT. c. Students are only slightly more confident about the items they answered correctly than the items they answered incorrectly. d. There is no relationship between students' confidence about whether they answered an item correctly and their actual accuracy.

Answer: c

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.

Answer: d

If you had one important message about memory improvement that you could convey to a friend, what should it be? a. The total amount of time you spend practicing the items is more important than the study techniques that you use. b. Interactive images are more effective than non-interactive images. c. Use the first-letter mnemonic whenever possible. d. Try to think about your memory strategies, plan how to study, and monitor whether you understand material.

Answer: d

In which of the following conditions is your metamemory accuracy likely to be the highest? a. When material is difficult, rather than easy b. When the material is concerned with nonsense words, rather than English phrases c. When learning has been incidental, rather than intentional d. When you wait several minutes before judging whether you'll remember the material

Answer: d

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.

Answer: d

Which of the following definitions for the term "foresight bias" is most accurate? a. A foresight bias occurs when the researchers try to anticipate—in advance—the problems with a study. b. Foresight bias occurs when researchers examine the dependent variables to see whether they will be high in external validity. c. Foresight bias occurs when people judge their mastery of some material that they have been studying, although they have been using an inappropriate mnemonic device. d. Foresight bias occurs when people are too confident that they will do well in a future exam, based on the estimates they make while studying the material.

Answer: d

Which of the following statements is correct about the current research on the tip-of-the-tongue phenomenon? a. Monolingual adults and bilingual adults are equally likely to report this phenomenon. b. People are fairly accurate in guessing the number of syllables in the target word, but they are less accurate in guessing the target word's first letter. c. The phenomenon seems to be limited to the English language. d. Research in languages that have grammatical gender shows that people can typically identify the gender of the target word.

Answer: d

Your textbook discussed a metamemory study that asked students to estimate their total score on a test that they had just taken. The comparison between the students' 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.

Answer: d

Part of Chapter 6 examined students' study strategies for easy and difficult material. Which of the following students provides the most accurate perspective on that research? a. Carlo: "When the memory task is relatively easy, students spend about the same amount of time studying the easiest items and the most difficult items." b. Sondra: "When the memory task is relatively easy, students spend the most time on the difficult items; when the memory task is relatively difficult, students spend the most time on the easy items." c. Phil: "Students study the difficult items more than the easy items when the material is related to their own interests; otherwise, they show no consistent pattern in their study strategies." d. Indira: "Students' study strategies depend on their motivational level; the most motivated students divide their time equally among the topics, but the less motivated students spend more time on the difficult tasks."

Answer: b

Suppose that you are studying for a vocabulary test, and you want to accurately predict your score in that test. Your prediction accuracy would be highest if you a. tested yourself immediately after learning the words. b. tested yourself several minutes after learning the words. c. estimate how many words you already knew before beginning to study. d. figure out—in advance—whether you typically have trouble on vocabulary tests.

Answer: b

Suppose that you have just learned that you will have a quiz in about 30 minutes on a set of fairly difficult short essays that you haven't even glanced at. If you are like the students described in the discussion of regulating study strategies, you would a. select the most difficult essays to read first. b. select the easiest essays to read first. c. select easier essays to read first if you are an expert, but select more difficult essays to read first if you are a novice. d. show no systematic pattern in reading the essays.

Answer: b

The concept called "feeling of knowing" a. describes how confident you are that you provided the right answer on a test. b. is an estimate of the likelihood that you will recognize the correct answer to a question. c. is more closely related to retrospective memory than to metamemory. d. is not significantly correlated with the amount of partial information we can retrieve.

Answer: b

Which of the following students provides the best comparison between the term "metacognition" and the term "self-knowledge"? a. Sue: "Metacognition refers to people's beliefs about other people; in contrast, self-knowledge is a broad term that refers to people's beliefs about themselves." b. Audrey: "Metacognition refers to your knowledge about your cognitive skills; self-knowledge is a general term that includes a wide variety of beliefs about yourself." c. Timoteo: "Metacognition refers to your study strategies; in contrast, self-knowledge refers to your knowledge about whether you will be able to apply those study strategies." d. Sergei: "Metacognition refers to your prediction about your past performance; self-knowledge refers to your predictions about your future performance."

Answer: b

Why should you pay attention to metamemory if you want to improve your memory? a. The guidelines of metamemory suggest that rote rehearsal is the most effective mnemonic device. b. Metamemory can help you decide which strategies work best for you. c. Metamemory allows you to process information in a parallel fashion, rather than a serial fashion. d. Metamemory is the study of memory for people's names, and people report particular difficulty with memory for names.

Answer: b

According to Baddeley's approach to working memory, the central executive plays a role when students are studying for an exam a. because it is important in source-monitoring tasks. b. because it helps individuals who have ADHD, so that they can actually suppress competing answers. c. because it helps people plan how they will divide their time during studying. d. because it strengthens and expands the limits of the phonological loop.

Answer: c

Amelia speaks French and English fluently. Connor speaks only English. According to research, a. Amelia and Connor should experience the tip of the tongue effect equally frequently. b. Connor should experience the tip of the tongue effect more frequently than Amelia. c. Amelia should experience the tipof the tongue effect more frequently than Connor. d. Amelia should never experience the tip of the tongue effect.

Answer: c

As you read this question, you may be asking yourself whether you understand it. If so, you are engaging in a. meta-analysis. b. metamemory. c. metacomprehension. d. source monitoring.

Answer: c

Chapter 6 discussed college students' metamemory about factors affecting memory accuracy. According to this discussion, a. students with ADHD consistently overestimate their memory accuracy, compared with students without ADHD. b. students are usually accurate in predicting how many hours they should study in order to get a good score in an exam. c. students usually believe that simple rehearsal is an effective way to study for an exam. d. students are aware that the research shows that you remember words better if they are printed in a large font size, rather than a small font size.

Answer: c

Chapter 6 discusses the accuracy of people's metamemory for pairs of words on an item-by-item basis. This research suggests that a. people are not very accurate in guessing which pairs of words they are likely to recall at a later time. b. people clearly underestimate their ability to recall pairs of words at a later time. c. people are more accurate when predicting on an "item-by-item" basis as compared to an overall score basis. d. people have fairly accurate metamemory when the stimuli are pairs of words.

Answer: c

Harrison knows that he will typically perform better in an exam if he reads the textbook chapters in the early afternoon and if he reviews the material by trying to explain it in his own words. Harrison is demonstrating a. levels of processing. b. mnemonics. c. metacognition. d. the keyword method.

Answer: c

How is the tip of the tongue experience relevant to metacognition? a. People can provide accurate introspections about the way their semantic memory is organized. b. People are more accurate in supplying a similar-sounding word than a similar-meaning word. c. When people report a tip of the tongue state, they accurately assess that they are close to identifying the missing word. d. People can accurately describe the process by which they recover a word that was previously on the tip of their tongue.

Answer: c