Chapter 7

Acquiring information and transforming it into long-term memory is A. encoding. B. transfer-appropriate processing. C. state-dependent learning. D. memory consolidation.

A. Encoding

In Slameka and Graf's (1978) study, some participants read word pairs, while other participants had to fill in the blank letters of the second word in a pair with a word related to the first word. The latter group performed better on a later memory task, illustrating the A. generation effect B. spacing effect C. cued recall effect D. multiple trace hypothesis

A. Generation effect

You have been studying for weeks for a nursing school entrance exam. You love the idea of becoming a nurse, and you have been enjoying learning about the material for your exam. Each night, you put on relaxing clothes and study in the quiet of your lovely home. Memory research suggests you should take your test with a ________ mind set. A. relaxed B. excited C. nervous D. neutral

A. Relaxed

The experiment done by Nairne and coworkers (2007) demonstrated that relating words to survival increases the probability of remembering those words later. In their study, Nairne also did another experiment to compare the effects of "survival value" and the effect of "self-reference" on memory performance. In their experiment, which effect turned out to be more beneficial for memory? A. survival value B. Both effects had equal influence on memory C. The study done by Nairne and coworkers (2007) did not include an experiment that compared the effects of "survival value" and "self-reference". D. self-reference

A. Survival value

The maintenance rehearsal task of learning a word by repeating it over and over again is most likely to A. produce some short-term remembering, but fail to produce longer-term memories. B. cause sensory memories to interfere with consolidation in working memory. C. lead to effective autobiographical memories. D. lead to immediate decay due to retroactive interference.

A. produce some short-term remembering, but fail to produce longer-term memories

_____________ transforms new memories from a fragile state, in which they can be disrupted, to a more permanent state, in which they are resistant to disruption. A. Cued-recall B. Consolidation C. Encoding specificity D. Amnesia

B. Consolidation

___________ cues help us remember information that has been stored in memory. A. Retrograde B. Retrieval C. Processing D. Encoding

B. Retrieval

Shallow processing of a word is encouraged when attention is focused on A. the category of a word. B. the physical features of the word. C. the meaning of a word. D. the pleasantness of a word.

B. The physical features of the word

In the famous obedience research conducted by Stanley Milgram, a participant was instructed to read a list of word pairs (e.g., "nice day," "blue dress," "fat neck") to another person. The participant would then read the list again but would only provide the first word. The other individual was to recall the word that went with this cueing word. This is an example of A. the consolidation-reconsolidation effect. B. maintenance rehearsal. C. paired-associate learning. D. mood-congruent memory.

C. Paired associate learning

In an experiment done by Harry Grant and coworkers (1998), subjects read an article on psychoimmunology while wearing headphones. The subjects in the "quiet" condition heard nothing in the headphones. Subjects in the "noise" condition heard a tape of background noise recorded during lunchtime in a university cafeteria (which they were told to ignore). Half the subjects in each group were then given a short-answer test on the article under the quiet condition, and the other half were tested under the noise condition. Which one is NOT a conclusion obtained from this study? A. There was no overall main effect of noise on memory performance. B. These results suggest that students are better of studying without background noise because it will not be present during the test. C. Subjects did better when the testing condition matched the study condition. D. Independent of whether the testing condition matched the study condition, background noise had a negative effect on memory performance.

D

According to the levels of processing theory, memory durability depends on the depth at which information is A. consolidated B. retrieved. C. stored. D. encoded.

D. Encoded

The principle that we encode information together with its context is known as A. repetition priming B. memory consolidation C. a self-reference effect D. encoding specificity

D. Encoding specificity

T. B. Rogers and coworkers (1977) conducted an experiment in order to demonstrate the self-reference effect. The results of this experiment is presented in your textbook (page 182) and also in the lecture slides (slide 7). Other researchers repeated this experiment with patients that are being treated for clinical depression. When depression patients were used as subjects, the results obtained was different than the results obtained from the original experiment. What was that difference? A. Depressed patients' memory performance in the "self-reference" condition was higher (compared to the original experiment) B. Depressed patients' memory performance in the "meaning" condition was lower (compared to the original experiment) C. Depressed patients' memory performance in the "meaning" condition was higher (compared to the original experiment). D. Depressed patients' memory performance in the "self-reference" condition was lower (compared to the original experiment)

D

Examples from your book describing real experiences of how memories, even ones from a long time ago, can be stimulated by locations, songs, and smells highlight the importance of ___________ in LTM. A. elaborative rehearsal B. long-term potentiation C. mass practice D. retrieval cues

D. Retrieval cues

Transfer-appropriate processing is likely to occur if A. imagery is used to create connections among items to be transferred into LTM. B. there is deep processing during acquisition of the new material. C. the rememberer generates his own retrieval cues. D. the type of encoding task matches the type of retrieval task.

D. The type of encoding task matches the type of retrieval task