chapter 7

According to the levels of processing theory, memory durability depends on the depth at which information is __________. Question options: a) encoded. b) retrieved. c) stored. d) consolidated.

a

Jeannie loves to dance, having taken ballet for many years. She is now learning salsa dancing. Although the movements are very different from the dances she is familiar with, she has found a successful memory strategy of linking the new dance information to her previous experiences as a dancer and to her own affection for dance. This strategy suggests reliance on the ____________. Question options: a) self-reference effect. b) spacing effect c) testing effect. d) generation effect

a

Memory performance is enhanced if the type of task at encoding matches the type of task at retrieval. This is called _________. Question options: a) transfer-appropriate processing. b) levels-of-processing theory. c) encoding specificity d) elaborate rehearsal.

a

When someone (not just Dr. J's wife) is currently upset, she can easily recall some old events that had made her upset. This is an everyday example of the _______________. a) Encoding specificity (especially, the state-dependent learning) b) Self-generation effect c) Testing effect d) Levels of processing

a

According to the encoding specificity, background noise during test (i.e., retrieval) can improve your memory if ______________. a) You had learned the test material under water. b) You had had the same noise during encoding. c) The noise improves your mood. d) You are tested in the same way (e.g., open-ended) as in the encoding. e) None of the above (noise always deteriorates one's memory).

b

Free recall of the stimulus list "apple, desk, shoe, sofa, plum, chair, cherry, coat, lamp, pants" will most likely yield which of these response patterns? Question options: a) "apple, desk, shoe, sofa, plum, chair, cherry, coat, lamp, pants" b) "apple, cherry, plum, shoe, coat, pants, lamp, chair" c) "apple, desk, shoe, coat, lamp, pants" d) "apple, chair, cherry, coat, desk, lamp, plum, shoe, sofa"

b

In Slameka and Graf's (1978) study, some participants read word pairs (read group), while other participants had to fill in the blank letters of the second word so that the second word is related to the first word (generate group). The latter group performed better on a later memory task, illustrating the _______. Question options: a) spacing effect. b) generation effect. c) self-reference effect d) testing effect

b

Jenkins and Russell (1952) presented a list of words like "chair, apple, t-shirt, cherry, sofa, pants" to participants. In a test, participants recalled the words in a different order than the order in which they were originally presented. This result occurred because of __________________. a) Retroactive interference. b) The spontaneous tendency of grouping items based on their categories. c) The lack of understanding of the overall structure. d) Proactive interference.

b

Katie and Inez are roommates taking the same psychology class. They have a test in four days during a 10:00 - 11:00 AM class period. Both women intend to study for three hours, but because of different work schedules and preferences, Katie will study one hour for each of the next three days, while Inez will study three hours the day before the exam. What could you predict about their performances? Question options: a) Inez will perform better. b) Katie should perform better because of the spacing effect. c) Katie and Inez should perform equally well, because each studied the same time overall (supporting the equal-time hypothesis). d) State-dependent learning predicts that Inez should perform better, because the exam takes place during a one-hour class period.

b

Which of the following is NOT a good study strategy for a better recall of course materials in test? a) Connecting (applying) materials to oneself. b) Putting all study hours in one day immediately before the exam instead of spreading them across days. c) Forming vivid images associated with the course material. d) Teaching the course materials.

b

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. Question options: a) excited b) relaxed c) nervous d) neutral

b

Your instructor introduced an example that was very similar to the above question. The example was about two boys playing ________. a) A piano b) A video game (Starcraft) c) Cards d) A guitar

b

According to Craik & Tulving (1975) who did the levels-of-processing experiment, people remembered target words best when the questions (that proceeded the target words) were about ______. a) Physical features (e.g., printed in capital letters?) b) Rhyme (e.g., rhymes with another word?) c) Meaning (e.g., fit into the blank?) d) Regardless of the question types, people remembered target words equally well.

c

According to the YouTube video regarding mnemonics, to improve one's memory, _________ is critical. Question options: a) Repeating the target information b) Trying to forget the target information c) Making connections between the target information and something one already knows d) All of the above

c

Acquiring information and transforming it into long-term memory is ___________ while transferring information from LTM to working memory is _________. Question options: a) memory consolidation; retrieval b) retrieval; encoding c) encoding; retrieval d) encoding; transfer-appropriate processing.

c

Bransford and Johnson'(1972) had participants hear a passage about a man on the street serenading his girlfriend who lived in a tall building. The wording of the passage made it difficult to understand, but looking at a picture about the story made it easier to understand and memories the contents. The results of this study illustrated the importance of _________ in forming reliable long-term memories. a) Implicit memory during learning b) Imagery c) An organizational context (i.e., big picture/framework) d) Deep processing during retrieval

c

Mantyla's "banana / yellow, bunches, edible" experiment demonstrated that, for best memory performance, retrieval cues should be created ______________. Question options: a) by experimenters. b) by a memory expert who knows what makes cues effective. c) by the person whose memory will be tested. d) Regardless of who created the retrieval cues, participants' performances are the same.

c

The principle that we encode information together with its context is known as ______. Question options: a) memory consolidation. b) repetition priming. c) encoding specificity. d) a self-reference effect.

c

Which of the following is a correct description regarding spacing effect? a) Spacing effect occurs for everyone (i.e., there is no one who can benefitted from massive study or cramming). b) Spacing effect occurs only when you believe it is better than cramming. c) Even when subjects believe that cramming works for them, for the most of the cases, spacing effect occurs (i.e., when they space out study times, they perform better) d) All of the above

c

According to the levels of processing theory, which of the following tasks will produce the best long-term memory for a set of words? Question options: a) Deciding how many vowels each word has b) Generating a rhyming word for each word to be remembered c) Repeating the words over and over in your mind d) Making a connection between each word (specifically, its meaning) and something you've previously learned

d

According to the transfer appropriate theory, processing the auditory aspect of stimuli during encoding can cause a better memory at later test than processing the meaning of stimuli during encoding, if _____________ (Make sure to read all alternatives). a) Levels of processing theory is not always correct. b) The test is made using the rhyming-questions (Does any word learnt rhymes with another word XXX?). c) The test is made using meaning-questions (Does any word learnt can fit in the blank of a given sentence?) d) Both A and B.

d

Elementary school students in the U.S. are often taught to use the very familiar word "HOMES" as a cue for remembering the names of the Great Lakes (each letter in "HOMES" provides a first-letter cue for one of the lakes: Huron, Ontario, Michigan, Erie, Superior). This memory procedure usually works better than repeating the names over and over. The use of this familiar word provides an example of ________. Question options: a) the testing effect. b) repetition priming. c) implicit memory. d) elaborate rehearsal.

d

Encoding specificity suggests that _______________. a) It is important to re-organize information especially when the given order or the structure of the information does not make sense to you. b) Rather than re-reading, generating questions and testing yourself is the best learning strategy. c) There are different levels of encoding (shallow, deep, and deeper). d) The context of learning is encoded along with the material being learnt, and can facilitate retrieval of the material if one has the same context as the encoding at retrieval.

d

In Mantyla's experiment, participants saw many target words and generated three words related to each target word. Then, those three words were presented as a retrieval cue in later recall. Which of the following is NOT a correct description of the result? a) Participants' performance during the recall dropped significantly when they were given the cues generated by others. b) Participants could remember the majority of the target words during recall test if they were given the self-generated cues. c) Without the cues, participants could still remember some of the words but the performance is much poorer than in the cued condition. d) Neither self-generated nor others-generated cues were helpful for participants remembering the target words.

d

People often report an annoying memory failure when they walk from one end of the house to the other for something and then forget what they went to retrieve when they reach their destination. As soon as they return to the first room, they are reminded of what they wanted in the first place. This common experience best illustrates the principle of _________. Question options: a) the self-reference effect. b) maintenance rehearsal. c) levels of processing theory. d) transfer-appropriate processing theory e) encoding specificity.

d

The story of the balloons suspending a speaker in the air was used to illustrate the critical role of _______ in memory. Question options: a) rehearsal b) forming connections with other information c) depth of processing d) organization/context

d

Which of the following is NOT a correct description of the experiment with which the testing effect was proposed? Question options: a) Participants read target passages (about which they will be tested) followed by math problems. Then, as a prep, they either reread the passages (rereading group) or recalled what they have learned (testing group). Finally, they were tested through a recall test after a varying delay of 5 minutes, 2 days, or 1 week. b) Testing oneself is better than rereading especially when the delay between learning and testing is relatively long. c) Testing effect was replicated with young subjects (e.g., 8th grades) and with other materials (e.g., history). d) All of the above are correct description of the testing effect experiment.

d

Which statement below is most closely associated with levels of processing theory? Question options: a) Information goes through sensory memory, then short-term memory, and finally encoded in long-term memory. b) Events that are repeated enough can influence our behavior, even after we have forgotten the original events. c) Retrieval performance is independent of the encoding procedure. d) Deep processing involves paying closer attention to the meaning of a stimulus than shallow processing, and results in better memory.

d

________ 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. Question options: a) Encoding specificity b) Retrieval c) Massive study d) Consolidation

d

Which of the following memory effect was introduced in Chapter 7? a) Self-reference effect b) Generation effect c) Testing effect d) Spacing effect e) All of the above

e