CH 6 EXP 4 human cog
Amelia speaks French and English fluently. Connor speaks only English. According to research,
Amelia should experience the tip-of-the-tongue effect more frequently than Connor.
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
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."
What can we conclude about college students' accuracy on measures of metacomprehension?
Students are only slightly more confident about the items they answered correctly than the items they answered incorrectly.
Which of the following students provides the best definition of the term "ecological validity"?
Tessa: "Ecological validity means that there is a high similarity between the situation where the study is being conducted, and the situation in "real life" where the results will be applied."
If you had one important message about memory improvement that you could convey to a friend, what should it be?
Try to think about your memory strategies, plan how to study, and monitor whether you understand material.
How is the tip-of-the-tongue experience relevant to metacognition?
When people report a tip-of-the-tongue state, they accurately assess that they are close to identifying the missing word.
In which of the following conditions is your metamemory accuracy likely to be the highest?
When you wait several minutes before judging whether you'll remember the material
Which of the following students provides the most accurate advice about metacomprehension?
Arianna: "Students typically have better metacognition if they read a passage, wait briefly, and then summarize the passage."
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
Asli: "In general, people are overconfident that they will remember material accurately."
Which of the following students provides the best comparison between the term "metacognition" and the term "self-knowledge"?
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."
Which of the following students provides the most accurate summary of the research on metacomprehension accuracy among college students?
Cheryl: "Students' metacomprehension accuracy and their reading comprehension scores are significantly correlated."
What can we conclude about the use of imagery to improve memory?
Compared to repetition instructions, imagery instructions produce much better recall.
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
Connor would get about 75% of those items correct.
Which of the following students provides the best definition of the term mnemonics
Cynthia: "Mnemonics refers to using a strategy to improve our memory."
Which of the following students has the best understanding about how to apply the distributed-practice effect?
Derrick: "It's best to take breaks between your study sessions, so that your learning trials are spread across time."
Which of the following definitions for the term "foresight bias" is most accurate?
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.
Suppose that you meet a student named Jane Frostig, and you try to recall her last name by imagining that she has chocolate frosting spread across her forehead. Which mnemonic method would this represent?
Keyword method
Which of the following is not an example of a mnemonic technique that emphasizes organization?
Keyword method
Why should you pay attention to metamemory if you want to improve your memory?
Metamemory can help you decide which strategies work best for you.
Which of the following statements is correct about the current research on the tip-of-the-tongue phenomenon?
Research in languages that have grammatical gender shows that people can typically identify the gender of the target word.
According to Baddeley's approach to working memory, the central executive plays a role when students are studying for an exam
because it helps people plan how they will divide their time during studying.
Suppose that you hear a lecture about memory improvement, and the speaker says, "We must remember the value of desirable difficulties." The speaker is likely to emphasize that
if students test themselves several minutes after learning some material, they will make more errors, which will encourage them to spend more time studying.
The concept called "feeling of knowing"
is an estimate of the likelihood that you will recognize the correct answer to a question.
According to the research on the keyword method, this technique
is often helpful for learning people's names.
According to the discussion of improving prospective memory,
it's helpful to figure out a specific reminder that you can place in a relevant location.
The research on practice and memory improvement demonstrates that
learning is more effective if learning trials are spread out over time, rather than if you study without a break.
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
make her think more about the factors that influence her memory.
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
metacognition.
According to the discussion of metacomprehension,
metacomprehension can be improved when students receive feedback about their understanding before they take a test.
As you read this question, you may be asking yourself whether you understand it. If so, you are engaging in
metacomprehension.
. Deep processing increases distinctiveness, which can be especially important in learning
names.
According to research on the testing effect,
one explanation is that test-taking creates desirable difficulties.
The hierarchy technique is an example of a mnemonic device that primarily emphasizes
organization.
The term metacognition refers to
our knowledge and control of our cognitive processes.
Chapter 6 discusses the accuracy of people's metamemory for pairs of words on an item-by-item basis. This research suggests that
people are more accurate when predicting on an "item-by-item" basis as compared to an overall score basis.
The tip-of-the-tongue experience is related to metacognition because
people think about whether they are likely to remember the target word, and this estimate is one kind of metacognitive task.
Prospective memory errors are especially likely to occur when you are simultaneously
performing a task automatically in a familiar setting.
Suppose that you need to remember to pick up a book at the library after your examination today. This kind of memory task is an example of
prospective memory
According to your textbook, retrospective memory
refers to some information that you learned in the past.
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
select the easiest essays to read first.
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
spend somewhat more time on the more difficult material, but not as much time as it deserves.
Chapter 6 discussed college students' metamemory about factors affecting memory accuracy. According to this discussion,
students usually believe that simple rehearsal is an effective way to study for an exam.
According to the research on students' distribution of their study time, they tend to
study the difficult items somewhat more than the easy ones.
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
tested yourself several minutes after learning the words.
Suppose that a friend tells you a phone number that you need to dial, as soon as you are done talking. You don't have a pencil, so you remember it by grouping it into two sections, one with three digits, and one with four digits. The method you have used is called
the chunking method.
Suppose that you are a counselor at a summer camp, and you want to learn the children's names. You decide to rehearse the names during each mealtime for 3 days. This would be an example of a technique called
the distributed-practice effect.
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 of these systems is further divided and then subdivided. Mandi is using
the hierarchy technique.
According to the discussion of the narrative technique,
the research suggests that this technique works well as long as you can create the story easily and also recall it easily.
Suppose that you study for your next examination in this course by reviewing each topic and asking how the information might be relevant to the career you want to pursue. Your study technique makes use of
the self-reference principle.
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
the students with the highest actual scores provided the most accurate estimated scores.
Chapter 7 discussed a study by Hartwig and Dunlosky, who assessed whether college students' study techniques were correlated with their college grades. This research showed that
there was a strong correlation between the measures of "study techniques" and grades in college.
Suppose that people are working on an ongoing task. They are most likely to forget to complete a prospective-memory task if
they are performing the ongoing task automatically.
Absentminded behavior is most likely to occur
when a prospective-memory task requires you to interrupt a routine activity.
Absentminded behavior is especially likely to occur
when you must remember to do something that is not part of your customary routine.
Researchers have conducted many studies about how students allocate their time, when studying for an exam. In general, these studies show that
without time pressure, students spend more time studying difficult material.
Heather complains that her professor's Powerpoint slides are crowded with details and that she can't copy what is on the slides while listening to the lecture and taking notes on what is being said. Heather's complaint has to do with the limits of her
working memory.
According to research on the tip-of-the-tongue phenomenon,
you can typically provide a similar-sounding word, which matches the target word reasonably closely
According to the principle of memory called the total-time hypothesis,
your score on a memory task is related to the amount of time you spend in learning the material.
According to research on desirable difficulties, you should wait at least _____ between study sessions in order to maximize long-term retention.
1 day
The narrative technique
can produce recall that is approximately six times the recall produced in a control group.
According to the discussion of prospective and retrospective memory,
distinctive encoding improves performance on both kinds of memory tasks
Lori types her notes on her laptop during her professor's lectures, but she also checks her email and monitors Facebook at the same time. Although Lori insists that she's a good multitasker, Steve informs her that she would remember the material better if she closed her email and browser during class. Steve's good advice is based on knowledge of
divided attention.
Sean is studying for his philosophy final exam. He knows that the test will be all essays, and he knows that the professor often asks students to compare two philosophical approaches. As part of his studying, he writes several practice essays in which he compares some philosophical approaches. Sean's study method makes use of the cognitive principle called
encoding specificity.
Suppose that you are studying for a biopsychology examination, and you decide to try asking yourself questions about why various structures in the central nervous system operate the way they do. According to the discussion of memory strategies, your technique would
encourage a deep level of processing
Roediger and Karpicke's 2006 study of the testing effect indicated that taking memory tests improves retention as compared to extra studying
even when students receive no feedback on the accuracy of their test results.
Elaine memorized the lakes of the Great Lakes by using the word HOMES (Huron, Ontario, Michigan, Erie, Superior). Elaine has used the
first-letter technique.
