testbankeasy.eutestbankeasy.eu/sample/Test bank for Invitation to Psych… · Web view78. In order to help her music students learn the lines of the treble clef in musical notation,

Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---WadeName __________________________________________________________

Chapter 8 – Pop Quiz 1

1. ________ memory refers to a vivid, detailed recollection of an emotional event. a. Semanticb. Declarativec. Flashbulbd. Episodic

2. The inability to distinguish an actual memory of an event from information you learned about the event elsewhere is called ________.a. confabulationb. source misattributionc. primingd. repression

3. Irene swears that she was there the night her best friend got into a fight with her ex-boyfriend. It takes several of her friends to convince her that she was not. Which of the following likely made Irene’s fake memory seem so real to her?a. She had only heard the story of the fight a few times.b. The fight occurred only a year ago.c. Her memory contained only a few key details.d. The fight was easy to imagine.

4. Which of the following is a test for recall?a. matching questionsb. true-false questionsc. multiple-choice questionsd. essay questions

5. Which memory system has a limited capacity and stores items for about 30 seconds?a. short-term memoryb. long-term memoryc. the sensory register d. implicit memory

6. The ________ model represents the contents of memory as connections among a huge number of interacting processing units.a. three-boxb. parallel distributed processingc. serial processingd. sequential processing

7. Which of the following is considered to be an implicit memory?a. procedural memoryb. semantic memoryc. episodic memoryd. declarative memory

8. ________ is thought to be a biological mechanism of long-term memory. a. Deep processingb. Long-term potentiationc. Primingd. Temporary changes in the release of neurotransmitters

full file at http://testbankeasy.com

Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---Wade

9. According to the decay theory, forgetting occurs because:a. new information is “recorded over” old information.b. similar items of information interfere with one another. c. memories simply fade with time if they are not accessed now and then.d. the cues needed to recall the memory are not present.

10. Given the current research on recovered memories, one should be skeptical if a person says that:a. she cannot remember an event from when she was 2 years old.b. she is frequently bothered by vivid memories of a traumatic event that she experienced. c. she now has memories of his experiences as an infant, thanks to therapy.d. her amnesia resulted from a blow to the head during a car accident.



Chapter 8 – Pop Quiz 1Answer Key

1. c Vivid recollections of emotional and important events are called flashbulb memories, a term that is meant to capture the surprise, illumination, and seemingly photographic detail that characterize them. (Page 271, Factual, Easy, LO 8.1, APA 1.1)

2. b Rationale: The inability to distinguish an actual memory of an event from information you learned about the event elsewhere is termed source confusion or source misattribution. (Page 271, Factual, Easy, LO 8.1, APA 1.1)

3. d Rationale: If imagining an event takes little effort, then we tend to think that our memory is real. (Page 272, Applied, Moderate, LO 8.2, APA 1.1, 2.2)

4. d Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier. Essay questions test recall memory, whereas the other types of questions all test recognition memory. (Page 276, Factual, Easy, LO 8.5, APA 1.1, 2.2)

5. a Rationale: Short-term memory (STM) holds a limited amount of information for a brief period of time, perhaps up to 30 seconds or so, unless a conscious effort is made to keep it there longer. (Page 278, Factual, Easy, LO 8.7, APA 1.1)

6. b Rationale: This describes the parallel distributed processing (PDP) or connectionist model of memory. (Page 279, Factual, Easy, LO 8.7, APA 1.1)

7. a Rationale: Many researchers consider procedural memories to be implicit, because after skills and habits are learned well, they do not require much conscious processing. The other options are all types of explicit memory. (Page 283, Factual, Moderate, LO 8.11, APA 1.1, 2.2)

8. b Rationale: Long-term potentiation is thought to be a biological mechanism involved in forming long-term memories. (Page 285, Factual, Moderate, 8.13, APA 1.1, 2.2)

9. c Rationale: The decay theory holds that memories eventually disappear if they are not accessed. (Page 292, Conceptual, Moderate, LO 8.18, APA 1.1, 2.2)

10. c Rationale: It is possible for a therapist, either deliberately or unwittingly, to implant a false memory in a client. (Page 295, Conceptual, Moderate, LO 8.19, APA 1.1, 2.2)


Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---WadeName __________________________________________________________

Chapter 8 – Pop Quiz 2

1. Confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened, is called ________.a. confabulationb. primingc. flashbulb memoryd. repression

2. Eyewitness testimonies by victims are most likely to contain errors when the suspect:a. is of a different gender than the victim.b. is significantly older than the victim. c. is significantly younger than the victim.d. is of a different ethnic background than the victim.

3. Conscious, intentional recollection of an event or of an item of information is called:a. explicit memory.b. implicit memory.c. autobiographical memory.d. procedural memory.

4. ________ acts as a holding bin, retaining information in a highly accurate form until we can select items for attention.a. The sensory registerb. Short-term memoryc. Working memoryd. Long-term memory

5. Although there is some debate, ________ is generally thought to have a capacity of seven plus or minus two units of information.a. the sensory registerb. short-term memoryc. declarative memoryd. long-term memory

6. ________ is a memory system that includes short-term memory and executive processes that control attention and the retrieval.a. Procedural memoryb. Declarative memoryc. Working memoryd. Semantic memory

7. ________ memory refers to the recollection of a personally experienced event and the context in which itoccurred.a. Semanticb. Proceduralc. Flashbulbd. Episodic

8. In his work with rabbits, Richard Thompson showed that classical conditioning of the eyeblink response depends on activity in the ________.a. frontal lobesb. amygdala



c. hippocampusd. cerebellum

9. The ________ theory of forgetting proposes that memory fades with time and lack of use.a. replacementb. decayc. interferenced. cue-dependent

10. Most researchers agree that the memories people say they have of their first three years of life are based on:a. unconscious memories that float to the surface.b. family stories, photographs, and imagination.c. actual recall of the events.d. a special memory module for early childhood experiences.



Chapter 8 – Pop Quiz 2Answer Key

1. a Rationale: This is the definition of confabulation. (Page 271, Factual, Easy, LO 8.2, APA 1.1)

2. d Rationale: Research has shown that when a suspect is of a different ethnic background than a witness, the witness is less likely to accurately remember the appearance of the suspect. (Page 273, Factual, Moderate, LO 8.3, APA 1.1, 2.2)

3. a Rationale: This is the definition of explicit memory. (Page 276, Factual, Easy, LO 8.5, APA 1.1)

4. a Rationale: This is a description of the sensory register, a highly accurate, but very brief type of memory. (Page 278, Factual, Moderate, LO 8.8, APA 1.1)

5. b George Miller famously estimated the capacity of short-term memory to be seven plus or minus two. There is, however, some debate about whether this is correct. (Page 280, Factual, Easy, LO 8.9, APA 1.1)

6. c Rationale: This is a description of the concept of working memory. (Page 281, Factual, Moderate, LO 8.9, APA 1.1)

7. d Rationale: This is the definition of episodic memory. (Page 283, Factual, Easy, LO 8.11, APA 1.1)

8. d Rationale: Thompson’s research demonstrated an important role for the cerebellum in classical eyeblink conditioning. (Page 286, Factual, Moderate, LO 8.14, APA 1.1, 1.2)

9. b Rationale: The decay theory holds that memories fade with time if they are not accessed now and then. (Page 292, Factual, Easy, LO 8.18, APA 1.1, 2.2)

10. b Rationale: Due to childhood amnesia, most people have no memory of their first three years of life. If they seem to have memories, they are most likely reconstructions based on family stories, photographs, and their own imaginings. (Page 297, Factual, Easy, LO 8.20, APA 1.1, 2.2)


Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---WadeMultiple Choice Questions

1. ________ refers to the capacity to retain and retrieve information. a. Recallb. Memoryc. Primingd. RecognitionSection: Chapter IntroductionPage(s): 269 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1Rationale: Memory refers to the capacity to retain and retrieve information, and also to the structures that account for this capacity.

2. Memory is critical to our lives because:a. it confers a sense of personal identity, which enhances our sense of coherence. b. without memory, we could not experience emotions.c. it operates as a video camera would, automatically recording every moment of our lives.d. each thing that happens to us, or impinges on our senses, is tucked away for later use.Section: Chapter IntroductionPage(s): 269 Type: Conceptual Answer: aLevel of Difficulty: ModerateLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 2.2Rationale: Each of us is the sum of our recollections. Memory also gives us our sense of who we are.

3. Retrieving a memory is most like:a. replaying a videotape of an event.b. reading a short story that describes the characters in detail, but does not include the dialogue.c. hearing the soundtrack of a story without access to the visual and other sensory images.d. watching unconnected frames of a movie and figuring out what the rest of the scene was like.Section: Reconstructing the PastPage(s): 270 Type: Conceptual Answer: dLevel of Difficulty: DifficultLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 2.2Rationale: Memory involves reconstruction. We recall the major details and reconstruct the rest. Our memory is not like a videotape replaying a past experience.

4. According to Sir Frederic Bartlett:a. memory is like a video camera recording an entire experience.b. memory is largely a reconstructive process, like putting together a puzzle when you are missing some

pieces.c. memory for complex information is generally reproduced by rote.d. emotional memories are especially vivid and detailed.Section: Reconstructing the PastPage(s): 271 Type: Conceptual Answer: bLevel of Difficulty: ModerateLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 1.2



Rationale: Memory is a reconstructive process, putting together pieces of the memory and filling in blanks. One of the first scientists to make this point was the British psychologist Sir Frederic Bartlett.

5. In the 1930s, the research of the British psychologist Sir Frederic Bartlett provided evidence to support the view that memory is:a. like a wax tablet.b. like reading a journal or diary written in indelible ink.c. like a journalist trying to reconstruct an interview from incomplete notes.d. like painful mementos in a locked vault.Section: Reconstructing the PastPage(s): 271 Type: Conceptual Answer: cLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 1.2, 2.2Rationale: Memory is a reconstructive process, putting together pieces of the memory and filling in blanks. One of the first scientists to make this point was the British psychologist Sir Frederic Bartlett.

6. The inability to distinguish what you originally experienced from what you heard or were told about an event later is called:a. semantic memory.b. priming.c. explicit memory.d. source misattribution. Section: Reconstructing the PastPage(s): 271 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1Rationale: This is an example of source misattribution (also called source confusion). We recall a memory, but not how it was established or where it came from.

7. ________ is an especially vivid memory of an emotional event.a. Reconstructive memoryb. A flashbulb memoryc. Semantic memoryd. Procedural memorySection: Reconstructing the PastPage(s): 271 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1Rationale: This is a description of flashbulb memory.

8. Casey was visiting a friend in New York City on September 11, 2001, the day of the attack on the World Trade Center. To her, that day seems frozen in time. She remembers exactly where she was, what she was doing, and what she felt as the morning transpired. This vivid recollection is known as:a. source misattribution.b. a flashbulb memory.c. a serial-position effect.d. a frozen memory.Section: Reconstructing the Past



Page(s): 271 Type: Applied Answer: bLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 2.1. 2.2Rationale: Flashbulb memories are especially vivid memories of emotionally charged events.

9. The inability to distinguish an actual memory of an event from information you learned about the event elsewhere is called ________.a. consolidationb. source misattributionc. primingd. repressionSection: Reconstructing the PastPage(s): 271 Type: Factual Answer: bLevel of Difficulty: EasyReconstructing The PastLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1Rationale: The inability to distinguish an actual memory of an event from information you learned about the event elsewhere is termed source confusion or source misattribution.

10. ________ memory refers to a vivid, detailed recollection of an emotional event. a. Semanticb. Declarativec. Flashbulbd. EpisodicSection: Reconstructing the PastPage(s): 271 Type: Factual Answer: cLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1Rationale: Vivid recollections of emotional and important events are called flashbulb memories, a term that is meant to capture the surprise, illumination, and seemingly photographic detail that characterize them.

11. Irene swears that she was there the night her best friend got into a fight with her ex-boyfriend. It takes several of her friends to convince her that she was not. Which of the following likely made Irene’s fake memory seem so real to her?a. She had only heard the story of the fight a few times.b. The fight occurred only a year ago.c. Her memory contained only a few key details.d. The fight was easy to imagine.Section: Reconstructing the PastPage(s): 272 Type: Applied Answer: d Level of Difficulty: ModerateLO 8.2: Describe three conditions under which confabulation is especially likely to occur.APA 1.1, 2.1, 2.2Rationale: If imagining an event takes little effort, then we tend to think that our memory is real.

12. Confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened, is called ________.a. confabulation



b. primingc. flashbulb memoryd. repressionSection: Reconstructing the PastPage(s): 271 Type: Factual Answer: aLevel of Difficulty: EasyLO 8.2: Describe three conditions under which confabulation is especially likely to occur.APA 1.1Rationale: This is the definition of confabulation.

13. When six-year-old Sven’s parents overhear him describing his third birthday party, they look at each other in surprise. Sven appears to remember that the birthday cake his father was baking burned and his aunt had to run out and buy one from a bakery, even though Sven was not present when those events occurred. Sven’s memory illustrates the concept of _________.a. primingb. implicit memoryc. confabulationd. decaySection: Reconstructing the PastPage(s): 272 Type: Applied Answer: cLevel of Difficulty: ModerateLO 8.2: Describe three conditions under which confabulation is especially likely to occur.APA 1.1, 2.2Rationale: Confabulation is the confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened.

14. Chad remembers the feeling of excitement in his house when his mother stepped through the door with his new baby sister. He can still picture the tiny little baby with a stocking cap on her head! His parents can’t convince him that he actually stayed with his grandparents for two weeks after his sister was born and that his memory never happened! Chad’s memory is an example of:a. anterograde amnesia.b. confabulation.c. psychogenic amnesia.d. repression.Section: Reconstructing the PastPage(s): 272 Type: Applied Answer: bLevel of Difficulty: ModerateLO 8.2: Describe three conditions under which confabulation is especially likely to occur.APA 1.1, 2.2Rationale: Confabulation is the confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened.

15. Eyewitness testimonies by victims are most likely to contain errors when the suspect:a. is of a different gender than the victim.b. is significantly older than the victim. c. is significantly younger than the victim.d. is of a different ethnic background than the victim.Section: Memory and the Power of SuggestionPage(s): 273 Type: Factual Answer: dLevel of Difficulty: ModerateLO 8.3: Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors.APA 1.1, 2.2Rationale: Research has shown that when a suspect is of a different ethnic background than a witness, the witness is less likely to accurately remember the appearance of the suspect.



16. In addressing the debate regarding children’s memories of sexual abuse, it has become clear that:a. children’s memories cannot ever be trusted because children will always say whatever adults expect.b. it is important to repeatedly question a child who denies sexual abuse, because there is a good chance

they have repressed the event.c. preschoolers are more vulnerable to suggestive questions than are school-aged children.d. children do not lie about or misremember traumatic experiences, such as sexual abuse.Section: Memory and the Power of SuggestionPage(s): 275 Type: Conceptual Answer: cLevel of Difficulty: ModerateLO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 2.1, 2.2Rationale: Research has demonstrated that preschoolers are much more vulnerable to the effects of suggestion than are older children.

17. Which of the following examples is a question that would most likely reduce the chance of false reporting by a child?a. “Everyone else saw it happen. You did too, right?”b. “Where were you when the teacher pushed him?”c. “Can you tell me the reason you came to talk to me today?”d. “Let’s ‘pretend’ that he touched you. What would you say happened next?”Section: Memory and the Power of SuggestionPage(s): 275 Type: Conceptual Answer: cLevel of Difficulty: EasyLO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 1.3, 2.2Rationale: Psychologists have found that questions that ask for basic information, and do not suggest an event has occurred, are the least likely to produce false reporting.

18. Research suggests that the best way to encourage truthful testimony by children is to:a. reassure them that their friends have had the same experiences.b. reward them when they tell you that something happened.c. scold them if you believe that they are lying.d. try to avoid asking the child leading questions.Section: Memory and the Power of SuggestionPage(s): 275 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 2.2Rationale: To avoid false reports, the interviewer must not assume that the child was molested, mustavoid leading or suggestive questions, and must understand that children do not speak the way adults do.

19. Which of the following is a test for recall?a. matching questionsb. true-false questionsc. multiple-choice questionsd. essay questionsSection: In Pursuit of MemoryPage(s): 276 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.



APA 1.1, 2.2Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier. Essay questions test recall memory, whereas the other types of questions all test recognition memory.

20. Conscious, intentional recollection of an event or of an item of information is called:a. explicit memory.b. implicit memory.c. autobiographical memory.d. procedural memory.Section: In Pursuit of MemoryPage(s): 276 Type: Factual Answer: aLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1Rationale: This is a definition of explicit memory.

21. Sarah enjoys playing games such as Jeopardy! and Trivial Pursuit, which require her to answer questions based on her ability to recall facts. These types of games test Sarah’s:a. explicit memory.b. flashbulb memory.c. reconstructive memory.d. implicit memory.Section: In Pursuit of MemoryPage(s): 276 Type: Applied Answer: aLevel of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.1, 2.2Rationale: Conscious, intentional recollection of an event or an item of information is called explicit memory. This is the type of memory that is required to recall a fact and then state it aloud.

22. Maria wrote a shopping list prior to going to the grocery store. Unfortunately, when she arrived at the store she realized she had left the list at home. If she is to purchase the items on her list, Maria must rely on which memory task?a. recallb. recognitionc. interpretationd. relearningSection: In Pursuit of MemoryPage(s): 276 Type: Applied Answer: aLevel of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.1, 2.2Rationale: Recall is the ability to retrieve and reproduce information previously encountered.

23. Which of the following ways of measuring explicit memory are usually the easiest for the person being tested?a. recognitionb. recallc. relearningd. referralSection: In Pursuit of MemoryPage(s): 276 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.2



Rationale: Under most circumstances, recognition is easier than recall. The other two options are not ways of measuring explicit memory.

24. Which of the following activities involving memory would require recognition?a. fill-in-the-blank examsb. essay examsc. true-false examsd. playing Trivial Pursuit Section: In Pursuit of MemoryPage(s): 276 Type: Conceptual Answer: cLevel of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.1, 2.2Rationale: True-false exams involve recognition of correct or incorrect statements rather than recall.

25. Under most circumstances, when you are intentionally trying to remember an item of information, ________ is an easier task than ________.a. recognition; recallb. recall; recognitionc. priming; the savings methodd. the savings method; primingSection: In Pursuit of MemoryPage(s): 276 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.2Rationale: Recognition is generally an easier memory task than recall.

26. The multiple-choice question that you are reading at this moment requires ________ to answer correctly.a. recognitionb. relearningc. primingd. recallSection: In Pursuit of MemoryPage(s): 276 Type: Conceptual Answer: aLevel of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.2Rationale: Multiple-choice questions utilize recognition to test for memory.

27. Unconscious retention in memory, as evidenced by the effect of a previous experience or previously encountered information on current thoughts and actions, is called:a. explicit memory.b. implicit memory.c. declarative memory.d. procedural memory.Section: In Pursuit of MemoryPage(s): 277 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.6: Distinguish between priming and relearning in the pursuit of implicit memory.APA 1.1Rationale: This is a definition of implicit memory, memory that we are not aware of.

28. Jannell solved a crossword puzzle on Thursday, and by Saturday she doesn’t recall the words in the puzzle. But Saturday night, when she is playing Scrabble with her brother, she unconsciously tends to form words



that were in the puzzle. Jannell has ________ memory for some of the words.a. a flashbulbb. recognitionc. explicitd. implicitSection: In Pursuit of MemoryPage(s): 277 Type: Applied Answer: dLevel of Difficulty: ModerateLO 8.6: Distinguish between priming and relearning in the pursuit of implicit memory.APA 1.1, 2.2Rationale: This is an example of implicit memory, memory that we are not aware that we have.

29. What are the components of the information-processing model, in order of occurrence? a. retrieval, encoding, storageb. encoding, capturing, retrieval c. capturing, encoding, retrieval d. encoding, storage, retrieval Section: In Pursuit of MemoryPage(s): 278 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1Rationale: In information-processing models of memory, we encode information (convert it to a form that the brain can process and use), store the information (retain it over time), and retrieve the information (recover it for use).

30. Which memory system has a limited capacity and stores items for about 30 seconds?a. short-term memoryb. long-term memoryc. the sensory register d. implicit memorySection: In Pursuit of MemoryPage(s): 278 Type: Factual Answer: aLevel of Difficulty: EasyLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1Rationale: Short-term memory (STM) holds a limited amount of information for a brief period of time, perhaps up to 30 seconds or so, unless a conscious effort is made to keep it there longer.

31. Which memory system has an unlimited capacity and can keep information for hours or decades?a. short-term memoryb. long-term memoryc. the sensory register d. working memorySection: In Pursuit of MemoryPage(s): 278 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1Rationale: This is descriptive of long-term memory.

32. In the “three-box model of memory,” which memory system holds information for no more than a few



seconds, until it can be processed further?a. short-term memoryb. long-term memoryc. the sensory register d. implicit memorySection: In Pursuit of MemoryPage(s): 278 Type: Conceptual Answer: cLevel of Difficulty: EasyLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1, 2.2Rationale: This is descriptive of the sensory register, where information can be held for only a few seconds at most.

33. Critics of the three-box model of memory are likely to agree that:a. the human brain processes information only in a sequential manner.b. the human brain does not operate like the average computer. c. the capacity of long-term memory is actually much greater than the model assumes.d. information flows from one memory system to the next.Section: In Pursuit of MemoryPage(s): 278 Type: Conceptual Answer: bLevel of Difficulty: DifficultLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1, 2.1, 2.2Rationale: The human brain does not operate sequentially like a computer does. It does use sequential processing, but it also uses parallel processing that is distributed across many areas of the brain.

34. One objection to the three-box model of memory is that:a. short-term memory is not usually involved in the conscious processing of information.b. the brain performs many independent operations simultaneously.c. the sensory register is actually able to store information for 30 seconds.d. there is a limit to the capacity of long-term memory.Section: In Pursuit of MemoryPage(s): 279 Type: Conceptual Answer: bLevel of Difficulty: DifficultLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1, 2.1, 2.2Rationale: The three-box model is a sequential model, but the brain uses parallel processing in addition to sequential processing.

35. The ________ model represents the contents of memory as connections among a huge number of interacting processing units.a. three-boxb. parallel distributed processingc. serial processingd. sequential processingSection: In Pursuit of MemoryPage(s): 279 Type: Factual Answer: b Level of Difficulty: EasyLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1Rationale: This describes the parallel distributed processing (PDP) or connectionist model of



memory.

36. Another name for the parallel distributed processing (PDP) model of memory is the:a. interaction model.b. multiple process model.c. connectionist model.d. long-term potentiation model.Section: In Pursuit of MemoryPage(s): 279 Type: Factual Answer: cLevel of Difficulty: DifficultLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1, 2.2Rationale: Also called the connectionist model, the PDP model represents the contents of memory as connections among thousands of interacting processing units that operate in parallel.

37. Visual images remain in the sensory register for a maximum of:a. a half second.b. two seconds.c. thirty seconds.d. one minute.Section: The Three-Box Model of MemoryPage(s): 279 Type: Factual Answer: aLevel of Difficulty: DifficultLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1Rationale: Visual images remain in a visual subsystem for a maximum of a half second.

38. Auditory images remain in the sensory register for about:a. a half second.b. two seconds.c. thirty seconds.d. one minute.Section: The Three-Box Model of MemoryPage(s): 279 Type: Factual Answer: bLevel of Difficulty: DifficultLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1Rationale: Auditory images remain in an auditory subsystem for a slightly longer time, by most estimates up to two seconds or so.

39. Ambassador McKenzie was about to ask a French diplomat to repeat his last comment, but then his ________ enabled him to “select” what had been said while ignoring all the extraneous sounds in the reception room.a. working memoryb. short-term memoryc. long-term memoryd. sensory registerSection: The Three-Box Model of MemoryPage(s): 279 Type: Applied Answer: dLevel of Difficulty: ModerateLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1, 2.1, 2.2



Rationale: The sensory register acts as a holding bin, retaining information in a highly accurate form until we can select items for attention from the stream of stimuli bombarding our senses. It gives us a moment to decide whether information is extraneous or important.

40. ________ acts as a holding bin, retaining information in a highly accurate form until we can select items for attention.a. The sensory registerb. Short-term memoryc. Working memoryd. Long-term memorySection: The Three-Box Model of MemoryPage(s): 279 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1Rationale: This is a description of the sensory register, a highly accurate, but very brief type of memory.

41. In general, information in short-term memory is retained for about ________ if it is not rehearsed.a. 2–3 seconds or lessb. 30 secondsc. 5–20 minutesd. 30 minutesSection: The Three-Box Model of MemoryPage(s): 280 Type: Factual Answer: bLevel of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1Rationale: Without rehearsal, short-term memory retains information for up to about 30 seconds by many estimates, although some researchers think that the maximum interval may extend to a few minutes for certain tasks.

42. The case study of Henry Molaison (H.M.) is discussed throughout Chapter 10 in your textbook. Careful study of H.M.’s memory after his surgery revealed that: a. H.M. could not retain implicit memories, but explicit memories could be recalled normally.b. H.M.’s memory problems were primarily the result of impaired LTM recall.c. H.M. did not have the ability to transfer most explicit memories from STM into LTM.d. H.M.’s memory problems were primarily the result of an unusually small STM capacity.Section: The Three-Box Model of MemoryPage(s): 280 Type: Conceptual Answer: dLevel of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 1.2, 2.2Rationale: Patients like H.M. have relatively normal ability to retrieve information from long-term storage, but are generally unable to place new explicit memories into long-term storage.

43. In the 1950s, George Miller estimated the capacity of short-term memory to be the magical number:a. 5 plus or minus 4.b. 7 plus or minus 2.c. 9 plus or minus 3.d. 11 plus or minus 1.Section: The Three-Box Model of MemoryPage(s): 280 Type: Factual Answer: b



Level of Difficulty: EasyLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 1.2, 2.2Rationale: Miller’s estimate of the capacity of short-term memory was 7 plus or minus 2 pieces of information.

44. Although there is some debate, ________ is generally thought to have a capacity of seven plus or minus two units of information.a. the sensory registerb. short-term memoryc. declarative memoryd. long-term memorySection: The Three-Box Model of MemoryPage(s): 280 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1Rationale: George Miller famously estimated the capacity of short-term memory to be seven plus or minus two. There is, however, some debate about whether this is correct.

45. Telo convinces a woman he finds attractive to give him her telephone number. Unfortunately, the number is ten digits long with the area code, and Telo cannot find a place to write it down. As he looks for a pen and paper, what can Telo do to help himself remember the number?a. Nothing will help because 10 digits are beyond the capacity of short-term memory.b. Thinking of something else will help Telo.c. “Chunking” the numbers into smaller units will help Telo.d. Telo should try to process the memory in parallel. Section: The Three-Box Model of MemoryPage(s): 280–281 Type: Applied Answer: cLevel of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 2.1, 2.2Rationale: Chunking involves taking bits of information and grouping them into larger “chunks” so that more total information can be recalled.

46. For most Americans, which of the following would be considered a chunk?a. IBFb. FBIc. 921d. 196Section: The Three-Box Model of MemoryPage(s): 280–281 Type: Conceptual Answer: bLevel of Difficulty: EasyLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 2.1, 2.2Rationale: A chunk may be a word, phrase, sentence or visual image that is meaningful to an individual.

47. Which component of memory has been referred to as a “leaky bucket”?a. the sensory registerb. short-term memory



c. working memoryd. long-term memorySection: The Three-Box Model of MemoryPage(s): 280 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 2.2Rationale: Short-term memory is referred to as a leaky bucket because it has a limited capacity and information is quickly lost if not rehearsed.

48. ________ is a memory system that includes short-term memory and executive processes that control attention and retrieval.a. Procedural memoryb. Declarative memoryc. Working memoryd. Semantic memorySection: The Three-Box Model of MemoryPage(s): 281 Type: Factual Answer: cLevel of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 2.2Rationale: This is a description of the concept of working memory.

49. ________ holds and operates on information that has been retrieved from long-term memory for temporary use.a. Serial-position memoryb. Working memoryc. Tool-box memoryd. Episodic memorySection: The Three-Box Model of MemoryPage(s): 281 Type: Conceptual Answer: bLevel of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1Rationale: This is a description of the concept of working memory.

50. Sarah is doing an arithmetic problem. The numbers and instructions for doing the necessary operations for each step will be held in her ___________ memory as she solves the problem.a. serial-position b. sensory registerc. working d. episodic Section: The Three-Box Model of MemoryPage(s): 281 Type: Applied Answer: cLevel of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 2.1, 2.2Rationale: Working memory includes the short-term stores for memories, and the processes for working with those memories.

51. In accordance with the three-box model of memory, the memory system involved in the prolonged storage of information is known as ________.



a. short-term memoryb. the sensory registerc. working memoryd. long-term memorySection: The Three-Box Model of MemoryPage(s): 281 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.10: Describe what semantic categories are, and explain why they illustrate the organization of long-term memory. APA 1.1Rationale: As the name implies, information that needs to be kept for long periods is stored in long-term memory.

52. When researchers investigated the organization of long-term memory, they found that:a. it must be linked to sound, since users of sign language don’t have “tip-of-the-tongue” states.b. verbal information is indexed semantically, and not by sound or form. c. semantic categories help organize memories involving words and concepts.d. the organization is based on human physiology, and so culture has few effects on retrieval.Section: The Three-Box Model of MemoryPage(s): 281 Type: Factual Answer: cLevel of Difficulty: DifficultLO 8.10: Describe what semantic categories are, and explain why they illustrate the organization of long-term memory.APA 1.1, 2.2Rationale: Upon investigating the organization in long-term memory, scientists found that words and concepts are usually organized semantically; that is, in association with other items whose meaning is similar.

53. Declarative memories include ________ memories and ________ memories.a. procedural; semantic b. semantic; episodicc. episodic; procedurald. procedural; serial-positionSection: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1Rationale: Declarative memories are memories of facts, rules, concepts, and events. They include semantic and episodic memories.

54. ________ memory refers to recollection of a personally experienced event and the context in which itoccurred.a. Semanticb. Proceduralc. Flashbulbd. EpisodicSection: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1Rationale: This is the definition of episodic memory.

55. Which of the following is considered to be an implicit memory?a. procedural memory



b. semantic memoryc. episodic memoryd. declarative memorySection: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1, 2.2Rationale: Many researchers consider procedural memories to be implicit, because after skills and habits are learned well, they do not require much conscious processing. The other options are all types of explicit memory.

56. Memories of personally experienced events and the contexts in which they occurred are called:a. procedural memories.b. semantic memories.c. short-term memories.d. episodic memories.Section: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1Rationale: This is a definition of episodic memory, a subtype of declarative memory.

57. Memories for the performance of actions or skills are called:a. procedural memories.b. semantic memories.c. declarative memories.d. episodic memories.Section: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: aLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1Rationale: This is a definition of procedural memory.

58. Memories of general knowledge, including facts, rules, concepts and propositions, are called:a. procedural memories.b. semantic memories.c. implicit memories.d. episodic memories.Section: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1Rationale: This is a definition of semantic memory.

59. On a TV game show, Janet is asked to name the state capital of Michigan. This information is most likely stored in:a. procedural memory.b. semantic memory.c. episodic memory.d. implicit memory.Section: The Three-Box Model of MemoryPage(s): 283 Type: Applied Answer: b



Level of Difficulty: ModerateLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1, 2.2Rationale: Semantic memory is our general knowledge of the world, including facts, rules, concepts, and propositions.

60. Steffi remembers going to the zoo with her parents and her best friend on her 10th birthday. She can even recall the look on her friend’s face when she dropped her ice cream cone into the grizzly bear enclosure. Steffi’s recollection is an example of: a. implicit memory. b. semantic memory.c. episodic memory.d. procedural memory. Section: The Three-Box Model of MemoryPage(s): 283 Type: Applied Answer: cLevel of Difficulty: ModerateLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1, 2.2Rationale: Episodic memories are internal representations of personally experienced events.

61. ________ could be called “knowing how to do something” memories.a. Procedural memoriesb. Semantic memoriesc. Declarative memoriesd. Episodic memoriesSection: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: aLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1Rationale: This is a description of procedural memory.

62. Shannon is currently a college professor. Which memory from Shannon’s fourth grade experience would most likely be an episodic memory?a. The low-level clouds that look like sheets floating in the air are called stratus clouds.b. For the last two months of school, she shared her NFL mechanical pencil with Nick.c. Four inches of snow contain the same amount of water as 0.4 inches of rain.d. To mark its territory, a wild boar scrapes a tree as high as it can with its tusk. Section: The Three-Box Model of MemoryPage(s): 283 Type: Applied Answer: bLevel of Difficulty: ModerateLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1, 2.2Rationale: The personal experience of sharing her NFL pencil with Nick is an example of an episodic memory.

63. Patty reminisces about her wedding. Which of the following would be among Patty’s semantic memories?a. remembering what her wedding gown looked likeb. the memory of her four siblings dancing at the receptionc. recalling when her husband proposedd. knowing that it is appropriate to stand when the bride walks down the aisleSection: The Three-Box Model of MemoryPage(s): 283 Type: Applied Answer: dLevel of Difficulty: ModerateLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.



APA 1.1, 2.1, 2.2Rationale: Semantic memories include facts, rules, concepts—items of general knowledge. The other memories listed are all episodic memories.

64. When you recall the names of the days of the week, you are relying on ________ memory.a. semanticb. episodicc. procedurald. sensorySection: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: aLevel of Difficulty: Easy LO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1Rationale: Semantic memories are memories of general knowledge, including facts, rules, concepts, and propositions.

65. A practiced juggler relies on __________ memory to keep the balls in the air.a. semanticb. episodicc. procedurald. declarativeSection: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: cLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1Rationale: Procedural memories are memories for the performance of actions or skills. Many researchers consider procedural memories to be implicit, because after skills and habits are learned well, they do not require much conscious processing.

66. According to the serial-position effect, if you are shown a list of items and then asked to immediately recall them, you will most easily recall items:a. from the beginning and the middle of the list.b. from the beginning and the end of the list.c. from the middle and the end of the list.d. only from the beginning of the list.Section: The Three-Box Model of MemoryPage(s): 284 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.12: Discuss how primacy and recency illustrate the serial-position effect in transferring information from short-term to long-term memory.APA 1.1, 2.1Rationale: The serial-position effect is the tendency for recall of the first and last items on a list to surpass recall of items in the middle of the list.

67. Margeaux is introduced to the following people when she arrives at the party: Derek, Kayla, Calvin, Debbie, Rose, Melanie, Garrett, Tom, Francis, Jane, John, and Vincent. According to the serial-position effect, it will be most difficult to remember the names of:a. Derek, Kayla, John, and Vincent.b. Francis, Jane, John, and Vincent.c. Derek, Kayla, Melanie, and Garrett.d. Rose, Melanie, Garrett, and Tom.Section: The Three-Box Model of MemoryPage(s): 284 Type: Applied Answer: d



Level of Difficulty: EasyLO 8.12: Discuss how primacy and recency illustrate the serial-position effect in transferring information from short-term to long-term memory.APA 1.1, 2.1, 2.2Rationale: This is an example of the serial-position effect, the tendency for recall of the first and last items on a list to surpass recall of items in the middle of the list.

68. A long-lasting increase in the strength of synaptic responsiveness is called:a. deep processing.b. long-term potentiation.c. parallel processing.d. state-dependent memory.Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1Rationale: This is the definition of long-term potentiation.

69. ________ is thought to be a biological mechanism of long-term memory. a. Deep processingb. Long-term potentiationc. Primingd. Temporary changes in the release of neurotransmittersSection: The Biology of MemoryPage(s): 285 Type: Factual Answer: bLevel of Difficulty: ModerateLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1Rationale: Long-term potentiation is thought to be a biological mechanism involved in forming long-term memories.

70. The process by which a long-term memory becomes durable and stable is called:a. chunking.b. consolidation.c. confabulation.d. priming.Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1Rationale: This is the definition of consolidation.

71. During short-term memory tasks, the ________ is especially active.a. frontal lobeb. hippocampusc. cerebellumd. amygdalaSection: The Biology of MemoryPage(s): 285 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1Rationale: The frontal lobes appear to be particularly involved in the processing of short-term memories.



72. In his work with rabbits, Richard Thompson showed that classical conditioning of the eyeblink response depends on activity in the ________.a. frontal lobesb. amygdalac. hippocampusd. cerebellumSection: The Biology of MemoryPage(s): 286 Type: Factual Answer: dLevel of Difficulty: ModerateLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1, 1.2Rationale: Thompson’s research demonstrated an important role for the cerebellum in classical eyeblink conditioning.

73. The ________ is the part of the brain that is involved with the formation and consolidation of memories associated with fear and other emotions.a. prefrontal cortexb. amygdalac. frontal lobesd. cerebral cortexSection: The Biology of MemoryPage(s): 285 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1Rationale: The amygdala is a brain structure known to be involved in the formation, consolidation, and recall of memories associated with fear and other emotions.

74. ________ plays a critical role in the formation of long-term declarative memories.a. The frontal lobeb. The hippocampusc. The cerebellumd. The amygdalaSection: The Biology of MemoryPage(s): 285 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1Rationale: As demonstrated by the case of H.M., the hippocampus is necessary for placing new declarative information into long-term storage.

75. Which of the following parts of the brain is most likely to form and retain procedural memories?a. the frontal lobeb. the hippocampusc. the cerebellumd. the amygdalaSection: The Biology of MemoryPage(s): 286 Type: Factual Answer: cLevel of Difficulty: ModerateLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1Rationale: It has been demonstrated that the cerebellum is involved in the storage of at least some forms of procedural memory.

76. Moderate amounts of hormones released by the adrenal glands during stress and emotional arousal tend to:



a. enhance memory.b. produce tip-of-the-tongue states.c. cause retroactive interference.d. lead to motivated forgetting. Section: The Biology of MemoryPage(s): 287 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.15: Summarize the evidence that memory can be influenced by emotion and hormonal levels.APA 1.1, 2.2Rationale: Adrenal hormones may facilitate memory storage at moderate levels. In contrast, extreme levels of arousal seem to impair memory formation.

77. As she studies her physics textbook, Marilyn wants to make sure that she remembers that sound intensity is measured in units called decibels and that each decibel is one-tenth of a bel, which is a unit named after Alexander Graham Bell. Marilyn creates a visual image of ten little elf-like Bell figures trying to turn up the volume of a huge stereo. Her strategy is called:a. confabulation.b. priming.c. maintenance rehearsal.d. a mnemonic.Section: How We RememberPage(s): 288 Type: Applied Answer: dLevel of Difficulty: Easy LO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1, 2.1, 2.2Rationale: This is an example of a mnemonic, a formal strategy for encoding and storing information.

78. In order to help her music students learn the lines of the treble clef in musical notation, Susan has them learn the sentence “Every Good Boy Does Fine,” in which the starting letter of each word represents the name of a note. This is an example of:a. maintenance rehearsal.b. a mnemonic.c. the serial-position effect.d. pattern recognition.Section: How We RememberPage(s): 288 Type: Applied Answer: bLevel of Difficulty: EasyLO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1, 2.1, 2.2Rationale: This is an example of a mnemonic, a formal strategy for encoding and storing information.

79. Robert is making a conscious effort for prolonged retention of his homework by processing its meaning fully. This strategy is called:a. shallow processing.b. deep processing.c. consolidation.d. confabulation.Section: How We RememberPage(s): 290 Type: Applied Answer: bLevel of Difficulty: ModerateLO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.



APA 1.1, 2.1, 2.2Rationale: Deep processing involves the processing of meaning rather than simply the physical or sensory features of a stimulus. The use of deep processing increases retention.

80. Most people seem to favor ________ for encoding and rehearsing the contents of short-term memory.a. writingb. visionc. speechd. subliminal perceptionSection: How We RememberPage(s): 289 Type: Factual Answer: cLevel of Difficulty: ModerateLO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1, 2.2Rationale: Speech, either aloud or silently, seems to be preferred for encoding and rehearsing information in short-term memory.

81. Maintenance rehearsal involves:a. processing the physical features of the stimulus to be remembered.b. analyzing new material in order to make it memorable.c. associating new material to be learned with information maintained in long-term memory.d. the rote repetition of material in order to maintain its availability in memory.Section: How We RememberPage(s): 289 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1Rationale: Maintenance rehearsal is merely the rote repetition of the material to be remembered.

82. ________ involves associating new items of information with material that has already been stored.a. Maintenance rehearsalb. Elaborative rehearsalc. Long-term potentiationd. Deep processingSection: How We RememberPage(s): 289 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1Rationale: Elaboration involves associating new items of information with material that has already been stored or with other new facts. It can also involve analyzing the physical, sensory, or semantic features of an item.

83. ________ occurs when, instead of encoding just the physical or sensory features of the information, the meaning of information is analyzed. a. Deep processingb. Procedural memoryc. Maintenance rehearsald. PrimingSection: How We RememberPage(s): 290 Type: Factual Answer: aLevel of Difficulty: Easy



LO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1Rationale: This is an example of the deep processing of information.

84. According to the decay theory, forgetting occurs because:a. new information is “recorded over” old information.b. similar items of information interfere with one another. c. memories simply fade with time if they are not accessed now and then.d. the cues needed to recall the memory are not present.Section: Why We ForgetPage(s): 292 Type: Conceptual Answer: cLevel of Difficulty: ModerateLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.1, 2.2Rationale: The decay theory holds that memories eventually disappear if they are not accessed.

85. According to the ________ theory of forgetting, information in memory eventually disappears if it is not accessed. a. replacementb. interferencec. cue-dependent d. decaySection: Why We ForgetPage(s): 292 Type: Factual Answer: dLevel of Difficulty: EasyLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.2Rationale: The decay theory holds that memories simply fade with time if they are not accessed now and then.

86. The ________ theory of forgetting proposes that memory fades with time and lack of use.a. replacementb. decayc. interferenced. cue-dependentSection: Why We ForgetPage(s): 292 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.2Rationale: The decay theory holds that memories fade with time if they are not accessed now and then.

87. “Use it or lose it” would most likely be associated with:a. decay theory.b. replacement theory.c. cue-dependent forgetting.d. interference theory.Section: Why We ForgetPage(s): 292 Type: Conceptual Answer: aLevel of Difficulty: Moderate



LO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.1, 2.2Rationale: The decay theory holds that memories simply fade with time if they are not accessed now and then.

88. According to the ________ theory of forgetting, one’s original memory of an event can be erased by new and misleading information. a. replacementb. interferencec. cue-dependent d. decaySection: Why We ForgetPage(s): 293 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1Rationale: The replacement theory holds that new information entering memory can wipe out old information.

89. According to the ________ theory of forgetting, information may get into memory, but it becomes confused with other information.a. replacementb. interferencec. cue-dependent d. decaySection: Why We ForgetPage(s): 293 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1Rationale: The interference theory holds that forgetting occurs because similar items of information interfere with one another in either storage or retrieval.

90. Mr. Musselman is the head coach of the high school football team. He notices that, after learning the names of the players on the team this year, he has trouble remembering the names of the players from the previous year. In fact, he sometimes says the name of a current player when he is referring to a player from the previous year. This is an example of:a. retroactive interference.b. proactive interference.c. decay.d. cue-dependent forgetting.Section: Why We ForgetPage(s): 293 Type: Applied Answer: aLevel of Difficulty: ModerateLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.1Rationale: Retroactive interference refers to forgetting that occurs when recently learned material interferes with the ability to remember similar material stored previously.

91. Mood-congruent memory and state-dependent memory are examples of:a. encoding strategies.



b. the use of cues in retrieval.c. interference effects.d. elaborative encoding.Section: Why We ForgetPage(s): 294 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.2Rationale: Both are examples of the use of cues in the retrieval process. Without adequate cues, information may be difficult to retrieve.

92. ________ is defined as forgetting that occurs when previously stored material interferes with the ability to remember similar, more recently stored material.a. Cue-dependent forgettingb. Proactive interferencec. Decayd. Retroactive interferenceSection: Why We ForgetPage(s): 294 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1Rationale: This is a definition of proactive interference.

93. Déjà vu may occur when:a. cues in the present context overlap with those from the past, so there is an eerie experience of having

been there before. b. a lack of retrieval cues prevents recalling the time and the details of the last time we were in a location.c. a memory is encoded during a peak of high emotion and then forgotten until the emotional arousal

is once again high. d. repressed information threatens to enter consciousness when cues in the present activate unconscious

memories.Section: Why We ForgetPage(s): 294 Type: Factual Answer: aLevel of Difficulty: ModerateLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.2Rationale: Déjà vu, the experience of having been in exactly the same situation as at some prior time, may result from the presence of familiar cues in the current situation.

94. If you are afraid or angry at the time of an event, you may remember that event best when you are once again in the same emotional state. This phenomenon is called:a. state-dependent memory.b. recovered memory.c. mood congruent memory.d. déjà vu.Section: Why We ForgetPage(s): 294 Type: Conceptual Answer: aLevel of Difficulty: ModerateLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.1, 2.2Rationale: State-dependent memory is the tendency to remember something when the rememberer is



in the same physical or mental state as during the original learning or experience.

95. Amnesia can be organic—for example, resulting from ________—or psychogenic (i.e., resulting from ________).a. a head injury; a brain diseaseb. a head injury; emotional shockc. emotional shock; a brain diseased. emotional shock; a head injurySection: Why We ForgetPage(s): 295 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1, 2.2Rationale: Organic amnesia is caused by a head injury or brain disease, whereas psychogenic amnesia is caused by emotional shock.

96. Critics of repression as a mechanism of forgetting argue that:a. an individual can be forced into forgetting.b. physical symptoms may be linked to forgetting.c. people pick and choose what they want to remember.d. in real life, the problem is usually that people cannot forget traumatic experiences.Section: Why We ForgetPage(s): 295 Type: Factual Answer: dLevel of Difficulty: ModerateLO 8.19: Explain why claims of repressed memories should be greeted with a strong skeptical reaction.APA 1.1, 2.2Rationale: Critics of repression as a mechanism of defense argue that, in real life, the problem usually is not that people cannot remember traumatic events, but rather that they cannot forget.

97. Given the current research on recovered memories, one should be skeptical if a person says that:a. she cannot remember an event from when she was 2 years old.b. she is frequently bothered by vivid memories of a traumatic event that she experienced. c. she now has memories of her experiences as an infant, thanks to therapy.d. her amnesia resulted from a blow to the head during a car accident.Section: Why We ForgetPage(s): 295 Type: Conceptual Answer: cLevel of Difficulty: ModerateLO 8.19: Explain why claims of repressed memories should be greeted with a strong skeptical reaction.APA 1.1, 2.2Rationale: It is possible for a therapist, either deliberately or unwittingly, to implant a false memory in a client.

98. Research on autobiographical memory indicates that most adults cannot recall any events until about:a. 6 months of age.b. 2 years of age.c. 1 year of age. d. 8 years of age.Section: Autobiographical MemoriesPage(s): 297 Type: Factual Answer: bLevel of Difficulty: ModerateLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1Rationale: A curious aspect of autobiographical memory is that most adults cannot recall any



events from earlier than age 2; and even after that, memories are sketchy at best until about age 6.

99. The inability to remember events and experiences that occurred during the first two or three years of life is termed ________.a. psychogenic amnesiab. childhood amnesiac. dissociative amnesiad. retrograde amnesiaSection: Autobiographical MemoriesPage(s): 297 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1Rationale: As adults, we cannot remember taking our first steps or uttering our first halting sentences. We are victims of childhood amnesia (sometimes called infantile amnesia).

100. Most researchers agree that the memories people say they have of their first three years of life are based on:a. unconscious memories that float to the surface.b. family stories, photographs, and imagination.c. actual recall of the events.d. a special memory module for early childhood experiences.Section: Autobiographical MemoriesPage(s): 297 Type: Factual Answer: bLevel of Difficulty: EasyLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1, 2.2Rationale: Due to childhood amnesia, most people have no memory of their first three years of life. If they seem to have memories, they are most likely reconstructions based on family stories, photographs, and their own imaginings.

101. Lucio is two years old and doesn’t seem to recall meeting his aunt a few months earlier. This is likely because he:a. has little ability to encode episodic memories.b. has not yet developed arithmetic skills.c. has an overblown, childish self-concept.d. pushes all memories into the unconscious.Section: Autobiographical MemoriesPage(s): 298 Type: Applied Answer: a Level of Difficulty: EasyLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1, 2.1, 2.2Rationale: Young children have difficulty encoding and retaining their early episodic memories—memories of particular events—and carrying them into later childhood or adulthood. They cannot start doing this consistently until about age 4½.

102. Contemporary memory researchers would be most likely to agree that childhood amnesia:a. occurs because the prefrontal cortex and other key brain structures aren’t developed yet.b. occurs when the ego represses experiences until the superego forms at ages 3–6.c. is due to the processing of so much new information that retroactive interference occurs.d. occurs because infants don’t access memories infrequently and decay occurs.Section: Autobiographical MemoriesPage(s): 298 Type: Conceptual Answer: aLevel of Difficulty: ModerateLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1, 2.2Rationale: The prefrontal cortex and other parts of the brain involved in the formation or storage of



events are not well developed until a few years after birth.

103. Which of the following factors is true of cognitive development, and may contribute to childhood amnesia?a. The emergence of a self-concept does not take place until age 6.b. The cognitive schemas used by preschoolers are the same as those used by older children and adults.c. Children form schemas that contain information and cues necessary for recall before starting school.d. Children’s limited language skills prevent them from narrating aspects of experiences to themselves.Section: Autobiographical MemoriesPage(s): 298 Type: Conceptual Answer: dLevel of Difficulty: ModerateLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1, 2.2Rationale: Young children’s limited vocabularies and language skills prevent them from narrating some aspects of an experience to themselves or others. Later, after their linguistic abilities have matured, they still cannot use those abilities to recall earlier memories, because those memories were not encoded linguistically.


Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---WadeTrue-False Questions

1. In ancient times, philosophers compared memory to a soft wax tablet that would preserve anything imprinted on it.Section: Reconstructing the PastPage(s): 270 Type: Factual Answer: TrueLevel of Difficulty: ModerateLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1

2. An accurate way to conceptualize memory is to think of it as a video camera that records each moment of a person’s life.Section: Reconstructing the PastPage(s): 270 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 2.1, 2.2

3. When Sir Frederic Bartlett asked people to read unfamiliar stories and then to recite the stories to him later, he found that the details were often changed to make the story coherent.Section: Reconstructing the PastPage(s): 271 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 1.2

4. We encode our memories as exact replicas of our sensory experiences.Section: How We RememberPage(s): 271 Type: Factual Answer: FalseLevel of Difficulty: Easy LO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 2.2

5. The inability to distinguish what you originally experienced from what you heard or were later told about an event is called source misattribution. Section: Reconstructing the PastPage(s): 271 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1

6. Source misattribution occurs when a person experiences the partial loss of memory with no apparent biological cause. Section: Reconstructing the PastPage(s): 271 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1

7. Vivid recollections of emotional events are called “flashbulb memories.”



Section: Reconstructing the PastPage(s): 271 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1

8. Flashbulb memories, unlike other memories, are accurate records of the past.Section: Reconstructing the PastPage(s): 271 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 2.2

9. Confabulation is especially likely to occur if you have thought about the imagined event many times.Section: Reconstructing the PastPage(s): 271 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.2: Describe three conditions under which confabulation is especially likely to occur.APA 1.1, 2.1, 2.2

10. When a witness expresses complete certainty about his or her report, the memory is almost always reliable.Section: Memory and the Power of SuggestionPage(s): 273 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.3: Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors.APA 1.1, 2.2

11. Researchers have been able to induce memories of events that never happened.Section: Memory and the Power of SuggestionPage(s): 273 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 2.2

12. Preschoolers’ memories are more vulnerable to suggestive questions than are the memories of school-aged children.

Section: Memory and the Power of SuggestionPage(s): 274 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 2.2

13. Children can be induced to report traumatic experiences that never actually happened to them. Section: Memory and the Power of SuggestionPage(s): 275 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 2.1

14. Conscious, intentional recollection of an event is called explicit memory.



Section: In Pursuit of MemoryPage(s): 276 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1

15. Procedural memory is defined as the conscious, intentional recollection of an event.Section: In Pursuit of MemoryPage(s): 276 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1

16. Implicit memory is usually measured through recall tasks.Section: In Pursuit of Memory Page(s): 277 Type: Factual Answer: FalseLevel of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1

17. The ability to retrieve and reproduce from memory previously encountered material is called recognition.Section: In Pursuit of Memory Page(s): 276 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1

18. Recognition is the ability to identify previously encountered information.Section: In Pursuit of Memory Page(s): 276 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1

19. Under most circumstances, recognition is easier than recall.Section: In Pursuit of Memory Page(s): 276 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.2

20. A fill-in-the-blank quiz of psychology terms would test for recognition of the terms.Section: In Pursuit of Memory Page(s): 276 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.1

21. Trivial Pursuit, a popular board game that tests a player’s skills in retrieving and reproducing popular culture and general knowledge, requires the recall of explicit memories.Section: In Pursuit of Memory Page(s): 276 Type: Applied Answer: TrueLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.1


Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---Wade22. This true-false question requires recognition.

Section: In Pursuit of Memory Page(s): 276 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.1

23. Priming is a method for measuring explicit memory.Section: In Pursuit of Memory Page(s): 277 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.6: Distinguish between priming and relearning in the pursuit of implicit memory. APA 1.1

24. When the priming method is used for measuring implicit memory, a person typically reads or listens to information and is later tested to see whether the information affects performance on the same or another type of task. Section: In Pursuit of Memory Page(s): 277 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.6: Distinguish between priming and relearning in the pursuit of implicit memory. APA 1.1, 2.2

25. The relearning method, devised by Hermann Ebbinghaus over a century ago, assesses whether or not you learn material more quickly the second time you learn it.Section: In Pursuit of Memory Page(s): 277 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.6: Distinguish between priming and relearning in the pursuit of implicit memory. APA 1.1, 1.2

26. In the three-box model of memory, short-term memory holds a limited amount of information.Section: In Pursuit of Memory Page(s): 278 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1

27. The parallel distributed processing (PDP) model of memory represents the contents of memory as connections among a huge number of interacting processing units, distributed in a vast network and all operating in parallel.Section: In Pursuit of Memory Page(s): 279 Type: Factual Answer: TrueLevel of Difficulty: ModerateLO 8.7: Describe the basic characteristics of three memory systems (according to the information-processing model), and note the challenges to this view proposed by parallel distributed processing.APA 1.1, 2.2

28. Auditory images are held in the sensory register for one-quarter to one-half second.Section: In Pursuit of Memory Page(s): 279 Type: Factual Answer: FalseLevel of Difficulty: DifficultLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1



29. In the three-box model, all incoming information from the outside world must make a brief stop in the sensory register.Section: The Three-Box Model of MemoryPage(s): 279 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1

30. The sensory register is made up of many separate subsystems, one for each sense.Section: The Three-Box Model of MemoryPage(s): 279 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1

31. The sensory register can hold sensory images indefinitely, as long as we continue to rehearse the information.Section: The Three-Box Model of MemoryPage(s): 279 Type: Factual Answer: FalseLevel of Difficulty: ModerateLO 8.8: Explain the functions, duration, and location of the sensory registers in the three-box model of memory.APA 1.1, 2.1

32. George Miller’s famous estimate of the capacity of short-term memory is the “magical 2 to 20 range.”Section: The Three-Box Model of MemoryPage(s): 280 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 1.2

33. In discussions of the capacity of short-term memory, a chunk is a meaningful unit of information.Section: The Three-Box Model of MemoryPage(s): 280 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1

34. Organizing memories by semantic groups is a human characteristic that is uninfluenced by schooling.Section: The Three-Box Model of MemoryPage(s): 281 Type: Factual Answer: FalseLevel of Difficulty: Easy LO 8.10: Describe what semantic categories are, and explain why they illustrate the organization of long-term memory.APA 1.1, 2.2

35. Users of sign language report experiencing TOT states, called tip-of-the-finger states.Section: The Three-Box Model of MemoryPage(s): 282 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.10: Describe what semantic categories are, and explain why they illustrate the organization of



long-term memory.APA 1.1

36. Memories that involve knowing how to do something without really thinking about it, like combing your hair, are called declarative memories.Section: The Three-Box Model of MemoryPage(s): 283 Type: Factual Answer: FalseLevel of Difficulty: Easy

LO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1

37. Knowing how to ride a bicycle would be a procedural memory.Section: The Three-Box Model of MemoryPage(s): 283 Type: Conceptual Answer: TrueLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1

38. Knowing that flash floods occur quickly when water runs off hard, dry ground would be an episodic memory.Section: The Three-Box Model of MemoryPage(s): 283 Type: Conceptual Answer: FalseLevel of Difficulty: EasyLO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1

39. If you are shown a long list of items and then are asked to recall them, your retention of any particular item will likely depend on its place in the list.Section: The Three-Box Model of MemoryPage(s): 284 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.12: Discuss how primacy and recency illustrate the serial-position effect in transferring information from short-term to long-term memory.APA 1.1, 2.2

40. The serial-position effect is the tendency for recall of the items in the middle of the list to surpass recall of the first and last items on a list. Section: The Three-Box Model of MemoryPage(s): 284 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.12: Discuss how primacy and recency illustrate the serial-position effect in transferring information from short-term to long-term memory.APA 1.1

41. Long-term memory formation involves lasting structural changes in the brain. Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1

42. Many researchers believe that long-term potentiation is the process underlying many, and perhaps all, forms of learning and memory. Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: TrueLevel of Difficulty: Easy



LO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1, 2.2

43. The formation of short-term memories and long-term memories involve the same chemical and structural changes at the level of the neurons. Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1

44. Long-term potentiation is thought to be the biological mechanism of long-term memory. Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1, 2.2

45. A long-lasting increase in the strength of synaptic responsiveness is called long-term potentiation.Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1

Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1, 2.2

46. Long-term memories undergo a gradual period of consolidation before they “solidify” and become stable. Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.13: Outline the process of long-term potentiation in the formation of memories.APA 1.1

47. The hippocampus is involved in the formation of declarative long-term memories. Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1

48. The medulla is involved in the formation of declarative long-term memories. Section: The Biology of MemoryPage(s): 285 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1

49. The brain circuits that take part in the formation of long-term memories are the same as those involved in long-term storage. Section: The Biology of MemoryPage(s): 286 Type: Factual Answer: False



Level of Difficulty: ModerateLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1

50. Human patients who have damage to the cerebellum cannot be classically conditioned to blink their eyes in response to a tone. Section: The Biology of MemoryPage(s): 286 Type: Factual Answer: TrueLevel of Difficulty: ModerateLO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1

51. When patients are unable to form new declarative memories, they cannot acquire new procedural memorieseither.Section: The Biology of MemoryPage(s): 286 Type: Factual Answer: FalseLevel of Difficulty: Easy LO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1, 2.1

52. Different aspects of a memory are probably processed separately and stored at different locations that are distributed across wide areas of the brain, with all the sites participating in the representation of the event or concept as a whole.Section: The Biology of MemoryPage(s): 286 Type: Factual Answer: TrueLevel of Difficulty: Moderate LO 8.14: Evaluate the evidence that memories are not stored in any one “place” in the brain.APA 1.1, 2.2

53. The higher the anxiety level of a person, the more accurately he or she is able to describe an event. Section: The Biology of MemoryPage(s): 287 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.15: Summarize the evidence that memory can be influenced by emotion and hormonal levels.APA 1.1, 2.1

54. Elaborative rehearsal is defined as the rote repetition of material in order to maintain its availability in memory.Section: How We RememberPage(s): 289 Type: Factual Answer: FalseLevel of Difficulty: Easy LO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1

55. Proactive interference occurs when recently learned material interferes with the ability to remember similar material that was stored previously. Section: Why We ForgetPage(s): 293 Type: Factual Answer: FalseLevel of Difficulty: ModerateLO 8.18: Summarize the processes of decay, replacement, interference, and cue-dependent forgetting, and explain how each contributes to our understanding of forgetting.APA 1.1

56. There is concrete evidence that early traumatic events cause memory dissociation. Section: Why We Forget



Page(s): 295 Type: Factual Answer: FalseLevel of Difficulty: Moderate LO 8.19: Explain why claims of repressed memories should be greeted with a strong skeptical reaction.APA 1.1, 2.2

57. In general, psychologists agree that the inability to remember experiences during the first years of life is due to the defense mechanism of repression.Section: Autobiographical MemoriesPage(s): 297 Type: Factual Answer: FalseLevel of Difficulty: EasyLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1, 1.2

58. The parts of the brain involved in the storage of events are not well-developed until a few years after birth.Section: Autobiographical MemoriesPage(s): 297 Type: Factual Answer: TrueLevel of Difficulty: Easy LO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1

59. It has been suggested that autobiographical memories cannot be formed until a child’s self-concept has emerged.Section: Autobiographical MemoriesPage(s): 298 Type: Factual Answer: TrueLevel of Difficulty: EasyLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1, 2.2


Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---WadeShort Answer Questions

1. What research technique did Sir Frederic Bartlett, the British psychologist, use in order to study how memories are manufactured? Section: Reconstructing the Past Type: Factual Page(s): 271Level of Difficulty: ModerateLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 1.2Answer: A good answer will include the following key points.

Bartlett asked people to read lengthy, unfamiliar stories and then tell the story back to him. Recalled stories included a number of errors:

o details that did not make sense were changed or eliminated,o details were added to make the story coherent, ando morals were sometimes added to the stories.

2. One day after the September 11, 2001, attacks on the World Trade Center, college students were asked questions about the experience and about a mundane event that occurred within the days prior to the attack. Later, the students were contacted and once again asked about their memory of the two events. What did this research reveal about flashbulb memories?Section: Reconstructing the Past Type: Conceptual Page(s): 271Level of Difficulty: ModerateLO 8.1: Discuss some of the metaphors that have been used to describe memory as a recording device, and explain why the actual workings of memory are much more reconstructive.APA 1.1, 2.1, 2.2Answer: A good answer will include the following key points.

Over time, the vividness of the flashbulb memory and the students’ confidence in these memories remained higher than for the memory of the mundane event.

The details reported for the memories became less and less consistent for both types of memory.

There were just as many errors in the flashbulb memories as in the mundane memories.

3. Without the testimony of eyewitnesses, many guilty people would go free. But some convictions are tragic mistakes because memory is reconstructive and the testimony isn’t always reliable. Describe conditions under which errors in eyewitness testimony are most likely to occur.Section: Memory and the Power of Suggestion Type: Factual Page(s): 273Level of Difficulty: EasyLO 8.3: Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors.APA 1.1, 2.1, 2.2Answer: A good answer will include the following key points.

Errors are most likely when:o The suspect’s ethnicity differs from that of the witness.o Suggestive comments are made and suggestive questions asked during interrogation

or interview.o Misleading or incorrect information is presented to the witness after the event.

4. In a classic study of eyewitness accounts and leading questions, people were shown short films showing car collisions. How did the wording of the questions about the accidents influence participants’ estimates of the speed the cars were traveling at the time of the collision?Section: Memory and the Power of Suggestion Type: Factual Page(s): 273Level of Difficulty: ModerateLO 8.3: Summarize the evidence indicating that eyewitness testimony can be susceptible to memory errors.APA 1.1, 2.2, 2.4



Answer: A good answer will include the following key points. When asked about how fast the cars were going when they [hit, smashed, collided, bumped,

or contacted] each other, estimates varied depending on the word, used with “smashed” producing the fastest estimates and “contacted” the slowest.

5. The superiority of recognition over recall was demonstrated when participants, aged 17 to 74, were asked to recall and recognize the names of their high school classmates. Briefly describe the results of this study. Section: In Pursuit of Memory Type: Factual Page(s): 276Level of Difficulty: ModerateLO 8.5: Distinguish between recall and recognition tasks in the pursuit of explicit memory.APA 1.1, 2.2Answer: A good answer will include the following key points.

Subjects first wrote down the names of as many classmates as they could remember. Recall was poor, even when prompted with yearbook pictures. When asked to look at sets of five photographs and pick out the one showing a former

classmate, performance was highly accurate for both younger and older subjects. When asked to look at sets of names and pick out the one belonging to a former classmate,

performance was also very good.

6. Why is short-term memory sometimes called a “leaky bucket”? Section: The Three-Box Model of Memory Type: Conceptual Page(s): 280Level of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 2.2Answer: A good answer will include the following key points.

Short-term memory has a limited capacity. If it did not leak, it would quickly overflow as new information is constantly added. George Miller estimated its capacity to be “the magical number 7 plus or minus 2.”

7. If the capacity of short-term memory is limited, how do we remember the beginning of a spoken sentence until the speaker gets to the end?Section: The Three-Box Model of Memory Type: Conceptual Page(s): 280Level of Difficulty: ModerateLO 8.9: Explain the functions and duration of short-term memory, and contrast the leaky bucket and working memory approaches to understanding this “box” of memory.APA 1.1, 2.2Answer: A good answer will include the following key points.

We group small bits of information into larger units, or chunks. A chunk may be a word, a phrase, a sentence, or even a visual image.

8. When a word is on the “tip-of-the-tongue,” what errors are likely until the target word is recalled?Section: The Three-Box Model of Memory Type: Conceptual Page(s): 282Level of Difficulty: ModerateLO 8.10: Describe what semantic categories are, and explain why they illustrate the organization of long-term memory.APA 1.1, 2.2Answer: A good answer will include the following key points.

People come up with words similar in meaning to the right one. People also come up with words similar in sound and form to the right one (same number of

syllables, starting sound, etc.).

9. Declarative memories come in two varieties. Name each type and give an example of each from your own declarative memory. Section: The Three-Box Model of Memory Type: Applied Page(s): 283Level of Difficulty: Easy



LO 8.11: Compare procedural, semantic, declarative, and episodic forms of memory.APA 1.1, 2.1, 2.2Answer: A good answer will include the following key points.

The two types of declarative memory are semantic and episodic memories. Episodic memories are internal representations of personally-experienced events. Examples will vary but might describe something such as a vacation taken, a concert

attended, etc. A semantic memory involves general knowledge, facts, rules, and concepts. An example of general knowledge is the fact that Lincoln was the sixteenth president of the

U.S.


Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---WadeEssay Questions

1. In the mid-1980s, the nation’s media focused on the McMartin preschool in Los Angeles, where children claimed to have been hung in trees, raped, and forced to eat feces. Although none of the children had shown symptoms or problems during their preschool experience, most of the accused teachers were sentenced to years in prison. What has research revealed about the accuracy of children’s testimony in cases such as this? Under what conditions are children apt to be suggestible?Section: Memory and the Power of Suggestion Type: Conceptual Page(s): 275Level of Difficulty: ModerateLO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 2.1, 2.2, 2.3Answer: A good answer will include the following key points.

Research has revealed that the extreme positions exemplified by the statements, “children always lie” and “children never lie,” are wrong.

Children do recollect accurately much of what they have observed or experienced. Children can also be influenced by leading questions and suggestions from the interviewer. Influence techniques like telling the children what “other kids” had supposedly said,

expressing disappointment if answers are negative, and praising children for making allegations are likely to increase suggestibility in children.

Younger children are more susceptible to influence techniques than older children.

2. Jay is furious when his midterm is returned with a C grade. He tells his sociology professor that he had read each of the assigned chapters three times and if someone can do that and just be average then there is something wrong with the test. Based on your understanding of critical thinking and memory, what is wrong with Jay’s reasoning? What are some other possible reasons for Jay’s average performance? How should Jay study for the next test in order to get a better grade?Section: How We Remember Type: Applied Page(s): 288–290Level of Difficulty: ModerateLO 8.16: Describe some major strategies that contribute to memory retention, and give an example of each.APA 1.1, 2.1, 2.2Answer: A good answer will include the following key points.

Simply re-reading a text multiple times, like maintenance rehearsal, is not a very efficient way to consolidate information in long-term storage.

Elaborative rehearsal or deep processing is much more effective and efficient. Jay should use his study time to make sure he understands the material, to relate it to what

he already knows, and to test himself on the material (practice retrieving the information). Jay might try the “read, recite, review” strategy, where you read the passage, close the book,

hide your notes, write down (or say out loud) everything you can recall, and then review what you’ve read to see if you understood and remember the information. This strategy has been shown to be more effective than the way Jay is currently studying.

3. Compare the efforts of Hermann Ebbinghaus, who wanted to measure pure memory loss, independent of personal experience, with those of Marigold Linton, who studied how people forget real events. Section: Why We Forget Type: Conceptual Page(s): 292Level of Difficulty: ModerateLO 8.17: Explain why an inability to forget information can be a burden to cognitive processing.APA 1.1, 1.2, 2.1, 2.2Answer: A good answer will include the following key points.

Ebbinghaus memorized long lists of nonsense syllables, then tested his retention over a period of weeks.

Most forgetting, for Ebbinghaus, occurred soon after the initial learning and then leveled off.



Marigold Linton recorded daily events for a period of twelve years and tested herself monthly.

In Linton’s case, long-term forgetting was slower and proceeded at a more constant pace.

4. Early in the 1990s, controversy arose regarding the accuracy of long-buried memories of sexual abuse. Freud would have explained this as an example of a repressed memory that later is brought to conscious awareness. What does the evidence say about repression?Section: Why We Forget Type: Conceptual Page(s): 295Level of Difficulty: ModerateLO 8.19: Explain why claims of repressed memories should be greeted with a strong skeptical reaction.APA 1.1, 1.2, 2.2Answer: A good answer will include the following key points.

The problem for most people who have suffered disturbing experiences is not that they cannot remember, but that they cannot forget.

Repression is hard to distinguish from normal forms of forgetting. Although real abuse certainly occurs, many false memories of abuse have been encouraged

by therapists through the use of leading questions, instructions to reconstruct and focus on the images of abuse, to focus on the emotional aspects of the images, etc.

The techniques unwittingly used by therapists are exactly the same as the conditions that encourage confabulation.

These techniques are also similar to methods used in research to create false memories. Given current research, one should be skeptical if a person suddenly seems to recover a

traumatic memory as a result of therapy unless there is clearly corroborating evidence from medical records or from other family members.

5. Famous psychologist Jean Piaget once reported having a personal memory of almost being kidnapped when he was a 2 year old. It wasn’t until Piaget was 15 years old that the nurse confessed that she had made up the entire incident. What does Piaget’s experience reveal about autobiographical memories and reconstruction of the past?Section: Autobiographical Memories Type: Conceptual Page(s): 297–298Level of Difficulty: ModerateLO 8.20: Discuss three reasons why childhood amnesia is likely to take place.APA 1.1, 1.2, 2.1, 2.2Answer: A good answer will include the following key points.

Supposed autobiographical memories from the first few years of life can seem very real. Even when we know the memory is false, it often still seems real. We often construct memories of our early years after repeatedly hearing stories about events

that occurred. Although procedural and semantic memories of earlier years are retained, young children

do not encode and retain their early episodic memories.

6. The narratives that we compose about our lives have a profound influence on our memories. Analyze how stories are used to provide themes to our lives. Section: Autobiographical Memories Type: Conceptual Page(s): 298Level of Difficulty: ModerateLO 8.21: Explain how constructing life-narratives contributes to memory processes.APA 1.1, 2.1, 2.2Answer: A good answer will include the following key points.

We compose narratives to try to simplify and make sense of our lives. Often the narratives are attempts to provide a unifying theme that organizes and gives

meaning to the events of our lives. Distortions are apt to creep into our narratives, even when we think we are being accurate.

And after those distortions are part of the story, they are likely to become part of the memory of the events themselves.


Full file at http://testbankeasy.eu/Test-bank-for-Invitation-to-Psychology,-6th-Edition---WadeIntegrative Essay Questions: Linking the Chapters

1. In thinking about real-life problems, a person must be able to use dialectical reasoning, as explained in Chapter 7 (Thinking and Intelligence). Use dialectical reasoning to consider the controversial topic of eyewitness testimony presented in the chapter on memory. Should the testimony of preschoolers be trusted in situations involving child abuse? Chapter 7 Page(s): 232–234LO: 7.4: Discuss the various types of reasoning, such as formal reasoning, informal reasoning, dialectical reasoning, and stages of reflective judgment, and note the defining characteristics of each.Chapter 8 Page(s): 274–275LO 8.4: Explain the conditions under which children might provide reliable versus unreliable eyewitness testimony.APA 1.1, 2.1, 2.2Type: ConceptualLevel of Difficulty: ModerateAnswer: A good answer will include the following key points.

Dialectical reasoning involves evaluating both sides of an argument and determining the best answer to the question.

With regard to eyewitness testimony by children, there is evidence that it can be highly inaccurate and false.

There is also evidence that children’s testimony can be accurate and reliable. Conditions that are likely to result in inaccurate accounts include the use of leading

questions, pressure for children to answer in a way that the interviewer wants, use of projective techniques such as drawing, and the presentation of false or misleading information.

On the other hand, children’s testimony can be accurate if they are simply allowed to tell what they want to tell.

Children should be allowed to testify only when it is clear that they have not been exposed to any of the conditions that lead to confabulation and false memory.

Even then, their testimony should probably be considered only if there is some corroborating evidence.


Documents

testbankeasy.eutestbankeasy.eu/sample/Test bank for Invitation to Psych… · Web view78. In order to help her music students learn the lines of the treble clef in musical notation,