1. Which behaviours provide evidence for memory in humans?

a) Recognition
b) Familiarity
c) Unconscious influences
d) Recall
e) All of the above

2. Cued recall involves which one of the following?

a) Bringing information to mind in response to non-specific cues.
b) Bringing information to mind in response to specific cues.
c) Identifying information provided at test time as having been encountered previously.
d) Responding differently to previously encountered information than to new information.

3. Priming measures how people:

a) Bring information to mind in response to non-specific cues.
b) Bring information to mind in response to specific cues.
c) Identify information provided at test time as having been encountered previously.
d) Respond differently to previously encountered information than to new information.

4. How would a constructivist approach to memory explain the differences in two people’s reported memories for the same (shared) event?

a) People have different memory capabilities and so make different errors.
b) People have different verbal abilities and vocabularies and so would report their memory differently, even though their actual memories were the same.
c) People have different motivations and so will not all try equally hard; they will report exactly what occurred, but they will leave different parts out.
d) People have different past experiences, values and goals and so will experience different events, even when the external event is the same.

5. Suppose that two groups of people are asked to learn 20 words in a list and then are tested after a 30-minute delay. The words and procedure for the two groups are identical except for the following difference. One group listens to the words being read aloud slowly; they recall 10 words when tested. The other group listens to the same words being read aloud at the same rate, but they also write down each word as it is read aloud. This group recalls 15 words when tested. What does this experiment tell us about memory?

a) Nothing, because people don’t try to learn word lists in real life.
b) That writing words as you hear them does not help memory as much as listening to them.
c) That writing words as you hear them improves memory for them, at least for a short while.
d) That writing words as you hear them enables you to remember 75% of them.

6. Memory for personally experienced events is referred to as _________ whereas memory for abstract knowledge irrespective of the circumstances under which it was required is referred to as _________.

a) Episodic, semantic
b) Semantic, episodic
c) Autobiographical, semantic
d) Autobiographical and episodic
e) Observation, inference

7. We know that a common distinction is made between explicit and implicit memory. But which one of the following does NOT accurately reflect one of these terms?

a) Explicit memory involves conscious awareness of the original information or the situation in which the learning occurred.
b) Implicit memory refers to an influence on behaviour, feelings or thoughts as a result of prior experience.
c) Explicit memory involves recollection of the original information or experience that is subsequently recalled.
d) Implicit memory involves a conscious recollection of the original events.

8. Sperling’s partial report procedure:

a) Is a technique for inferring the capacity of a memory store, even when the memories do not last long enough to inform a complete report.
b) Found that people could recall about 3 items from a row of 4 items.
c) Suggested people could recall about 9 out of 12 items for a very short time.
d) All of the above.

9. Why is it so difficult to make generalizations about memory and the brain? Select the answer that is NOT correct.

a) Because remembering is a complex process.
b) Because remembering involves most other cognitive aspects of a person.
c) Because remembering involves most other emotional aspects of a person.
d) Because so much of the body is active when someone is remembering.

10. How is the encoding specificity principle related to test-taking situations?

a) What will be remembered later depends on how hard people study
b) What will be remembered later depends on the similarity between the test conditions and the original study conditions
c) We are more likely to rely on episodic memory when we study and semantic memory when we take tests
d) What will be remembered depends on how we process the information
e) (c) and (d)

11. Information about how to approach familiar situations such as a day at school, washing clothes or ordering in a restaurant is organized into knowledge structures referred to as __________.

a) Sketches
b) Schemes
c) Episodes
d) Schemas
e) Loops

12. Which memory store holds information for the shortest duration?

a) Sensory memory
b) Short-term memory
c) Long-term memory
d) Explicit memory
e) Implicit memory

13. Which of the following was NOT the case in Bower et al.’s (1969) research into the role of organized hierarchical information in memory?

a) Presenting the words in meaningful hierarchies reduced the learning time to a quarter of that required for the same words randomly positioned.
b) The organization of the hierarchy emphasized aspects of the words’ meanings.
c) The hierarchy identified three different levels of information processing.
d) The organization of the hierarchy simplified the learning of the lists.

14. Which combination of methods of learning and remembering information can be practiced to significantly improve transfer of information into our long-term memory store?

a) Elaborative rehearsal and spaced retrieval practice
b) Maintenance rehearsal and frequent retrieval practice
c) Schemas and mnemonics
d) Explicit and implicit retrieval
e) All of the above

15. When some participants read an ambiguous passage about a woman, Nancy, in a doctor�s office, which psychological factor reduced the accuracy of their recall of the information from the passage?

a) Imagined memories of the event
b) Expectations about recalling the passage at a later time
c) Expectations about Nancy�s condition
d) Pre-existing knowledge about people named Nancy
e) The number of times they read the passage

16. Which one of the following statements corresponds with how Johnson and Raye (11681) distinguished between external memories and internally generated ones?

a) External memories have stronger sensory attributes.
b) Internal memories are more detailed and complex.
c) External memories have more traces of the reasoning and imagining that generated them.
d) Internal memories are set in a coherent context of time and place

17. Retrieval-induced forgetting refers to which memory-based phenomenon?

a) People remember practiced information better than unpracticed information
b) People remember unpracticed information better than practiced information
c) People remember names better than faces
d) People remember faces better than names
e) People remember real memories better than imagined memories

18. The most recent addition to Baddeley�s working memory model describes a component that integrates and manipulates material in working memory. This component is referred to as the ___________.

a) Visio-spatial sketch pad
b) Phonological loop
c) Central executive
d) Episodic buffer
e) Retrieval scheme

19. The improved recall of items presented at the end of a list compared to the middle of a list is referred to as the ____________.

a) Last rehearsed effect
b) Recency effect
c) Delayed effect
d) Limited capacity effect
e) None of the above

20. Identify the INCORRECT characteristic of expanding retrieval practice. Expanding retrieval practice:

a) Is an excellent strategy for students.
b) Requires a high degree of effort.
c) Does not require much creativity.
d) Can be applied to virtually any material.