Intro To Human Memory > L01 > Flashcards

L01 Flashcards

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1
Q

Forgetting is a ___________ of normal memory

A

Fundamental feature

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2
Q

Which of these words would follow Herman Ebbinghaus’ CVC trigrams?

  1. Tree
  2. House
  3. Tat
  4. Car
A

Tat (constant-vowel-constant)

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3
Q

We now know at most memories we acquire during the course of the day are rapidly forgotten, what is this effect called?

A

The Forgetting Curve

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4
Q

What did Jorge Luis Borges demonstrate through his short story in rapport with memory?

A

Too much memory impairs cognition + basic functioning. Why forgetting is important.

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5
Q

What are the three functions of forgetting?

A
  1. Increased well-being
  2. Cognitive flexibility
  3. Generalization
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6
Q

Access to painful or traumatic memories is reduced

A

Increased well-being

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7
Q

Requires forgetting of outdated memories that are no longer useful

A

Cognitive flexibility

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8
Q

Extracting abstract knowledge from specific experiences depends on forgetting of details (that are usually not important), so that only the gist (which is usually important) remains and is retained

A

Generalization

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9
Q

What is one of the fundamental functions of forgetting?

  1. Improved memory retention
  2. Increased well-being
  3. Enhanced recall of details
  4. Preservation of traumatic memories
A
  1. Increased well-being
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10
Q

What does cognitive flexibility require?

  1. Retention of all memories
  2. Forgetting of outdated memories à
  3. Perfect recall of experiences
  4. Constant memory training
A
  1. Forgetting of outdated memories
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11
Q

How does generalization relate to forgetting?

  1. It requires remembering all details
  2. It depends on forgetting specific details
  3. It is unrelated to forgetting
  4. It improves with perfect memory
A
  1. It depends on forgetting specific details
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12
Q

What is necessary for a functioning memory?

  1. A perfect recall
  2. Selective retention
  3. Constitutive forgetting
  4. Constant rehearsal
A
  1. Constitutive forgetting
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13
Q

When an item is made distinctive (which isolates it from the surrounding items that constitute the context), then it stands out and is better remembered

A

Von Restore (or Isolation Effect)

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14
Q

What is the main focus of distinctive processing in memory research?

1.The quantity of information
2.The uniqueness of cognitive operations
3. The speed of information retrieval
4. The duration of memory storage

A
  1. The uniqueness of cognitive operations
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15
Q

What does distinctive processing lead to?

  1. Faster information processing
  2. More accurate memory retrieval
  3. Better long-term retention
  4. Increased working memory capacity
A
  1. Better long-term retention
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16
Q

Which of the following is NOT mentioned as a way to enhance distinctive processing?

  1. Elaborating on the meaning of information
  2. Relating new information to existing knowledge
  3. Generating examples
  4. Memorizing information through repetition
A
  1. Memorizing information through repetition
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17
Q

What is the relationship between distinctive processing and memory performance?

  1. Inverse correlation
  2. No significant relationship
  3. Direct positive correlation
  4. Varies depending on the type of memory task
A
  1. Direct positive correlation
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18
Q

How does a distinctive processing differ from rote memorization?

  1. It requires less cognitive effort
  2. It focuses on unique aspects of information
  3. It is faster and more efficient
  4. It relies on repetition of information
A
  1. It focuses on unique aspects of information
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19
Q

What is the Von Restorff Effect?

1.When an item is made distinctive, it is better remembered
2. When all items in a list are similar, they are better remembered
3. When items are presented in a specific order, they are better remembered
4. When items are repeated multiple times, they are better remembered

A
  1. When an item is made distinctive, it is better remembered
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20
Q

What is not necessary for the Von Restorff effect to occur?

  1. Identification of common items in a list
  2. Perceptual differences between items
  3. Isolation of an item from its context
  4. Presence of a distinctive item
A
  1. Perceptual differences between items
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21
Q

What constitutes the ‘context’ or background in the Von Restorff effect ?

  1. The distinctive item
  2. The surrounding environment
  3. What most items in a list have in common
  4. The researcher’s observations
A
  1. What most items in a list have in common
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22
Q

Who discovered the Von Restorff effect?

  1. Sigmund Freud
  2. Ivan Pavlov
  3. B.F. Skinner
  4. Hedwig Von Restorff
A
  1. Hedwig Von Restorff
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23
Q

In what year was the study on the Von Restorff effect published ?

1.1906
2.1933
3.1962
4.1918

A
  1. 1933
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24
Q

According to the Von Restorff effect, which type of faces are better remembered when paired with names?

  1. Typical faces
  2. Atypical faces
  3. Smiling faces
  4. Familiar faces
A
  1. Atypical faces
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25
When are faces more likely to be recognized? 1. When paired with a common name 2. When paired with a family name 3. When paired with a distinctive name 4. When paired with no name
3. When paired with a distinctive name
26
Distinctive items may attract more attention and are therefore processed more during encoding than the typical ones
During memory formation
27
There might be retrieval cues that are unique in that they refer exclusively to the outlying item (e.g. the number in red among a string of numbers in black)
During memory retrieval
28
What neurochemical change occurs when novel or surprising items are encountered? 1.Decrease in serotonin 2. Increase in catecholamines 3. Reduction in cortisol 4. Elevation of melatonin
2. Increase in catecholamines
29
Which of the following is NOT mentioned as a possible explanation for the Von Restorff effect? 1.Increased attention during encoding 2. Unique retrieval cues 3. Upregulation of memory formation processes 4. Improved visual acuity
4. Improved visual acuity
30
In the study described, what was the homonym used in the list of fruit names? 1. Bird 2. Kiwi 3. Fruit 4. Animal
2. Kiwi
31
In the study described, how many groups were compared in the experiment? 1. Two 2. Four 3. One 4. Three
4. Three
32
What were the results of the study regarding memory for the word ‘kiwi’ ? 1.Only the group given a hint before learning showed enhanced memory 2. Only the group given a hint before the test showed enhanced memory 3. Both hint groups showed enhanced memory compared to the control group 4. There was no difference in memory between any of the groups
3. Both hint groups showed enhanced memory compared to the control group
33
34
What is the name of the memory technique described that involves associating information with specific locations? 1. Method of loci 2. Visual imagery 3. Spatial locatia 4. Cicero’s technique
1. Method of loci
35
Who reportedly used the method of loci to remember public speeches? 1.Simonides 2. Cicero 3.Greek poets 4. Banquet guests
2. Cicero
36
Which type of spatial structure is suggested as more effective for the method of loci? 1.Rooms in your apartment 2.Your workplace layout 3.A well-known route from home to work 4.The layout of a banquet table
3. A well known route from home to work
37
For what type of material of loci particularly well-suited? 1.Written essays 2. Mathematical formulas 3. Oral presentations 4.Scientific data
3. Oral presentations
38
Besides memory improvement, how else has the method of loci been applied according to the document? 1. Treating anxiety disorders 2. Improving physical coordination 3. Helping depression patients retain positive memories 4. Enhancing creativity in writing
3. Helping depression patients retain positive memories
39
What is the pegword method primarily useful for? 1. Lists of up to 20 items 2. Lists of up to 10 items 3. Unlimited number of items 4. Only for abstract concepts
2. Lists of up to 10 items
40
In the pegword method, what do you memorize first? 1. The list of items to remember 2. Visual images of the items 3. 10 pegwords rhyming with numbers 4. The method of loci
3. 10 pegwords rhyming with the numbers
41
How are items recalled using the pegword method? 1.By directly remembering the items 2. Using numbers to retrieve pegwords and associating images 3. Through spatial memory like the method of loci 4. By creating a story with the items
2. Using numbers to retrieve pegwords and associating images
42
What is a limitation of the pegword method? 1. It only works for short-term memory 2. it requires no training to use effectively 3. It’s not well-suited for all real-life situations 4. It’s less effective than the method of loci
3. It’s not well-suited for all real-life situations
43
In the example given, what pegword is associated with the number ten? 1.Bun 2.Hen 3.Pen 4.Den
2. Hen
44
What are the three steps apart of a strategy to remember names?
1. Use the name to derive a clue 2. Select a prominent facial feature of the person 3. Create an unusual image
45
What is described as the most important of a variety of techniques for memory improvement? 1. Pegword method 2. Visual imagery 3. Name repetition 4. Facial recognition
2. Visual Imagery
46
In the example given, what facial feature is used to create a visual image for remembering the name ‘Duchamps’? 1. Eyes 2. Ears 3. Nose 4. Mouth
3. Nose
47
Why is the visual imagery strategy for remembering names difficult to use in real life? 1.it requires too much practice 2. It’s not effective outside the laboratory 3. It’s time-consuming and introductions bind cognitive resources 4. People’s names are too complex to create imagery for
3. It’s time-consuming and introductions bind cognitive resources
48
What is the primary purpose of verbal mnemonics according to the document? 1.To create visual imagery 2.To aid memory 3.To promote carnal affections 4.To classify biological organisms
2. To aid memory
49
What does the mnemonic sentence ‘King Philip Came Over for Good Soup’ help to remember? 1.The names of European monarchs 2. The ingredients for a royal soup 3. The taxonomic ranks in biology 4. The order of historical events
3. The taxonomic ranks in biology
50
What is one of the most effective verbal learning strategies? 1.Creating a story that links unrelated items in the correct order 2.Using rhymes to memorize information 3.Repeating words out loud multiple times 4. Drawing pictures to represent concepts
1. Creating a story that links unrelated items in the correct order
51
In the study mentioned (Bower & Clark 1969), what percentage of words did participants recall using the story mnemonic technique? 1.13% 2. 50% 3. 93% 4. 75%
3. 93%
52
What is a limitation of the story mnemonic technique mentioned in the document? 1. It’s effective for memory retention 2. It’s very time-consuming 3. It only works for short lists of words 4. It requires artistic skills
2. It’s very time-consuming
53
Which of the following is considered one of the most effective techniques for exam preparation? 1. Re-reading 2. Writing summaries à 3. Distributed practice 4. Imagery for texts
3. Distributed practice
54
What is the effectiveness level of elaborative interrogations as a study technique? 1. Not useful 2. Moderately useful 3. Highly effective 4. Useless
2. Moderately useful
55
Which of these techniques is NOT mentioned as being moderately useful for exam preparation? 1. Self-explanation 2. Interleaved practice 3. Elaborative interrogations 4. Writing summaries
4. Writing summaries
56
What is considered the most effective learning method? 1. Restudying material 2. Testing with corrective feedback 3. Cued recall 4. Free recall without feedback
2. Testing with corrective feedback
57
What factor positively correlates with the size of the testing effect? 1. The amount of material studied 2. The effort employed in retrieving learned material 3. The frequency of restudying 4. The use of recognition tests
2. The effort employed in retrieving learned material
58
Which type of recall produces a stronger testing effect? 1. Cued recall 2. Recognition 3. Free recall 4. Restudying
3. Free recall
59
Which method was found to be the most effective for learning? 1. Repeated study (SSSS) 2. Single Test (SSST) 3. Repeated Test (STTT) 4. Rereading
3. Repeated Test (STTT)
60
How much higher was the average recall for the Repeated test (STTT) method compared to the Repeated Study (SSSS) method after one week? 1. 25% 2. 50% 3. 75% 4. 100%
2. 50%
61
In the study by Roediger & Karpicke, what were the students initially asked to do with the prose text? 1. Summarize the content 2. Memorize the content 3. Discuss the content with peers 4. Critique the scientific topic
2. Memorize the content
62
According to the meta-analysis of laboratory studies, what is the retention rate for distributed practice compared to massed practice? 1. 47% vs 37% 2. 37% vs 47% 3. 50% vs 40% 4. 40% vs 30%
1. 47% vs 37%
63
Which of the following is NOT mentioned as a benefit of distributed practice? 1. Better performance in real-world scenarios 2. Improved memory retentions across various study materials 3. Increased motivation for learning 4. Positive effects across different age groups
3. Increased motivation for learning
64
According to the dual memory theory, what does testing lead to to in addition to strengthening existing memory? 1. Formation of a new memory for the test itself 2. Weakening of initial study memory 3. Creation of multiple study memories 4. Elimination of retrieval cues
1. Formation of a new memory for the test itself
65
What does restudy primarily do to memory, according to the document? 1. Creates a new memory 2. Weakens existing memory 3. Strengthens memory formed during initial study 4. Eliminates previous memories
3. Strengthens memory formed during initial study
66
What are the two components of the additional memory formed during testing? 1. Study memory and tested memory 2. Cue memory and response association 3. Initial memory and strengthened memory 4. Retrieval effort and feedback
2. Cue memory and response association
67
What is necessary alongside testing for effective memory formation? 1. Repeated studying 2. Minimal retrieval effort 3. Strong retrieval effort and feedback 4. Extended rest periods
3. Strong retrieval effort and feedback
Intro To Human Memory
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