TEST BANK
Chapter 6: Memory
Multiple Choice
1) A framework for studying memory that uses the computer as a model of human cognitive processes
defines the
A) levels-of-processing theory.
B) information-processing theory.
C) sociocultural theory of memory.
D) social-cognitive theory.
E) state-dependent memory effect.
Answer: B
Diff: 1 Page Ref: 168
Skill: Factual
Topic: What Is Memory?
Objective: Learning Objective 6.1
2) When information-processing theorists use the term hardware, they are often referring to
A) the brain structures involved in memory.
Correct. Brain structures are referred to as hardware.
B) the serial position effect.
C) the skull that covers and protects the brain.
D) the positive bias of memory.
E) learned memory strategies.
Incorrect. These are referred to as software.
Answer: A
Diff: 3 Page Ref: 168
Skill: Conceptual
Topic: What Is Memory?
Objective: Learning Objective 6.1
3) Which of the following explains what information-processing theorists mean when they use the term
software?
A) the brain structures involved in memory
Incorrect. Brain structures are referred to as hardware.
B) the serial position effect
C) the skull that covers and protects the brain
D) the positive bias of memory
E) learned memory strategies
Correct. These are referred to as software.
Answer: E
Diff: 3 Page Ref: 168
Skill: Conceptual
Topic: What Is Memory?
Objective: Learning Objective 6.1
4) According to the information-processing theorists, _______ refers to the hardware whereas _______
refers to the software of the human memory system.
A) the skull that covers and protects the brain; the positive bias of memory
B) the serial position effect; learned memory strategies
Incorrect. These answers are reversed.
C) the brain structures involved in memory; learned memory strategies
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Correct. Brain structures are referred to as hardware whereas learned memory strategies are referred to
as software.
D) the positive bias of memory; the serial position effect
E) learned memory strategies; the brain structures involved in memory
Answer: C
Diff: 3 Page Ref: 168
Skill: Conceptual
Topic: What Is Memory?
Objective: Learning Objective 6.1
5) Based on the information-processing theory, _______ would be an accurate example of hardware.
A) the skull
B) a mnemonic
Incorrect. Learned memory strategies are referred to as software.
C) the method of loci
D) the hippocampus
Correct. Brain structures are referred to as hardware.
E) an encoding strategy
Answer: D
Diff: 3 Page Ref: 168
Skill: Applied
Topic: What Is Memory?
Objective: Learning Objective 6.1
6) Based on the information-processing theory, _______ would be an accurate example of software.
A) the limbic system
Incorrect. Brain structures are referred to as hardware.
B) a mnemonic
Correct. Learned memory strategies, such as a mnemonic, are referred to as software.
C) the skull
D) the hippocampus
E) serotonin
Answer: B
Diff: 3 Page Ref: 168
Skill: Applied
Topic: What Is Memory?
Objective: Learning Objective 6.1
7) Based on the information-processing theory, _______ would be an accurate example of hardware
whereas _______ would be an accurate example of software.
A) the limbic system; epinephrine
B) a mnemonic; the hippocampus
Incorrect. These answers are reversed.
C) the skull; the method of loci
D) the hippocampus; a learned memory strategy
Correct. Brain structures are referred to as hardware whereas learned memory strategies are referred to
as software.
E) serotonin; the hippocampus
Answer: D
Diff: 3 Page Ref: 168
Skill: Applied
Topic: What Is Memory?
Objective: Learning Objective 6.1
8) In terms of the processes of memory, ________ refers to transforming the information into a form that
Copyright © 2011 Pearson Education, Inc. All rights reserved.
can be stored in memory.
A) storage
B) encoding
C) metacognition
D) retrieval
E) consolidation
Answer: B
Diff: 1 Page Ref: 168
Topic: What Is Memory?
Skill: Factual
Objective: Learning Objective 6.1
9) Daris, a marathon runner, is trying diligently to read his textbook, but he keeps finding himself
preoccupied with his upcoming race. He is frustrated because he has had to go back and reread sections
the textbook in order to really understand the material. Daris seems to be having difficulty with _______.
A) retrieval
Incorrect. He cannot retrieve because he’s not getting the information in. His problem is not retrieval.
This scenario focuses on the encoding part of memory.
B) the positive bias of memory
C) automaticity
D) reconstruction
E) encoding
Correct. Because Daris is distracted, he is having difficulty with getting the information in (encoding).
Answer: E
Diff: 1 Page Ref: 168
Skill: Applied
Topic: What Is Memory?
Objective: Learning Objective 6.1
10) In terms of the memory process, keeping the information in memory refers to ______.
A) consolidation
B) encoding
C) storage
D) metacognition
E) retrieval
Answer: C
Diff: 1 Page Ref: 168
Skill: Factual
Topic: What Is Memory?
Objective: Learning Objective 6.1
11) Tilda is learning her algebra and memorizing the formulas. She is working on a problem that requires
one of the formulas she studied yesterday. However, as she is thinking and trying to retrieve that
information, she cannot seem to remember it. Clearly, Tilda did not successfully get the formula into her
______.
A) storage
Correct. She cannot retrieve what is not properly stored.
B) positive bias of memory
Incorrect. Tilda is having difficulty accessing the information because it is not there.
C) automaticity
D) reconstruction area
E) decoding zone
Answer: A
Diff: 1 Page Ref: 168
Skill: Applied
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Topic: What Is Memory?
Objective: Learning Objective 6.1
12) In terms of the memory process, the physiological change that takes place in the brain to allow for
new information to be stored is called
A) storage.
B) metacognition.
C) retrieval.
D) encoding.
E) consolidation.
Answer: E
Diff: 2 Page Ref: 168
Skill: Factual
Topic: What Is Memory?
Objective: Learning Objective 6.1
13) Consolidation occurs after ________ but before ________ in the memory process.
A) metamemory; storage
B) encoding; storage
Correct. Information is encoded, then the brain changes (consolidation), then it can be stored.
C) retrieval; metacognition
D) retrieval; encoding
Incorrect. Information is encoded, then the brain changes (consolidation), then it can be stored and
retrieved later on.
E) encoding; metacognition
Answer: B
Diff: 3 Page Ref: 168
Skill: Conceptual
Topic: What Is Memory?
Objective: Learning Objective 6.1
14) Rinu was awake late one night in his apartment. He was trying to cram in as much biology material he
could because he had a midterm exam the next morning. However, he was getting so sleepy that he found
it difficult to learn much of anything. His roommate woke up to get some water to drink and saw Rinu
trying to study. He told Rinu that because he is so tired his brain will not be able to physiologically
change to accommodate the incoming information. He strongly suggested that Rinu get some sleep
instead. To which process was Rinu’s roommate referring?
A) metacognition
B) storage
Incorrect. While he will have problems with storage, it is because consolidation (the physiological
change) is not taking place as necessary.
C) automaticity
D) retrieval
E) consolidation
Correct. The physiological change in the brain that occurs when learning new information is called
consolidation.
Answer: E
Diff: 2 Page Ref: 168
Skill: Applied
Topic: What Is Memory?
Objective: Learning Objective 6.1
15) Bringing to mind the information when you need it is referred to as ________.
A) metacognition
Copyright © 2011 Pearson Education, Inc. All rights reserved.
B) storage
Incorrect. Storage is keeping it there until it is needed.
C) encoding
D) retrieval
Correct. This is an alternate explanation of retrieval.
E) consolidation
Answer: D
Diff: 1 Page Ref: 168
Topic: What Is Memory?
Skill: Conceptual
Objective: Learning Objective 6.1
16) Treysen was talking to his friend the other day about his favorite restaurant. Though he could
remember where it was located and what was on the menu, he couldn’t remember the name of the
restaurant for some reason. A problem with _______ was the cause of Treysen’s frustration.
A) retrieval.
Correct. He could retrieve parts of the concept, but not all of it.
B) automaticity.
C) encoding.
Incorrect. Treysen knew it was there (encoded and stored) but he could not access it at that moment.
D) metamemory.
E) consolidation.
Answer: A
Diff: 1 Page Ref: 168
Skill: Applied
Topic: What Is Memory?
Objective: Learning Objective 6.1
17) Which of the following is NOT required in order for you to remember something?
A) consolidation
Incorrect. Consolidation is crucial for memory.
B) retrieval
C) metacognition
Correct. Metacognition is thinking about thinking which is not required for memory.
D) storage
E) encoding
Answer: C
Diff: 2 Page Ref: 168
Skill: Conceptual
Topic: What Is Memory?
Objective: Learning Objective 6.1
18) According to the model of memory proposed by Atkinson and Shiffrin, the components of memory
are
A) encoding, storage, and retrieval.
B) metacognition and meta-analysis.
C) declarative and nondeclarative memory.
D) sensory memory, short-term memory, and long-term memory.
E) implicit memory and explicit memory.
Answer: D
Diff: 1 Page Ref: 169
Skill: Factual
Topic: What Is Memory?
Objective: Learning Objective 6.1
Copyright © 2011 Pearson Education, Inc. All rights reserved.
19) According to the model of memory proposed by Atkinson and Shiffrin, virtually everything we see,
hear, or otherwise sense is held in _______.
A) long-term memory
B) sensory memory
C) metamemory
D) short-term memory
E) state-dependent memory
Answer: B
Diff: 1 Page Ref: 169
Skill: Factual
Topic: Sensory Memory
Objective: Learning Objective 6.2
20) Sensory memory holds information from the senses for a period of time ranging from _______ to
_______.
A) a fraction of a second; two seconds
B) two seconds; ten seconds
C) a fraction of a second; ten seconds
D) a fraction of a minute; two minutes
E) two seconds; ten seconds
Answer: A
Diff: 2 Page Ref: 169
Skill: Factual
Topic: Sensory Memory
Objective: Learning Objective 6.2
21) _______ holds information brought in through our senses but only for a very brief amount of time.
A) Long-term memory
B) Sensory memory
Correct. This is an alternate explanation of sensory memory.
C) Short-term memory
Incorrect. Short-term memory holds information for up to 30 seconds—a long time relative to sensory
memory.
D) Working memory
E) Declarative memory
Answer: B
Diff: 1 Page Ref: 169
Skill: Conceptual
Topic: Sensory Memory
Objective: Learning Objective 6.2
22) While Noreen was driving down the highway, she saw two cars on the side of the road. She noticed
that no one was hurt and that no one needed help. Within a second or two, she could no longer recall the
color of the cars or the make of the cars. Based on this information, that information was likely stored in
Noreen's _______.
A) short-term memory
Incorrect. Short-term memory is maintained for about 30 seconds.
B) implicit memory
C) long-term memory
D) declarative memory
E) sensory memory
Correct. The duration for sensory memory is up to 2 seconds.
Answer: E
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Diff: 2 Page Ref: 169
Topic: Sensory Memory
Skill: Applied
Objective: Learning Objective 6.2
23) Douglas was shown a painting for a few moments, and then was asked to jot down as many details
regarding the painting as he could remember. As he began writing, he was surprised to learn that although
he remembered what the painting was, he had trouble recalling the details and seemed to lose them within
a few seconds. Based on this information, the original information was likely stored in his ________
memory.
A) sensory
Correct. The duration for sensory memory is very short—up to 2 seconds.
B) explicit
C) short-term
Incorrect. Short-term memory is maintained for about 30 seconds.
D) latent
E) declarative
Answer: A
Diff: 2 Page Ref: 169
Skill: Applied
Topic: Sensory Memory
Objective: Learning Objective 6.2
24) According to the model of memory proposed by Atkinson and Shiffrin, ________ can hold
information for a very brief time period of a few moments whereas ________ can hold information for 30
seconds or so.
A) declarative memory; working memory
B) iconic memory; sensory memory
C) sensory memory; short-term memory
D) implicit memory; metamemory
E) declarative memory; short-term memory
Answer: C
Diff: 2 Page Ref: 169–170
Skill: Factual
Topic: Sensory Memory & Short-Term Memory
Objective: Learning Objectives 6.2 & 6.3
25) The ability to retain the image of a visual stimulus for several minutes after it has been removed from
view and to use this retained image to answer questions about the visual stimulus is known as _______.
A) the positive bias of sensory memory
B) autobiographical visual memory
C) eidetic imagery
D) the source memory
E) the context effect
Answer: C
Diff: 2 Page Ref: 170
Skill: Factual
Topic: Sensory Memory
Objective: Learning Objective 6.2
26) Which of the following statements is true of eidetic imagery?
A) Those with this ability tend to have extraordinary long-term memory.
B) For most people who demonstrate this, the ability persists through adulthood.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
C) Adults who demonstrate eidetic imagery have a short-term memory that is much more efficient than
most others.
D) Infants have the highest rate of eidetic imagery.
E) It is an ability most closely related to the notion of a “photographic memory.”
Answer: E
Diff: 3 Page Ref: 170
Skill: Factual
Topic: Sensory Memory
Objective: Learning Objective 6.2
27) According to the model of memory proposed by Atkinson and Shiffrin, the ________ is a memory
system that can hold about seven items for about 30 seconds.
A) implicit memory
B) short-term memory
C) declarative memory
D) sensory memory
E) explicit memory
Answer: B
Diff: 1 Page Ref: 170
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
28) Short-term memory usually codes information according to _______.
A) visual image
B) sound
C) tactile properties
D) shape
E) smell
Answer: B
Diff: 3 Page Ref: 170
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
29) Which of the following occurs when someone’s short-term memory is filled to capacity?
A) They simply squeeze more information in.
B) Once capacity is met, the content contained in short-term memory is frozen.
C) The person actively decides to save some items and then sends the remaining items back to sensory
memory for reprocessing.
D) All of the information is automatically moved into the long-term memory store.
Incorrect. While some information may go from STM to LTM, this is not always the case.
E) Displacement can occur at that point.
Correct. Some information will be lost, or pushed out.
Answer: E
Diff: 2 Page Ref: 170
Skill: Conceptual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
30) _______ is a memory strategy that involves grouping or organizing bits of information into larger
units, which are easier to remember.
A) Chunking
B) Eidetic imagery
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C) A mnemonic trick
D) Working backwards
E) Displacement
Answer: A
Diff: 1 Page Ref: 170
Topic: Short-Term Memory
Skill: Factual
Objective: Learning Objective 6.3
31) Raymond is required to learn long lists of numbers for his job. Because he wants to remember as
many numbers as possible, he breaks the numbers up into groups. What technique is Raymond utilizing?
A) elaboration
B) rehearsal
Incorrect. Raymond was not repeating the numbers over and over.
C) displacement
D) chunking
Correct. Grouping items to expand the capacity of STM is called chunking.
E) metacognition
Answer: D
Diff: 1 Page Ref: 170
Skill: Applied
Topic: Short-Term Memory
Objective: Learning Objective 6.3
32) The event that occurs when short-term memory is filled to capacity and each new, incoming item
pushes out an existing item, which is then forgotten, is called
A) suppression.
B) reconstruction.
C) retrograde amnesia.
D) rehearsal.
E) displacement.
Answer: E
Diff: 1 Page Ref: 170
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
33) As Jezebel walked into the supermarket, she realized she forgot her grocery list. She tried to recall
the items on the list, but once she got up to about ten items, she realized she had already forgotten the first
few items. What did Jezebel experience?
A) decay
Incorrect. This is when information not used is eventually or gradually lost.
B) reconstruction
C) retrograde amnesia
D) rehearsal
E) displacement
Correct. Her list exceeded her capacity and she began forgetting, or losing due to displacement,
information.
Answer: E
Diff: 2 Page Ref: 170
Skill: Applied
Topic: Short-Term Memory
Objective: Learning Objective 6.3
Copyright © 2011 Pearson Education, Inc. All rights reserved.
34) When new information pushes current information out of memory because the short-term memory is
full, ________ has occurred.
A) retrograde amnesia
Incorrect. This is a type of memory loss not due to a full capacity.
B) displacement
Correct. This is an alternate explanation of displacement.
C) chunking
D) rehearsal
E) elaboration
Answer: B
Diff: 2 Page Ref: 170
Skill: Conceptual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
35) According to memory researchers, ________ can help prevent _______.
A) displacement; chunking
Incorrect. These answers are reversed.
B) elaboration; rehearsal
C) chunking; displacement
Correct. Chunking can decrease the items in memory by grouping them. This reduces the item amount
which helps to avoid going over the memory store capacity. Thus, displacement is less likely to occur.
D) rehearsal; retrograde amnesia
E) chunking; elaboration
Answer: C
Diff: 3 Page Ref: 170
Skill: Conceptual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
36) The act of purposely repeating information to maintain it in short-term memory defines _______.
A) rehearsal
B) chunking
C) the method of loci strategy
D) the positive bias of memory
E) automaticity
Answer: A
Diff: 1 Page Ref: 170
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
37) Layla was at the bar when she met Steve. He seemed like a nice guy and Layla was excited to get his
phone number. He told her his number and then left when she realized she had nothing to write with. She
could not program his number into her cell phone because her battery had just died. What should Layla do
in order to increase her chances of remembering the number until she has an opportunity to write it down?
A) She should use displacement.
B) She should give up because there is no way she'll remember it.
C) She should utilize metacognition.
Incorrect. Thinking about thinking will not really help Layla remember Steve’s number.
D) She should use rehearsal.
Correct. Rehearsal increases the likelihood that the information will get into the LTM.
E) She should use the serial position effect.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Answer: D
Diff: 2 Page Ref: 170
Topic: Short-Term Memory
Skill: Applied
Objective: Learning Objective 6.3
38) What was learned from the memory research by Peterson and Peterson (1959) using the three
consonants?
A) Utilizing chunking as a memory strategy can help to increase the capacity of our long-term memory.
B) The researchers found that eidetic imagery is much more common than once thought.
C) Peterson and Peterson clearly demonstrated that there is a difference in the process of storing highly
emotional versus mundane personal experiences.
D) Using consonants, they showed us that sensory memory has a very large capacity.
E) Any interruption in rehearsal can easily cause us to forget at least some of the information that was in
our short-term memory.
Answer: E
Diff: 3 Page Ref: 170–171
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
39) Which of the following researchers is known for his/her most recent work (2009) regarding working
memory?
A) Rosalie Rayner
B) Wilder Penfield
C) Allan Baddeley
D) Hermann Ebbinghaus
E) Elizabeth Loftus
Answer: C
Diff: 3 Page Ref: 171
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
40) _______ is the memory subsystem that we use when we try to understand information, remember it,
or use it to solve a problem or communicate with someone.
A) Sensory memory
B) Working memory
C) Long-term memory
D) Iconic memory
E) Eidetic memory
Answer: B
Diff: 1 Page Ref: 171
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
41) Marie has a final exam in psychology in one hour. She has been studying for this exam for the last
three days. However, she is not convinced she has mastered the material. Marie is currently sitting in her
car in the college’s parking lot diligently studying her note cards so she can ace the exam. Not only is she
striving to remember all of the information, but she is also trying to understand the theories from different
perspectives. Which of the following memory systems is Marie MOST engaging?
A) sensory memory
B) eidetic memory
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C) flashbulb memory
D) working memory
Correct. Marie is currently studying and trying to remember the material. She is engaging her cognitive
workspace, also called working memory.
E) long-term memory
Incorrect. The working memory is used when we attempt to learn, remember, or use information.
Answer: D
Diff: 3 Page Ref: 171
Skill: Applied
Topic: Short-Term Memory
Objective: Learning Objective 6.3
42) Memory researchers strongly suggest that working memory is largely
A) speech-based.
B) based on visual processing.
C) tactile-based.
D) prone to false memories.
E) sight-based.
Answer: A
Diff: 3 Page Ref: 171
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
43) Which of the following brain structures is most utilized when someone is engaged in working
memory?
A) the hippocampus
B) the prefrontal cortex
C) the hypothalamus
D) the cerebellum
E) the limbic system
Answer: B
Diff: 3 Page Ref: 171–172
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
44) When information is repeated over and over again until it is no longer needed, the process of
________ is being utilized.
A) maintenance rehearsal
B) chunking
C) displacement
D) elaborative rehearsal
E) metacognition
Answer: A
Diff: 1 Page Ref: 172
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
45) Kris just wrote a new song and wants to commit the lyrics to memory. He repeats the chorus over and
over until he learns the words. What memory strategy has Kris just employed?
A) elaborative rehearsal
Incorrect. Elaborative rehearsal would be Kris relating the new lyrics to ones he already knows.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
B) chunking
C) the method of loci
D) maintenance rehearsal
Correct. Repeating information over and over is called rote rehearsal, or maintenance rehearsal.
E) metacognition
Answer: D
Diff: 1 Page Ref: 172
Skill: Applied
Topic: Short-Term Memory
Objective: Learning Objective 6.3
46) _______ occurs when an individual relates new information to something he/she already has stored
in memory.
A) Displacement
B) Elaborative rehearsal
C) Rote rehearsal
D) Maintenance rehearsal
E) Connectivity
Answer: B
Diff: 1 Page Ref: 172
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
47) As Adam was learning the new material in his psychology class regarding neurons and memory, he
couldn’t help but notice that he learned similar information in his biology class last semester. He decided
to relate the new psychology material to the biology material he learned least semester as a way to help
him learn and remember. What strategy is Adam using here?
A) elaborative rehearsal
Correct. Adam is relating the new information with what he already has stored in memory.
B) chunking
C) the method of loci
D) maintenance rehearsal
Incorrect. Adam is not simply repeating over and over the new material.
E) metacognition
Answer: A
Diff: 1 Page Ref: 172
Skill: Applied
Topic: Short-Term Memory
Objective: Learning Objective 6.3
48) _______ is a memory strategy that involves an individual repeating something over and over whereas
________ is a memory strategy that involves connecting new information to something already stored in
memory.
A) Elaborative rehearsal; displacement
B) Chunking; rote rehearsal
C) Maintenance rehearsal; elaborative rehearsal
Correct. These are alternate explanations of these concepts.
D) Elaborative rehearsal; rote rehearsal
E) Maintenance rehearsal; rote rehearsal
Incorrect. Maintenance and rote rehearsal are synonymous.
Answer: C
Diff: 2 Page Ref: 172
Skill: Conceptual
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Topic: Short-Term Memory
Objective: Learning Objective 6.3
49) Which of the following statements is true of rehearsal?
A) Because maintenance rehearsal involves surface processing, the information will likely go right into
the long-term memory.
B) Because elaborative rehearsal is simply repeating information over and over, it may not make it into
the long-term memory.
C) Any form of rehearsal increases the chances for the process of displacement to occur.
D) Elaborative rehearsal involves processing at a deeper level, thereby increasing its chances for the
information to make it into the long-term memory.
E) Because rote rehearsal uses a memory strategy that connects information with what is already stored in
long-term memory, there is a greater likelihood that the rehearsed information will make it into the longterm memory.
Answer: D
Diff: 2 Page Ref: 172
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
50) The levels-of-processing model describes _______ rehearsal as shallow processing and _______
rehearsal as deep processing.
A) spaced; massed
B) maintenance; elaborative
C) spaced; elaborative
D) maintenance; spaced
E) elaborative; maintenance
Answer: B
Diff: 2 Page Ref: 172
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
51) Which of the following statements is FALSE regarding the research by Fergus Craik and Robert
Lockhart (1972, 1975)?
A) They were the first to describe maintenance and elaborative rehearsal.
B) Subjects in their research demonstrated a better memory for words they thought about acoustically
than words they thought about visually.
C) They demonstrated that the act of rhyming words to one another creates a deeper level of processing
than thinking of the actual meaning of the words.
D) Craik and Lockhart hypothesized that deep processing is more likely to lead to long-term retention
than shallow processing.
E) Subjects in their research demonstrated a better memory for words they thought about semantically
than words they thought about visually.
Answer: C
Diff: 3 Page Ref: 172
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
52) The ability to recall information from long-term memory without much effort is called _______.
A) chunking
B) maintenance rehearsal
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C) automaticity
D) eidetic imagery
E) massed practice
Answer: C
Diff: 2 Page Ref: 172
Topic: Short-Term Memory
Skill: Factual
Objective: Learning Objective 6.3
53) Fantasia knows Freud’s theory of personality development so well that it appears she doesn’t need to
put forth much effect when discussing it. Which of the following concepts would describe this scenario
best?
A) chunking
B) maintenance rehearsal
Incorrect. The focus of the question is not how she learned it (rehearsal) but how easily she can recall it.
C) massed practice
D) eidetic imagery
E) automaticity
Correct. Because she knows it so well, she can recall it from LTM without much effort.
Answer: E
Diff: 2 Page Ref: 172
Skill: Applied
Topic: Short-Term Memory
Objective: Learning Objective 6.3
54) Ginny and Martin are both studying for a psychology exam. Ginny organizes her time so that she has
the entire day before the exam to read and study. Martin arranges his week so he gets about an hour and a
half of study time in each day the week before his exam. Both Ginny and Martin end up studying the
same total number of hours. Which of the following will likely be true?
A) Ginny will perform better because she focused all of her energy on one subject matter for an extended
period of time.
B) Martin will perform better because he spaced out his studying.
Correct. Spaced practice has proven much more effective when compared to massed practice.
C) Ginny will perform better because she used the spaced practice technique.
D) Both will do equally well because they spent the same amount of time studying.
Incorrect. Because spaced practice has proven much more effective when compared to massed practice,
Martin will outperform Ginny.
E) Martin will perform better because he used the massed practice technique.
Answer: B
Diff: 2 Page Ref: 173
Skill: Applied
Topic: Apply It: Improving Memory
Objective: Learning Objective 6.3
55) Coming up with memory tricks such as ROY G. BIV for the visible spectrum of colors and HOMES
for Michigan’s Great Lakes are types of
A) mnemonics.
Correct. This is a memory trick. Taking the first letter and having it make one word is easier to remember
than each of the words it represents.
B) repeated testing.
C) spaced practice.
D) recency effects.
Incorrect. The acronym strategy is called a mnemonic.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
E) massed practice.
Answer: A
Diff: 2 Page Ref: 173
Topic: Apply It: Improving Memory
Skill: Applied
Objective: Learning Objective 6.3
56) Although all of following techniques are effective at enhancing memory and learning, Henry
Roediger’s (2009) research demonstrates that _______ has proven to be the MOST effective for studying
textbook material.
A) maintenance rehearsal
B) the method of loci
C) spaced practice
D) repeated testing
E) elaborative rehearsal
Answer: D
Diff: 2 Page Ref: 173
Skill: Factual
Topic: Apply It: Improving Memory
Objective: Learning Objective 6.3
57) Jada has an upcoming anthropology exam. She has spaced out her studying over the course of six
days and feels she knows the material well. Two days ago, she was confident with her knowledge, but
decided to study beyond the point of being able to discuss it without error. She spent the last two days
studying the material even further. She now feels ready to take her exam. Which technique best explains
Jada’s last two days of studying?
A) massed practice
B) repeated testing
Incorrect. Repeated testing is when a student answers multiple test questions.
C) elaborative rehearsal
D) overlearning
Correct. Jada has learning the material beyond the point of recalling it once without error.
E) the method of loci
Answer: D
Diff: 2 Page Ref: 173
Skill: Applied
Topic: Apply It: Improving Memory
Objective: Learning Objective 6.3
58) _______ is your relatively limitless storehouse for information.
A) Metamemory
B) Working memory
C) Sensory memory
D) Short-term memory
Incorrect. STM has a limit of 5-9 items.
E) Long-term memory
Correct. This is an alternate explanation of LTM.
Answer: E
Diff: 2 Page Ref: 174
Skill: Conceptual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
59) The memory system with a virtually unlimited capacity that contains vast stores of a person’s
Copyright © 2011 Pearson Education, Inc. All rights reserved.
permanent or relatively permanent memories is called
A) long-term memory.
B) working memory.
C) sensory memory.
D) short-term memory.
E) metamemory.
Answer: A
Diff: 2 Page Ref: 174
Topic: Long-Term Memory
Skill: Factual
Objective: Learning Objective 6.4
60) Endel is thinking about the last time he was at his favorite restaurant. In order for him to access this
information, Endel must tap into his _______.
A) sensory memory
B) working memory
C) long-term memory
Correct. This is his virtually limitless storehouse for information and memories.
D) short-term memory
Incorrect. The information he needs is in his LTM.
E) metamemory
Answer: C
Diff: 1 Page Ref: 174
Skill: Applied
Topic: Long-Term Memory
Objective: Learning Objective 6.4
61) For most people, long-term memories are stored in _______ form.
A) visual
B) tactile
C) gustatory
D) semantic
E) auditory
Answer: D
Diff: 3 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
62) Long-term memory is broken down into ________ and _______.
A) declarative memory; nondeclarative memory
B) iconic memory; echoic memory
C) working memory; short-term memory
D) implicit memory; sensory memory
E) sensory memory; explicit memory
Answer: A
Diff: 1 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
63) Declarative memory includes
A) implicit memory and explicit memory.
B) episodic memory, explicit memory, and implicit memory.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
C) semantic memory and episodic memory.
D) implicit memory and episodic memory.
E) episodic memory, semantic memory, and implicit memory.
Answer: C
Diff: 2 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
64) _______ is a subsystem within long-term memory that stores facts, information, and personal life
events that can be brought to mind verbally or in the form of images and then stated.
A) Implicit memory
B) Declarative memory
C) Sensory memory
D) Nondeclarative memory
E) Episodic memory
Answer: B
Diff: 2 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
65) The knowledge of what Target stores sell and where one is located comes from your _______.
A) implicit memory
Incorrect. This memory store contains habits, classically conditioned responses, and motor skills.
B) iconic memory
C) nondeclarative memory
D) sensory memory
E) semantic memory
Correct. Semantic memory stores objective information and facts.
Answer: E
Diff: 2 Page Ref: 174
Skill: Applied
Topic: Long-Term Memory
Objective: Learning Objective 6.4
66) _______ is another label for declarative memory.
A) Nondeclarative memory
B) Implicit memory
C) Explicit memory
D) Working memory
E) Subjective memory
Answer: C
Diff: 1 Page Ref: 174
Topic: Long-Term Memory
Skill: Factual
Objective: Learning Objective 6.4
67) The type of declarative memory that records events as they have been subjectively experienced is
referred to as _______.
A) eidetic memory
B) sensory memory
C) semantic memory
D) episodic memory
Copyright © 2011 Pearson Education, Inc. All rights reserved.
E) implicit memory
Answer: D
Diff: 1 Page Ref: 174
Topic: Long-Term Memory
Skill: Factual
Objective: Learning Objective 6.4
68) Lucille remembers the day she won the lottery like it was yesterday. She was at the gas station filling
up her car and decided to check the lottery ticket she had purchased the day before. When the gas station
attendant scanned it, he looked at her with a huge smile and then told her to get ready for some fantastic
news. The memory of this event is located in Lucille’s
A) episodic memory.
Correct. This is a memory store for events.
B) sensory memory.
C) short-term memory.
D) nondeclarative memory.
Incorrect. This memory store contains habits, classically conditioned responses, and motor skills.
E) implicit memory.
Answer: A
Diff: 2 Page Ref: 174
Skill: Applied
Topic: Long-Term Memory
Objective: Learning Objective 6.4
69) The type of declarative memory that stores general knowledge or objective facts and information is
called _______.
A) episodic memory
B) sensory memory
C) short-term memory
D) semantic memory
E) implicit memory
Answer: D
Diff: 1 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
70) By the middle of the semester, Jeb is finally able to recall the name of his psychology professor. This
information comes from his
A) short-term memory.
B) semantic memory.
Correct. Semantic memory stores objective information and facts.
C) sensory memory.
D) episodic memory.
E) implicit memory.
Incorrect. This memory store contains habits, classically conditioned responses, and motor skills.
Answer: B
Diff: 2 Page Ref: 174
Skill: Applied
Topic: Long-Term Memory
Objective: Learning Objective 6.4
71) _______ refers to memory of events whereas ________ refers to memory of information and facts,
both of which can be found in the _______.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
A) Semantic memory; episodic memory; declarative memory
B) Episodic memory; semantic memory; implicit memory
C) Implicit memory; explicit memory; declarative memory
D) Episodic memory; semantic memory; explicit memory
E) Semantic memory; episodic memory; nondeclarative memory
Answer: D
Diff: 3 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
72) _______ refers to memory of events whereas ________ refers to memory of information and facts.
A) Episodic memory; explicit memory
B) Explicit memory; semantic memory
C) Semantic memory; episodic memory
D) Declarative memory; explicit memory
E) Episodic memory; semantic memory
Answer: E
Diff: 2 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
73) Kristy lost her dad in a tragic accident. Her experience of this painful event is located in her
A) implicit memory.
Incorrect. This memory store contains habits, classically conditioned responses, and motor skills.
B) working memory.
C) iconic memory.
D) episodic memory.
Correct. This is the memory store for events.
E) nondeclarative memory.
Answer: D
Diff: 2 Page Ref: 174
Skill: Applied
Topic: Long-Term Memory
Objective: Learning Objective 6.43
74) Ali's memory of her high school graduation is stored in her _______; her memory for what year
Michigan became a state is located in her _______.
A) semantic memory; episodic memory
B) implicit memory; explicit memory
C) episodic memory; semantic memory
Correct. Her high school graduation was an event (episodic memory) whereas knowing when Michigan
became a state is a fact (semantic memory).
D) eidetic memory; working memory
E) explicit memory; implicit memory
Incorrect. While episodic memory stores events (graduation), implicit memory stores habits, classically
conditioned responses, and motor skills.
Answer: C
Diff: 2 Page Ref: 174
Skill: Applied
Topic: Long-Term Memory
Objective: Learning Objective 6.4
Copyright © 2011 Pearson Education, Inc. All rights reserved.
75) Declarative memory is to explicit memory as short-term memory is to _______.
A) semantic memory
B) working memory
Correct. Another name for STM is working memory just as another name for declarative memory is
explicit memory.
C) episodic memory
D) nondeclarative memory
Incorrect. Nondeclarative memory is not another name for STM.
E) metamemory
Answer: B
Diff: 3 Page Ref: 174; 170
Skill: Conceptual
Topic: Long-Term & Short-Term Memory
Objective: Learning Objectives 6.4 & 6.3
76) Declarative memory is to explicit memory as ________ is to implicit memory.
A) nondeclarative memory
Correct. Another name for implicit memory is nondeclarative memory just declarative memory is another
name for explicit memory.
B) echoic memory
C) semantic memory
D) an event
E) episodic memory
Incorrect. Episodic memory is not another name for implicit memory.
Answer: A
Diff: 1 Page Ref: 174
Skill: Conceptual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
77) _______ is the subsystem within long-term memory that stores motor skills, habits, and simple
classically conditioned responses.
A) Declarative memory
B) Explicit memory
C) Semantic memory
D) Nondeclarative memory
E) Episodic memory
Answer: D
Diff: 1 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
78) Activities that do not take much conscious thought, such as walking down the stairs and tying your
shoes, are a part of your _______.
A) declarative memory
B) episodic memory
Incorrect. This is your memory for events.
C) implicit memory
Correct. Implicit memory stores habits, classically conditioned responses, and motor skills.
D) working memory
E) explicit memory
Answer: C
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Diff: 2 Page Ref: 174
Topic: Long-Term Memory
Skill: Conceptual
Objective: Learning Objective 6.4
79) Conditioned responses you have learned by association are located in your ________ memory;
knowing how to ride a bike, though you cannot actively recall learning it, is located within your
________ memory.
A) implicit; nondeclarative
Correct. Implicit memory (also called nondeclarative memory) stores habits, classically conditioned
responses, and motor skills. All of these examples fall within this memory system.
B) semantic; implicit
C) nondeclarative; echoic
Incorrect. While nondeclarative is correct, echoic memory is not (it is part of the sensory memory).
D) explicit; implicit
E) declarative; explicit
Answer: A
Diff: 3 Page Ref: 174
Skill: Conceptual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
80) Yvette just took a history exam that consisted of three essay questions. By giving essay questions,
Yvette's professor measured her
A) recognition.
Incorrect. Recognition would be measured by a multiple choice test.
B) recall.
Correct. Yvette had to search for, collect, and organize her memories and thoughts.
C) relearning ability.
D) savings.
E) metamemory.
Answer: B
Diff: 2 Page Ref: 175
Skill: Applied
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
81) _______ is a way to measure memory that involves searching for information in order to produce it.
A) Recognition
B) Serial position testing
C) Recall
D) The relearning method
E) Semantic scoring
Answer: C
Diff: 2 Page Ref: 175
Skill: Factual
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
82) _______ is a memory task in which a person must simply identify material as familiar or as having
been encountered before.
A) Recognition
B) Serial position testing
C) Recall
Copyright © 2011 Pearson Education, Inc. All rights reserved.
D) The relearning method
E) Semantic scoring
Answer: A
Diff: 1 Page Ref: 175
Topic: Measuring Retrieval
Skill: Factual
Objective: Learning Objective 6.5
83) Averee just finished her sociology exam in which she was given 50 questions. Her professor also
supplied 50 correct responses; all Averee had to do was pick the right answer from a field of four options.
Averee's sociology professor tested her
A) recall.
Incorrect. Recall is searching for, collecting, and organizing information from memory.
B) relearning ability.
C) savings.
D) recognition.
Correct. Averee was simply asked to recognize the answer from the distracters.
E) metamemory.
Answer: D
Diff: 1 Page Ref: 175
Skill: Applied
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
84) Multiple choice exams are to ________ as essay exams are to _______.
A) recall; recognition
Incorrect. These answers are reversed.
B) relearning; recall
C) recognition; relearning
D) recall; relearning
E) recognition; recall
Correct. Recognition, measured by a multiple choice test, involves recognizing the answer from the
distracters. Recall, measured by essay exams, requires searching for, collecting, and organizing
information from memory.
Answer: E
Diff: 2 Page Ref: 175
Skill: Conceptual
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
85) When certain stimuli help in aiding long-term memory retrieval, those things act as
A) eidetic imagery.
B) retrieval cues.
Correct. This is an alternate explanation of a retrieval cue.
C) distracters.
Incorrect. Distracters attempt to erroneously redirect our attention from proper memory use.
D) discriminatory stimuli.
E) the recency effect.
Answer: B
Diff: 1 Page Ref: 175
Skill: Conceptual
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
Copyright © 2011 Pearson Education, Inc. All rights reserved.
86) Coreen was taking her driving test at the Department of Transportation office so she could renew her
license. When she came upon the last question, she couldn’t remember the answer. She paused to think
and then started reviewing the previous questions for clues to the answer to the last question. Since that
strategy didn’t work, she started looking around the office for clues on the wall posters and windows. The
poster on the wall nearest to her jogged her memory and helped her to correctly answer the last question.
The poster on the wall served as a(n) _______.
A) eidetic image
B) discriminatory stimulus
C) distracter
Incorrect. Distracters attempt to erroneously redirect our attention from proper memory use.
D) retrieval cue.
Correct. The poster helped in aiding long-term memory retrieval.
E) conditioned operant
Answer: D
Diff: 1 Page Ref: 175
Skill: Applied
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
87) A(n) _______ is any stimulus or bit of information that aids in retrieving particular information from
long-term memory.
A) eidetic image
B) discriminatory stimulus
C) distracter
D) retrieval cue
E) conditioned operant
Answer: D
Diff: 1 Page Ref: 175
Skill: Factual
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
88) _______ is a measure of memory in which retention is expressed as the percentage of time saved
when material is relearned compared with the time required to learn the material originally.
A) Recall
B) Retrieval
C) The relearning method
D) The Ebbinghaus method
E) Recognition
Answer: C
Diff: 1 Page Ref: 176
Skill: Factual
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
89) Mitzi learned the concept of classical conditioning for the first time in her psychology class. It took
her about 60 minutes to thoroughly learn the process. Three weeks later, she had an exam in that class that
covered classical conditioning. As she studied for that part of her exam, she realized it took her about 60
minutes to understand it once again. Which of the following statements is true of Mitzi based on this
scenario?
A) It is evident that she did not maintain any of the original learning in her long-term memory.
Correct. If it took her 60 minutes the first time and 60 minutes the second time, her savings score was 0%.
This means she did not learn anything the first time.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
B) Based on the relearning technique, her savings score was 100%.
Incorrect. If it took her 60 minutes the first time and 60 minutes the second time, her savings score was
0%, not 100%. This means she did not learn anything the first time.
C) It can be ascertained that Mitzi learned about half of the material the first time around.
D) After calculating Mitzi's savings score, it is clear that she maintained about 60% of what she learned
the first time around.
E) Unfortunately, Mitzi only retained about 10% of the knowledge the first time she learned about
classical conditioning.
Answer: A
Diff: 3 Page Ref: 176
Skill: Applied
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
90) Luisine took his statistics exam and was glad he studied as hard as he did. He remembers that it took
him about an hour to relearn how to solve the problems after spending four hours on them the first time.
Based on the relearning method, what was Luisine's savings score?
A) 100%
B) 75%
Correct. One hour of relearning saved three hours, or 75%, of the original four hours.
C) 50%
Incorrect. If it only took him half as long (2 hours versus the original 4 hours) then it would have been a
50% savings.
D) 25%
E) 0%
Answer: B
Diff: 3 Page Ref: 176
Skill: Applied
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
91) _______ refers to finding that memory is better for things at the beginning and the end of a list as
compared for memory for things in the middle of the list.
A) Metacognition
Incorrect. Metacognition is thinking about thinking. Although it is useful, it is not illustrated here.
B) The serial position effect
Correct. This is an alternate explanation of the serial position effect.
C) The flashbulb memory effect
D) The memory reconstruction theory
E) Metamemory
Answer: B
Diff: 1 Page Ref: 176
Skill: Conceptual
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
92) Adam studies his psychology using note cards. He writes questions on the front of the card and the
answers on the back of the card. After he has a stack of note cards completed, he studies them one by one,
over and over again. Based on memory research, which of the following statements should NOT be made
to Adam to help him maximize his studying?
A) "Adam, your memory for the last few cards will be better than for the middle group of cards."
B) "Hey, Adam, don't be surprised that you have a better memory for the first few cards."
C) "Adam, this is not such a great study technique. You'll be better off just reading over your notes."
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Correct. Reading over notes is not an effective study method at all.
D) "Adam, make sure to shuffle your cards after a while."
Incorrect. This is an excellent suggestion due to research on the serial position effect.
E) "There is a really good chance that you'll not have a great memory for the cards in the middle of the
pack."
Answer: C
Diff: 2 Page Ref: 176
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
93) The _______ is the finding that, for information learned in a sequence, recall is better for the
beginning and ending items than for the middle items in the sequence.
A) relearning method
B) context effect
C) levels-of-processing theory
D) serial position effect
E) state-dependent memory effect
Answer: D
Diff: 1 Page Ref: 176
Skill: Factual
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
94) Julie is a participant in a research project. She is instructed to memorize a list of items. Julie reads the
list, in order, over and over again. When it comes time for her to be tested on what items she remembers,
what will the finding likely be?
A) Julie will remember various items scattered throughout the list.
Incorrect. She’ll have a better memory for the items at the beginning AND end of the list.
B) Julie will have the best memory for items only at the beginning of the list.
C) Julie will have the best memory for items only at the end of the list.
D) Julie will have a better memory for items in the middle of the list.
E) Research suggests that Julie will have better memory for items at the beginning and the end of the list.
Correct. This illustrates the serial position effect.
Answer: E
Diff: 3 Page Ref: 176
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
95) When a person has a better memory for items at the beginning of a list he/she tries to learn, the
________ is demonstrated.
A) recency effect
B) serial cognition effect
C) metamemory effect
D) primacy effect
E) flashbulb memory effect
Answer: D
Diff: 1 Page Ref: 176
Skill: Factual
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
96) When a person has a better memory for items at the end of a list he/she tries to learn, the ________ is
Copyright © 2011 Pearson Education, Inc. All rights reserved.
demonstrated.
A) recency effect
B) serial cognition effect
C) metamemory effect
D) primacy effect
E) flashbulb memory effect
Answer: A
Diff: 1 Page Ref: 176
Topic: Influences on Retrieval
Skill: Factual
Objective: Learning Objective 6.6
97) Imagine you are trying to remember a list of words. Having a better memory for items at the
beginning of a list demonstrates the ________ whereas having a better memory for items at the end of a
list demonstrates the _______.
A) primacy effect; serial cognition effect
B) serial position effect; metamemory effect
C) primacy effect; recency effect
Correct. The primacy effect is having a better memory for items at the beginning of a list whereas the
recency effect is having a better memory for items at the end of a list.
D) flashbulb memory effect; recency effect
E) recency effect; primacy effect
Incorrect. These answers are reversed.
Answer: C
Diff: 2 Page Ref: 176
Skill: Conceptual
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
98) As 3-year-old Luca is learning to count to ten, his parents notice he always remembers one, two,
three correctly and then nine, ten correctly. However, he often skips or mixes up the numbers in the
middle. This example demonstrates
A) infantile amnesia.
B) severe problems in metacognition.
C) only the primacy effect.
Incorrect. Both the primacy and recency effects are illustrated here.
D) only the recency effect.
E) the serial position effect.
Correct. Luca’s better memory for the first few and last few numbers illustrates the serial position effect.
Answer: E
Diff: 2 Page Ref: 176
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
99) The tendency to encode elements of the physical setting in which information is learned along with
memory of the information itself is known as _______.
A) state-dependent memory
B) the context effect
C) the serial position effect
D) the primacy effect
E) a recency cue
Answer: B
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Diff: 2 Page Ref: 176
Topic: Influences on Retrieval
Skill: Factual
Objective: Learning Objective 6.6
100) Kumo always studies at night in her bedroom. When she is taking an exam and cannot remember a
particular answer, she often imagines herself in her bedroom. Sometimes that technique helps her to
remember the material she studied. Which of the following is Kumo using to assist her memory?
A) state-dependent memory
Incorrect. This focuses on one’s state of mind, not the physical surroundings.
B) the primacy effect
C) the serial position effect
D) the context effect
Correct. The context can serve as retrieval cues.
E) a recency clue
Answer: D
Diff: 2 Page Ref: 176
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
101) Which of the following is FALSE based on Godden's and Baddeley's 1975 research with the divers?
A) The context in which the divers learned the information probably assisted in their recall of the
information when in that same context.
B) Because the context was so unusual, all of the divers seemed to have a better memory for the words
they learned on land.
C) The divers' recall was not as good if they were in a different environment from where they learned the
material.
D) The divers who learned the list of words on land remembered the list better on land.
E) The divers who learned the list of words under water had a better memory for those words while under
water.
Answer: B
Diff: 3 Page Ref: 177
Skill: Factual
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
102) The tendency to recall information better if one is in the same pharmacological or psychological
state as when the information was encoded is known as _______.
A) the serial position effect
B) a flashbulb memory
C) the psychedelic effect
D) the context effect
E) the state-dependent memory effect
Answer: E
Diff: 2 Page Ref: 177
Skill: Factual
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
103) D’Juan had consumed a large amount of caffeine prior to his human anatomy study session with
classmates. During their time together, they studied diligently and learned a lot of information. When the
exam day arrived, D’Juan planned on consuming a large amount of caffeine just before taking his exam.
D’Juan is applying his knowledge of _______.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
A) the serial position effect
B) a flashbulb memory
C) the psychedelic effect
D) the context effect
Incorrect. This focuses on the physical surroundings, not one’s state of mind.
E) the state-dependent memory effect
Correct. Feeling highly caffeinated will serve as a retrieval cue for D’Juan.
Answer: E
Diff: 2 Page Ref: 177
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
104) In memory, _______ is an account of an event that has been pieced together from a few highlights.
A) the serial position effect
B) a flashbulb memory
C) the context effect
D) reconstruction
E) the state-dependent memory effect
Answer: D
Diff: 2 Page Ref: 178
Skill: Factual
Topic: The Process of Reconstruction
Objective: Learning Objective 6.7
105) Alexandra’s father was excited to learn about her first day of kindergarten. When he picked her up,
he asked how her day was. “Good,” she said. He wanted to know more so he asked her to tell him about
her day and all of the things she did. While Alexandra couldn’t remember exactly, she told him they had
circle time, then writing time, then recess, then snack time, then quiet reading time. Which process did
Alexandra use to tell her father about her day?
A) metacognition
Incorrect. Alexandra was not thinking about thinking.
B) relearning
C) eidetic imagery
D) reconstruction
Correct. She has pieced together her day from a few highlights.
E) state-dependent memory cues
Answer: D
Diff: 2 Page Ref: 178
Skill: Applied
Topic: The Process of Reconstruction
Objective: Learning Objective 6.7
106) _______ occurs when a person remembers the major portions of an event and then fills in the gaps
with what he/she generally believes to be true.
A) Metamemory
B) Relearning
C) Reconstruction
Correct. This is an alternate explanation of reconstruction.
D) Eidetic imagery
E) Automaticity
Incorrect. This is when very little effort is required to recall something from LTM.
Answer: C
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Diff: 2 Page Ref: 178
Topic: The Process of Reconstruction
Skill: Conceptual
Objective: Learning Objective 6.7
107) _______ are frameworks of knowledge and assumptions that we have about people, objects, and
events.
A) Schemas
B) Relearning techniques
C) Retrieval cues
D) Eidetic images
E) Automaticity parallels
Answer: A
Diff: 2 Page Ref: 178
Skill: Factual
Topic: The Process of Reconstruction
Objective: Learning Objective 6.7
108) Guisseppe cannot remember exactly what happened at the wedding he attended a while ago, but he
knows that the reception followed the ceremony. He also knows that at the reception, there was a large
guest list, great food, and lots of dancing. Guisseppe is using ________ to help him reconstruct his
memory for the event.
A) relearning
B) recognition
Incorrect. This is the ability to recognize information as familiar in a sea of distracters.
C) metacognition
D) a schema
Correct. Guisseppe is using his knowledge and assumptions about weddings to help him reconstruct it.
E) metamemory
Answer: D
Diff: 3 Page Ref: 178
Skill: Applied
Topic: The Process of Reconstruction
Objective: Learning Objective 6.7
109) _______ is a recollection of the circumstances in which an individual forms a memory whereas
_______ is intentionally keeping track of where an individual attains incoming information.
A) Specific memory formation; standard information tallying
B) A source memory; source monitoring
C) State-dependent memory formation; standard information tallying
D) Specific memory formation; cryptomnesia prevention
E) A source memory; the relearning method
Answer: B
Diff: 2 Page Ref: 179
Skill: Factual
Topic: Source, Flashbulb, and Autobiographical Memories
Objective: Learning Objective 6.8
110) Memories for shocking, emotion-provoking events that include information about the source from
which the information was acquired are known as
A) flashbulb memories.
B) metamemories.
C) repressed memories.
D) eyewitness memories.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
E) serial position memories.
Answer: A
Diff: 2 Page Ref: 179
Topic: Source, Flashbulb, and Autobiographical Memories
Skill: Factual
Objective: Learning Objective 6.8
111) Nicole feels she will not forget the emotions she felt upon hearing of the attacks on America on
September 11th. She remembers very vividly what she was doing, who she was with, what was said, and
what emotions she experienced. Nicole has a ________ for that tragic event.
A) hippocampal memory
B) flashbulb memory
Correct. Nicole has a vivid and unusually detailed account of this highly emotional event
C) repressed memory
Incorrect. This is when a painful memory is hidden from consciousness.
D) reconstructed memory
E) metamemory
Answer: B
Diff: 1 Page Ref: 179
Skill: Applied
Topic: Source, Flashbulb, and Autobiographical Memories
Objective: Learning Objective 6.8
112) _______ is a vivid and unusually detailed account of a highly emotional event.
A) Eyewitness memory
B) Metamemory
C) A repressed memory
Incorrect. This is when a painful memory is hidden from consciousness.
D) A flashbulb memory
Correct. This is an alternate explanation of a flashbulb memory.
E) Serial position memory
Answer: D
Diff: 2 Page Ref: 179
Skill: Conceptual
Topic: Source, Flashbulb, and Autobiographical Memories
Objective: Learning Objective 6.8
113) _______ are recollections that a person includes in an account of the events of his or her own life.
A) Self-metacognitions
B) Eyewitness memories
C) Positive-bias memories
D) Serial position memories
E) Autobiographical memories
Answer: E
Diff: 1 Page Ref: 180
Skill: Factual
Topic: Source, Flashbulb, and Autobiographical Memories
Objective: Learning Objective 6.8
114) In Africa, the Swazi people demonstrate an amazing ability to remember the slightest details of their
cows. A finding such as this illustrates the importance and significance of _______ in memory.
A) schemas
Incorrect. A schema is a framework of knowledge and assumptions that we have about people, objects,
and events. This is referring to how our experiences can have an impact on our memory.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
B) massed practice
C) implicit thinking
D) synaptic potentiation
E) culture
Correct. Our experiences play a huge role in memory.
Answer: E
Diff: 2 Page Ref: 181
Topic: Influences on Reconstructive Memory
Skill: Conceptual
Objective: Learning Objective 6.9
115) Which of the following statements is FALSE regarding the research done by Hermann Ebbinghaus?
A) He created and then memorized a large number of nonsense syllables.
B) He studied forgetting and the amount of time it takes to forget particular information.
C) His research suggested that certain hormones influence the rate of forgetting.
D) His research demonstrated that most forgetting occurs within the first 24 hours.
E) He utilized the relearning method and savings score to measure retention of information.
Answer: C
Diff: 3 Page Ref: 182
Skill: Factual
Topic: Ebbinghaus and the Curve of Forgetting
Objective: Learning Objective 6.10
116) Maggie memorized the speech she wrote for her business presentation. Because she was confident
that she knew it, she went to bed knowing she would remember the speech just as well the next day when
she was scheduled to give it. Based on memory research what advice should Maisha, a psychology major,
give Maggie?
A) "Go over it at least one more time tomorrow before you are due to give your speech."
Correct. It should be fresh in her memory that day even though she put so much time and energy into it
previously.
B) "Stay up for another few hours and overlearn your speech. That way tomorrow, you won't even have to
look at it."
Incorrect. While overlearning was good advice, she absolutely should look at it tomorrow.
C) "Maggie, you are better off not sleeping tonight. That way, you won't have to worry about forgetting
your lines."
D) "Since forgetting won't happen for a week or so, I wouldn't worry about going over it again."
E) "Maggie, with all due respect, you will not be able to remember your speech because humans do not
have that large a memory capacity."
Answer: A
Diff: 3 Page Ref: 182
Skill: Applied
Topic: Ebbinghaus and the Curve of Forgetting
Objective: Learning Objective 6.10
117) _______ occurs when information never made it into the long-term memory in the first place.
A) Decay
B) Encoding failure
C) Retrieval failure
D) Consolidation failure
E) Long-term potentiation
Answer: B
Diff: 1 Page Ref: 183
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
Copyright © 2011 Pearson Education, Inc. All rights reserved.
118) Emily is convinced she has test anxiety. Every time she gets to the test, she cannot remember what
she studied. She goes to her professor to try to see what she can do about it. Her professor asks her how
she studies for the exams. Emily reports that she reads the chapters and rereads her notes. After talking to
her professor about her study habits, her professor—who specializes in memory—will likely say,
A) "Emily, I am not sure what to say. It sure seems like you are studying enough. Maybe just continue
doing what you are doing and your grades will eventually get better."
B) "Emily, it is clear that you are suffering from the decay theory of forgetting. You need to work on
creating retrieval cues."
Incorrect. She has an encoding problem, not a decay problem.
C) "Emily, the good news is that you don't have test anxiety. You just are not studying in a way that
allows the information to get into where it needs to be. You are simply experiencing encoding failure."
Correct. Reading and rereading is not an effective form of studying as they do not lead to adequate
encoding.
D) "You probably do have test anxiety and should see a psychiatrist for medication."
E) "Emily, there are two things I would recommend. First, I'd try massed practice. That will help you
remember more information. Additionally, I'd try relaxation techniques to try to decrease your anxiety."
Answer: C
Diff: 3 Page Ref: 183
Skill: Applied
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
119) When memories are not revisited, they simply fade away as time passes. This exemplifies the
A) encoding theory of forgetting.
B) interference theory of forgetting.
C) retrieval theory of forgetting.
D) decay theory of forgetting.
Correct. If we don’t revisit and strengthen these memories, they’ll be lost over time.
E) idea behind retrograde amnesia.
Incorrect. Retrograde amnesia is caused directly by biological problems in the brain.
Answer: D
Diff: 1 Page Ref: 183
Skill: Conceptual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
120) One day Oliver was sitting with his friend as they were discussing how long they have been friends.
As they counted back, Oliver said, "Oh, I remember. We met in the third grade at recess time." As he and
his friend reminisced, Oliver came to the conclusion that because he hadn't thought about the third grade
in so many years, he could not remember who their teacher was. In fact, he could not remember anything
about his teacher. What is Oliver likely experiencing?
A) consolidation failure
B) interference failure
C) encoding failure
D) anterograde amnesia
Incorrect. Retrograde amnesia is caused directly by biological problems in the brain.
E) decay theory
Correct. If we don’t revisit and strengthen these memories, they’ll be lost over time.
Answer: E
Diff: 2 Page Ref: 183
Topic: Why Do We Forget?
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Skill: Applied
Objective: Learning Objective 6.11
121) _______ occurs when information already stored in memory gets in the way of recalling newer
information.
A) Proactive interference
B) Anterograde interference
C) Retroactive amnesia
D) Proactive amnesia
E) Anterograde amnesia
Answer: A
Diff: 3 Page Ref: 184
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
122) When new learning gets in the way of recalling previously learned information, ________ has
occurred.
A) proactive interference
B) retroactive interference
C) anterograde amnesia
D) proactive amnesia
E) retroactive amnesia
Answer: B
Diff: 3 Page Ref: 184
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
123) _______ occurs when information already stored in memory gets in the way of recalling newer
information; when new learning gets in the way of recalling previously learned information, ________
has occurred.
A) Retroactive interference; proactive interference
B) Proactive amnesia; retroactive amnesia
C) Proactive interference; retroactive interference
D) Retrograde amnesia; proactive interference
E) Anterograde amnesia; retrograde amnesia
Answer: C
Diff: 3 Page Ref: 184
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
124) Travis is a high school teacher. He has the same group of students for a semester and then gets a
whole new group of students the next semester. He notices that when he gets the second group of
students, he has difficulty learning their names because he is so used to the names of his last semester
students. Travis is experiencing _______.
A) proactive interference
Correct. The information already stored in long-term memory hinders the ability to remember newer
information.
B) anterograde amnesia
C) retrograde amnesia
D) retroactive interference
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Incorrect. This is when new learning interferes with the ability to remember previously learned
information.
E) anterograde interference
Answer: A
Diff: 3 Page Ref: 184
Skill: Applied
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
125) Chris is a high school teacher. He has the same group of students for a semester and then gets a
whole new group of students the next semester. He notices that after he gets the second group of students
and learns their names, he has difficulty remembering the names of his last semester students when he
sees them. Chris is experiencing _______.
A) anterograde amnesia
B) retroactive interference
Correct. This is when new learning interferes with the ability to remember previously learned
information.
C) retrograde amnesia
D) proactive interference
Incorrect. This is when information already stored in long-term memory hinders the ability to remember
newer information.
E) anterograde interference
Answer: B
Diff: 3 Page Ref: 184
Skill: Applied
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
126) Brigit worked a double shift that included a midnight shift. She then studied her business law and
afterwards had to go back to work. As luck would have it, the person who was supposed to work the
midnight shift called in sick so Brigit had to stay for another entire shift. Though she was very tired and
terribly sleep deprived, she still had to go to class and take her exam. Although she had studied all of the
correct material, she found she couldn’t remember very much of it. Which of the following likely explains
Brigit’s forgetting?
A) retroactive interference
Incorrect. This is when new learning interferes with the ability to remember previously learned
information.
B) anterograde amnesia
C) cryptomnesia
D) consolidation failure
Correct. Sleep deprivation interferes with proper consolidation.
E) prospective forgetting
Answer: D
Diff: 1 Page Ref: 185
Skill: Applied
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
127) When a traumatic event seems to be removed or hidden from one's conscious awareness, ________
is said to have occurred.
A) prospective forgetting
B) retrograde amnesia
C) proactive amnesia
Copyright © 2011 Pearson Education, Inc. All rights reserved.
D) repression
E) anterograde amnesia
Answer: D
Diff: 2 Page Ref: 185
Topic: Why Do We Forget?
Skill: Factual
Objective: Learning Objective 6.11
128) Which of the following statements is true regarding motivated forgetting?
A) Motivated forgetting always involves a lack of proper consolidation prior to storage.
B) Suppression involves a partial or complete, unintended memory loss for a painful event.
C) Repression involves a conscious attempt to try to forget painful experiences yet still knowing the event
occurred.
D) Both suppression and repression fall under the category of encoding failure.
E) Suppression and repression are both forms of motivated forgetting.
Answer: E
Diff: 3 Page Ref: 185
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
129) Sharon and Peggy were talking about what they did over the weekend. Peggy told Sharon all about
the concert she attended. As she was giving Peggy the details, she realized she could not remember the
name of the group who performed. She could easily tell Sharon other songs they sang and even described
what they looked like. However, Peggy could not seem to remember the name of the group at the
moment. What did Peggy just experience?
A) consolidation failure
B) the tip-of-the-tongue phenomenon
Correct. She could recall some, but not all, of the information although she knew she knew it.
C) encoding failure
Incorrect. Because she knew she knew it, it suggests the information was properly encoded.
D) anterograde amnesia
E) prospective forgetting
Answer: B
Diff: 2 Page Ref: 185
Skill: Applied
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
130) The tip-of-the-tongue phenomenon is an example of _______.
A) consolidation failure
B) prospective forgetting
C) retrieval failure
D) encoding failure
E) the decay theory of forgetting
Answer: C
Diff: 1 Page Ref: 185
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
131) Which of the following statements is FALSE regarding the famous case study of H.M.?
A) H.M. was able to learn new motor skills.
B) H.M.'s short-term memory was largely unaffected.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
C) H.M. had a portion of his brain removed in a desperate attempt to control severe seizures.
D) H.M.'s declarative memory seemed intact and largely unaffected.
E) H.M. could recall events that happened prior to his surgery.
Answer: D
Diff: 3 Page Ref: 186–187
Skill: Factual
Topic: The Hippocampus and the Hippocampal
Objective: Learning Objective 6.12
Region
132) The blocking or preventing of long-term potentiation results in
A) increased encoding.
B) the formation of many new memories.
C) the interference of learning.
D) an increase of synaptic efficiency.
E) anterograde amnesia.
Answer: C
Diff: 3 Page Ref: 188
Skill: Factual
Topic: Neuronal Changes and Memory
Objective: Learning Objective 6.13
133) As discussed in your textbook, which of the following hormones does NOT appear to be involved in
memory?
A) melatonin
B) adrenalin
C) cortisol
D) noradrenaline
E) estrogen
Answer: A
Diff: 3 Page Ref: 188
Skill: Factual
Topic: Hormones and Memory
Objective: Learning Objective 6.14
134) _______ seems to enhance memory whereas ________ seems to get in the way of, or interfere with,
memory.
A) Cortisol; adrenalin
B) Epinephrine; cortisol
C) Norepinephrine; noradrenalin
D) Cortisol; estrogen
E) Estrogen; epinephrine
Answer: B
Diff: 3 Page Ref: 188
Skill: Factual
Topic: Hormones and Memory
Objective: Learning Objective 6.14
135) _______ results when, due to some type of brain injury or insult, a person is no longer able to create
long-term memories.
A) Retrograde amnesia
Incorrect. This is when a person cannot recall things that occurred shortly before a loss of consciousness.
B) Dissociative amnesia
C) Anterograde amnesia
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Correct. This is an alternate explanation of anterograde amnesia.
D) Infantile amnesia
E) State-dependent amnesia
Answer: C
Diff: 1 Page Ref: 189
Skill: Conceptual
Topic: Memory Loss
Objective: Learning Objective 6.15
136) Aidan was in a car accident that left him with a brain injury. One of the abilities he lost was to take
in and recall new pieces of information such as what he ate for dinner and what he watched on television
the previous day. Aidan likely suffers from _______.
A) infantile amnesia
B) state-dependent amnesia
C) retrograde amnesia
Incorrect. This is when a person cannot recall things that occurred shortly before a loss of consciousness.
D) hippocampal amnesia
E) anterograde amnesia
Correct. He is no longer able to create new long-term memories.
Answer: E
Diff: 2 Page Ref: 189
Skill: Applied
Topic: Memory Loss
Objective: Learning Objective 6.15
137) _______ typically occurs when an individual experiences a loss of memory for experiences that
occurred shortly before a loss of consciousness.
A) Proactive interference
B) Retrograde amnesia
C) Anterograde amnesia
D) Retrograde interference
E) Anterograde interference
Answer: B
Diff: 1 Page Ref: 189
Skill: Factual
Topic: Memory Loss
Objective: Learning Objective 6.15
138) _______ results when a person is no longer able to form new, long-term memories; ________
occurs when an individual experiences a loss of memory for occurrences prior to a loss of consciousness.
A) Proactive interference; retroactive interference
B) Anterograde amnesia; retrograde amnesia
C) Retroactive interference; proactive interference
D) Proactive amnesia; retroactive amnesia
E) Retrograde amnesia; anterograde amnesia
Answer: B
Diff: 2 Page Ref: 189
Skill: Factual
Topic: Memory Loss
Objective: Learning Objective 6.15
139) Curt was in a car accident last year and lost consciousness. Although he has made nearly a full
recovery, he is still unable to remember what occurred shortly before the accident. Curt is likely
experiencing _______.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
A) proactive interference
B) proactive amnesia
C) retroactive interference
D) anterograde amnesia
Incorrect. This is when a person is no longer able to create new long-term memories.
E) retrograde amnesia
Correct. Curt cannot recall things that occurred shortly before his loss of consciousness.
Answer: E
Diff: 2 Page Ref: 189
Skill: Applied
Topic: Memory Loss
Objective: Learning Objective 6.15
140) Sixty-eight-year old Claretta is often confused about where she is and what time of the day it is. Her
adult children have noticed that other mental abilities have also been deteriorating lately. They report that
Claretta does not seem to remember important information and her personality has changed. Which of the
following BEST describes Claretta's condition?
A) encoding failure
B) dementia
Correct. Her symptoms are consistent with dementia.
C) repression
D) the disinhibitory effect
E) retrograde anmesia
Incorrect. This is when a person cannot recall things that occurred shortly before a loss of consciousness.
Answer: B
Diff: 3 Page Ref: 190
Skill: Applied
Topic: Memory Loss
Objective: Learning Objective 6.15
141) Which of the following statements is FALSE regarding eyewitness testimony?
A) Although mistakes can happen, various strategies can be taken to minimize the errors.
B) When a victim is looking at a lineup of potential suspects, the race, build, and age of all the suspects
should be similar.
C) Greater accuracy can be achieved if the victim is shown one potential suspect at a time.
D) Eyewitness testimony is not relied upon in the U.S. courts and legal system.
E) Research demonstrates that witnesses are able to make fewer positive identifications when they are
taken through a “showup” as compared to a lineup.
Answer: D
Diff: 3 Page Ref: 191–192
Skill: Factual
Topic: Eyewitness Testimony
Objective: Learning Objective 6.16
142) Lydia was a victim of an ATM robbery. She was asked to go down to the police station and look at
five suspects, one of whom may have been the criminal. Once she got a chance to see all of the potential
suspects at the same time, she noticed how similar they all looked. She scanned back and forth for about
six minutes, but could not make a positive identification because they looked much too similar. Lydia was
likely shown _______.
A) a lineup
Correct. This describes the process known as a lineup.
B) a serial identification procedure
C) a “showup”
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Incorrect. A “showup” is when individuals are asked to look at a potential suspect one by one to
determine whether that suspect was involved in the crime.
D) a serial position procedure
E) a roundup
Answer: A
Diff: 2 Page Ref: 192
Skill: Applied
Topic: Eyewitness Testimony
Objective: Learning Objective 6.16
143) After he was sexually assaulted, Gordon went to the police and filed a report. He was able to tell the
police sketch artist what the perpetrator looked like. The police then asked Gordon if he'd be willing to
look at potential suspects one by one to determine whether that suspect was the perpetrator. Gordon
agreed to do so. Which of the following statements is FALSE?
A) Gordon was participating in what some police officers refer to as a "showup."
B) Because Gordon was not given the opportunity to look at photos of potential suspects, he will be more
likely to make a misidentification.
Correct. This is false to say that because Gordon was not given the opportunity to look at photos of
potential suspects, he will be more likely to make a misidentification. He will actually be less likely to
make a misidentification.
C) Gordon will be LESS likely to misidentify one of the potential suspects as the perpetrator.
D) Gordon will be LESS likely to make a positive identification in this scenario.
Incorrect. This is a true statement.
E) The method Gordon experienced in viewing one suspect at a time is preferred by some police officers
over showing all members at once.
Answer: B
Diff: 3 Page Ref: 192
Skill: Applied
Topic: Eyewitness Testimony
Objective: Learning Objective 6.16
144) When individuals are asked to look at a potential suspect one by one to determine whether that
suspect was involved in the crime, ________ is being utilized.
A) a lineup
B) a police interrogation tactic
C) an unethical strategy
D) a “showup”
E) a simultaneous identification procedure
Answer: D
Diff: 2 Page Ref: 1912
Skill: Factual
Topic: Eyewitness Testimony
Objective: Learning Objective 6.16
145) _______ occur(s) when an individual cannot consciously recall a trauma that occurred in his/her life
because it is too painful to remember.
A) False memories
Incorrect. False memories never occurred but can be “remembered.” This is an event that did occur but
cannot be recalled.
B) Infantile amnesia
C) Retrograde amnesia
D) Repression
Correct. This is an alternate explanation of repression.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
E) Psychological interference
Answer: D
Diff: 2 Page Ref: 192
Topic: The Repressed Memory Controversy
Skill: Conceptual
Objective: Learning Objective 6.17
146) ________ occur(s) when a person begins to construct memories of an event that never occurred
after someone, namely a therapist, suggests to the person that he/she may have been abused as a child.
A) Repression
Incorrect. This is an event that did occur but cannot be recalled.
B) Retrograde amnesia
C) Psychological recreation
D) Infantile amnesia
E) False memories
Correct. False memories never occurred but can be ‘remembered’ because of someone’s suggestion.
Answer: E
Diff: 2 Page Ref: 192
Skill: Conceptual
Topic: The Repressed Memory Controversy
Objective: Learning Objective 6.17
147) _______ occur(s) when an individual cannot recall a trauma that occurred in his/her life because it
is too painful to remember; ________ occur(s) when a person begins to construct memories that never
occurred after someone, namely a therapist, suggests to the person that he/she may have been abused as a
child.
A) False memories; repression
Incorrect. These answers are reversed.
B) Repression; false memories
Correct. These are alternate explanations of these concepts.
C) Infantile amnesia; false memories
D) Retrograde amnesia; psychological recreation
E) Psychological interference; psychological recreation
Answer: B
Diff: 2 Page Ref: 192–193
Skill: Conceptual
Topic: The Repressed Memory Controversy
Objective: Learning Objective 6.17
148) Which of the following statements is FALSE of recovered memories from the first few years of
life?
A) Due to limited language abilities, the storage and future retrieval of memories is not very efficient or
reliable.
B) Research suggests that an underdeveloped hippocampus may prevent memories from being properly
stored/retrieved.
C) Infantile amnesia would suggest that individuals cannot remember events that happened during the
first few years of life.
D) Research suggests that areas of the cortex involved in memory storage are not yet fully developed,
thus likely interfere with the memory process.
E) Memories recalled after one year of age can be considered reliable because infantile amnesia
disappears by age two.
Answer: E
Diff: 3 Page Ref: 193
Topic: The Repressed Memory Controversy
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Skill: Factual
Objective: Learning Objective 6.17
149) _______ refers to the notion that we cannot remember what occurred in the first few years of our
lives.
A) Retrograde amnesia
B) Infantile amnesia
C) Childhood repression
D) Anterograde amnesia
E) Early childhood inaccuracy theory
Answer: B
Diff: 1 Page Ref: 193
Skill: Factual
Topic: The Repressed Memory Controversy
Objective: Learning Objective 6.17
150) Bernice, a teenager, can remember her first day of kindergarten, but cannot seem to remember
anything in her life that occurred before that. Bernice is likely experiencing
A) retrograde amnesia.
B) childhood repression.
C) infantile amnesia.
Correct. Infantile amnesia suggests that we cannot remember what occurred in the first few years of our
lives.
D) an inability to reconstruct repressed memories.
E) anterograde amnesia.
Incorrect. Bernice has not lost the ability to create new long-term memories.
Answer: C
Diff: 1 Page Ref: 193
Skill: Applied
Topic: The Repressed Memory Controversy
Objective: Learning Objective 6.17
151) The American Psychological Association, the American Medical Association, and the American
Psychiatric Association have come to which conclusion regarding the memories of childhood abuse?
A) Because they are impossible to accurately test, all three associations view memories of past childhood
abuse unimportant.
B) They collectively believe there is no possibility that repressed memories could exist.
C) Although they believe that it is possible for suggestions of abuse to create false memories of abuse,
they also collectively believe there is a possibility that repressed memories do exist.
D) The American Psychological Association believes that repressed memories exist but neither the
American Medical Association nor the American Psychiatric Association does.
E) The American Psychological Association and the American Psychiatric Association believe that
repressed memories exist but the American Medical Association does not.
Answer: C
Diff: 3 Page Ref: 193
Skill: Factual
Topic: The Repressed Memory Controversy
Objective: Learning Objective 6.17
Completion (Fill-in-the-Blank)
1) The three basic processes, in addition to consolidation, required for remembering are _______,
_______, and _______.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Answer: encoding; storage; retrieval
Diff: 1 Page Ref: 168
Topic: What Is Memory?
Skill: Conceptual
Objective: Learning Objective 6.1
2) The ________ is the theory of memory that parallels human cognitive processing to that of a
computer.
Answer: information-processing approach
Diff: 2 Page Ref: 168
Skill: Factual
Topic: What Is Memory?
Objective: Learning Objective 6.1
3) According to the model of memory proposed by Atkinson and Shiffrin, _______, _______, and
________ are the three memory systems.
Answer: sensory memory; short-term memory; long-term memory
Diff: 1 Page Ref: 169
Skill: Conceptual
Topic: What Is Memory?
Objective: Learning Objective 6.1
4) The major differences between sensory and short-term memory, according to the model of memory
proposed by Atkinson and Shiffrin, are ________ and _______.
Answer: capacity (how much information the memory store can hold); duration (maximum time
information can be maintained)
Diff: 2 Page Ref: 170
Skill: Conceptual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
5) _______ is a general strategy of repeating information in order to help maintain that information in the
short-term memory.
Answer: Rehearsal
Diff: 1 Page Ref: 170
Skill: Conceptual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
6) _______ is a memory strategy that involves connecting new information with information already
stored in memory; it is utilized in learning and remembering complex information.
Answer: Elaborative rehearsal
Diff: 2 Page Ref: 172
Skill: Conceptual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
7) Brendan just witnessed a hit-and-run accident. He is looking for his cell phone to call the police and
desperately wants to remember the license plate number on the car. He begins to repeat the number over
and over, a memory strategy called _______ rehearsal, so he won't forget the plate information.
Answer: maintenance
Diff: 2 Page Ref: 172
Skill: Applied
Topic: Short-Term Memory
Objective: Learning Objective 6.3
8) Memory research by Craik and Tulving (1975) suggests that it is not necessarily the amount of time an
Copyright © 2011 Pearson Education, Inc. All rights reserved.
individual spends on studying, it is ________ that enhances the accuracy of recall and overall memory of
the information.
Answer: how deeply the information is processed/the depth of processing
Diff: 3 Page Ref: 172
Skill: Factual
Topic: Short-Term Memory
Objective: Learning Objective 6.3
9) Ideally, college students should study their material beyond the point at which it can be repeated once
without error. When they do, they are engaging in _______, which has been shown to assist in
maintaining new information better and longer.
Answer: overlearning
Diff: 2 Page Ref: 173
Skill: Conceptual
Topic: Apply It: Improving Memory
Objective: Learning Objective 6.3
10) Fifteen hours of cramming for a final the day before the exam is an example of ________ whereas
devoting an hour per day for 15 days to one of your classes is an example of _______.
Answer: massed practice; spaced practice
Diff: 2 Page Ref: 173
Skill: Conceptual
Topic: Apply It: Improving Memory
Objective: Learning Objective 6.3
11) _______ and ________ are the two main subsystems of memory located within the long-term
memory.
Answer: Declarative (also called explicit); nondeclarative (also called implicit)
Diff: 1 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
12) _______ and ________ are the two types of explicit memory, located in the long-term memory.
Answer: Semantic memory; episodic memory
Diff: 1 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
13) The nondeclarative memory, also called ________ memory, contains motor skills habits, and
classically-conditioned responses.
Answer: implicit
Diff: 2 Page Ref: 174
Skill: Factual
Topic: Long-Term Memory
Objective: Learning Objective 6.4
14) The three ways to measure memory are _______, _______, and _______.
Answer: recall; recognition; the relearning method
Diff: 2 Page Ref: 175–176
Skill: Conceptual
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
15) In the relearning method of retrieval measurement, the numerical value calculated when the amount
of information learned the first time around compared to the second time around is called the _______.
Answer: savings score
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Diff: 3 Page Ref: 176
Topic: Measuring Retrieval
Skill: Conceptual
Objective: Learning Objective 6.5
16) Callie learned how to multiply fractions over the course of 2 hours. After a few days, she tried again
to multiply fractions and found that it only took her 30 minutes to relearn the steps involved. Callie's
savings score would be _______.
Answer: 75%
Diff: 3 Page Ref: 176
Skill: Applied
Topic: Measuring Retrieval
Objective: Learning Objective 6.5
17) When learning a long list of words, Vinny finds that he can remember the first few and last few quite
easily. However, he is having trouble remembering the words in the middle. The reason for this finding
can best be explained by the _______.
Answer: serial position effect
Diff: 2 Page Ref: 176
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
18) Jerilynn notices that when she studies her stack of note cards, she tends to remember best the ones on
the top of the stack. Mark notices that when he studies his note cards, he can better remember the ones on
the bottom of the stack. Jerilynn is showing the ________ by remembering the first few note cards
whereas Mark is demonstrating the ________ by remembering the last few note cards, both of which are a
part of the overall serial position effect
Answer: primacy effect; recency effect;
Diff: 2 Page Ref: 176
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
19) Bill originally learns his psychology information in the classroom. He studies it in depth at the local
Starbucks. According to research on the context effect, if Bill's professor wants to get Bill's best
performance, Bill should be tested _______.
Answer: at the local Starbucks where he does his studying
Diff: 2 Page Ref: 176
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
20) Daneane was experiencing anxiety as she studied for her statistics exam. She was surprised to find
that her recall for statistics seemed to be better when she once again began experiencing anxiety. This is
an example of the _______.
Answer: state-dependent memory effect
Diff: 2 Page Ref: 177
Skill: Applied
Topic: Influences on Retrieval
Objective: Learning Objective 6.6
21) Elliott was trying to study for his exam, but his mind was really on other things. Though he was
looking at the information in his notes and textbook, he really wasn't reading or otherwise getting the
information in. While he was taking the exam, he noticed that he did not know a majority of the answers.
________ is the cause of forgetting that best fits with Elliott's experience.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Answer: Encoding failure
Diff: 2 Page Ref: 183
Topic: Why Do We Forget?
Skill: Applied
Objective: Learning Objective 6.11
22) Four of the seven causes of forgetting listed in your text are _______, _______, _______, and
_______.
Answer: encoding failure; decay; interference; consolidation failure; motivated forgetting; prospective
forgetting; retrieval failure
Diff: 1 Page Ref: 183–185
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
23) Mandisa was trying desperately to learn her new Spanish vocabulary, but her knowledge of German
kept getting in the way. Mandisa was experiencing _______.
Answer: proactive interference
Diff: 3 Page Ref: 184
Skill: Applied
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
24) According to your text, ________ and ________ are two types of motivated forgetting.
Answer: repression; suppression
Diff: 3 Page Ref: 185
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
25) Both the tip-of-the-tongue phenomenon and the tip-of-the-fingers phenomenon are examples of
_______, a relatively common type of forgetting.
Answer: retrieval failure
Diff: 3 Page Ref: 185-186
Skill: Factual
Topic: Why Do We Forget?
Objective: Learning Objective 6.11
Critical Thinking Questions (Short Answer)
1) Explain how chunking is able to increase your short-term memory capacity?
Answer: Short-term memory has the capacity of about 7 plus or minus two items. That range is anywhere
from 5 to 9 items. In order to increase that capacity, the strategy of chunking can be used. Chunking is
basically grouping items for the purpose of enhanced memory. For example, 1972200119992007 contains
16 items which is well outside of the 5–9 range. Chunking (1972, 2001, 1999, 2007) can reduce the items
to 4, which is well below the typical human capacity.
Page Ref: 170
2) Which type of rehearsal would work best for remembering complex information? Why?
Answer: Elaborative rehearsal would work best. This strategy involves relating new information to
information an individual already knows. According to research, recall is much better when elaborative
rehearsal is used in comparison to maintenance rehearsal.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Page Ref: 172
3) Why is spaced practice more effective than massed practice?
Answer: When students utilize spaced practice, they are studying for shorter periods of time with rest
periods in between. These multiple rest periods allow the new information to be created and allow for this
new information to be stored in different places. Additionally, multiple practice periods create many
primacy and recency effects.
When students study for one long period of time with no rest periods in between, students will experience
interference, which will lead to retrieval problems. In addition, frustration and fatigue will only
exacerbate interference and further prevent accurate retrieval. Massed practice does not afford the brain
adequate time to store memories, which will inevitably cause problems with retrieval come exam time.
Page Ref: 173
4) Why is recall generally more difficult than recognition?
Answer: Recall requires that individuals search their memory for the required information, which then has
to be organized and articulated. Recognition, on the other hand, is simply matching a stimulus with what
one has stored in memory. Typically with recognition, retrieval cues are present. That is not always the
case with recall.
Page Ref: 175–176
5) Why does the context in which an individual learns information aid in the memory of that
information?
Answer: The context (environment including sights, sounds, odors, ... etc.) becomes part of that memory
formation. Thus, it serves as retrieval cues when trying to remember something. Research has
demonstrated that retrieval cues aid in memory.
Page Ref: 176
6) How are suppression and repression different?
Answer: Though both are considered forms of motivated forgetting, suppression is the conscious intent to
put painful memories out of one's mind (though the person is aware the painful event occurred).
Repression is when the mind unconsciously hides, if you will, memories of a painful event. It is not a
conscious effort and the person is not aware of some or all of the event.
Page Ref: 185
7) How does the tip-of-the-tongue phenomenon provide evidence that memories are stored in pieces as
opposed to one large entity?
Answer: When an individual experiences the tip-of-the-tongue phenomenon, he/she can remember bits
and pieces of the thing he/she is trying to remember, just not a particular piece. If memory was NOT
stored in fragments and simply stored as whole blocks, the TOT phenomenon would never occur.
Page Ref: 185
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8) What will happen to properly encoded information if consolidation never occurs?
Answer: Even though the information was taken in (properly encoded), the information will not form into
long-term memory if consolidation does not occur. Consolidation is a physiological change in the brain
that is required for proper storage. If consolidation fails, the new information cannot be stored. If
information is not stored, it cannot be retrieved.
Page Ref: 185
9) What are the advantages and disadvantages to a showup over a lineup?
Answer: A showup is when an individual sees one person at a time and decides whether that particular
person is the perpetrator. The main advantage is that there are less misidentifications with a showup. The
main disadvantage is that there are more failures in making a positive identification.
Page Ref: 192
10) How do we know that hormones play a role in memory?
Answer: Various research studies have demonstrated the involvement of hormones in memory. Highly
emotional events trigger the release of epinephrine (adrenalin) and norepinephrine (noradrenaline), which
are thought to play a role in the formation of flashbulb memories (vivid memories of a highly emotional
event). On the other hand, the stress hormone cortisol appears to get in the way of memory.
Page Ref: 188
Essay Questions
1) Explain in detail the model of memory proposed by Atkinson and Shiffrin.
Answer: This model of memory suggests three different components of memory: the sensory memory, the
short-term memory, and the long-term memory.
The sensory memory takes in information through the senses and holds it there for a VERY brief time
period, no more than about 2 seconds. In fact, visual information can be held for about a fraction of a
second whereas auditory information can be held for up to two seconds. Sometimes the information
makes it into the short-term memory where it will be further processed, but most of the information is
lost.
The short-term memory, when compared to the sensory memory, can hold less information but hold it
for a longer period of time. Research suggests that our short-term memory can hold anywhere from 5 to 9
items for up to 30 seconds. Some techniques help increase short-term memory capacity. One of them is
chunking, or grouping information together. A strategy used to increase the time capacity of the shortterm memory is to use rehearsal. Rehearsal can help maintain information in the short-term memory, and
can even increase the likelihood that the information will eventually make it into the long-term memory.
The long-term memory is a relatively limitless storehouse for information. Once information makes it to
the long-term memory, it can remain there for days, weeks, months, years, or even a lifetime. The longterm memory is broken down into the declarative (also called explicit) memory and the nondeclarative
Copyright © 2011 Pearson Education, Inc. All rights reserved.
(also called implicit) memory. The declarative memory is your memory for things you can declare, or
assert. For example, I know when I was born. I can affirm what happened when I graduated from high
school. These are things a person knows. The declarative memory is broken down into two parts: the
episodic memory and the semantic memory. The episodic memory is a person's memory for events. The
semantic memory is a person's memory for facts, word meanings, general knowledge, ..., etc. The
nondeclarative memory is a little bit different. This part of the long-term memory stores things we know
but may not be aware as to how/when we learned them. For example, classically conditioned responses
fall here as do motor skills such as walking. Page Ref: 169–174
2) Based on memory research, describe and give examples of at least four of the memory concepts a
person could utilize to become a better student.
Answer: The student should name at least four of the following concepts: encoding, maintenance
rehearsal, elaborative rehearsal, recall, retrieval cues, relearning, the serial position effect, the primacy
effect, the recency effect, context-dependent memory, state-dependent memory effect, overlearning,
spaced practice, organization, recitation, repeated testing, or any of the mnemonic devices. The student
should then, for each of them, describe what they are and provide an example of how the concept can help
create a better student.
Example: When reading the textbook, students should make sure they are accurately encoding (getting in)
what they are reading. Often times, students will spend time reading the book, but not really have any
idea of what they read. One way to make sure encoding is taking place is to read small sections at a time
and then use elaborative rehearsal in an attempt to get the information through the three memory systems,
ending up in the long-term memory. Elaborative rehearsal is when the information is connected to
something the individual already knows. Once elaborative rehearsal is used to ensure proper encoding and
storage, then maintenance rehearsal (repeating the information over and over) can be used to help
maintain that information in the long-term memory. Students can then engage in overlearning, which
helps to make recall and recognition even more efficient.
Page Ref: 168; 170–173; 175–177
3) Differentiate between repressed memories, recovered memories, and false memories. What does the
research support?
Answer: Repressed memories are memories of very painful events of which the person is not aware. For
example, say a person is raped. He or she may know that the rape occurred, but may not be able to
remember any of the details. Therefore, the details of the event are repressed. According to the research
and professionals in the field, repression seems to protect the person from the painful memories and
allows him/her to function.
Recovered memories are memories that were previously repressed, but brought to one's conscious
awareness through therapy. Professionals in the field feel it is important for those who may have
repressed memories to become aware of them, work through them, and understand them so the repressed
memories do not interfere with functioning on some level outside of one's conscious awareness. Skeptics
in the field, however, doubt the legitimacy of these "recovered" memories and instead feel that they are
suggested by the therapist. This is especially true of "recovered" memories that took place before we were
even capable of remembering the event happening in the first place (infantile amnesia).
Research strongly suggests that false memories can be created. False memories are events that did not
occur but are told that they did, in fact, occur. Subjects are told that they occurred and are asked to
Copyright © 2011 Pearson Education, Inc. All rights reserved.
imagine the event taking place. When asked about the event later, subjects felt that the events really did
occur and were quite confident in their memory for those events.
Page Ref: 192–193
MyPsychLab Connection Essay Question
4) After watching Memory Hazards on MyPsychLab, what advice do psychologists have for those of us
who seem to have minor memory problems?
Answer: To access this information, enter MyPsychLab and click on Index of Multimedia. Once in the
multimedia library, select chapter 6. Check the "select all" box and click "find now." Under "Watch"
locate and click on Memory Hazards.
In an effort to address minor memory lapses, psychologists in the video suggest to slow down, get more
sleep, limit alcohol, and limit anesthesia. Additionally, because some memory problems are caused by
minor head injuries, wear seatbelts while driving and helmets while riding a bike in an effort to prevent
these head injuries.
Page Ref: MyPsychLab
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