Chapter 7 Episodic and Semantic Memory exam 3 tb PDF

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1. The famous patient known as H.M.: A) continued to have severe and frequent epileptic seizures after his surgery. B)

suffered from severe anterograde amnesia.

C)

lost several IQ points.

D) was able to recognize only those researchers who have been working with him for many years.

2. According to Endel Tulving, which type of memory stores specific autobiographical events? A) episodic B)

semantic

C)

implicit

D) nondeclarative

3. According to Endel Tulving, which type of memory stores facts and general world knowledge? A) episodic B)

semantic

C)

implicit

D) nondeclarative

4. Which statement is an example of an episodic memory? A) One remembers the details of one's first date. B)

One remembers how to tie one's shoes.

C)

One knows that birds fly.

D) One knows the name of one's state capital.

5. Which statement is an example of semantic memory? A) One remembers eating chicken last night for dinner. B)

One remembers learning how to ride a bicycle.

C)

One remembers seeing the word "giraffe" in Chapter 7.

D) One knows that lemons have a sour taste.

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6. One can remember what happened on one's first day of school by using _____ memory. A) episodic B)

semantic

C)

implicit

D) nondeclarative

7. Which statement is FALSE regarding semantic memory? A) It can be communicated in a format other than that in which it was acquired. B)

It is consciously accessible.

C)

It is tagged with spatial and temporal context.

D) It can be strengthened with repetition.

8. Which statement demonstrates that some memories are accessible to conscious recollection? A) One is able to describe what one's new house looks like, even if it is never described before. B) One knows that one has the knowledge that the Earth is round. C)

People with amnesia are able to learn a new skill without realizing they have learned it. D) One can read, even though one can't remember learning this skill.

9. If one were shown a picture of graduation taken from a different vantage point from where one was seated, one would likely still be able to recognize the scene. This demonstrates that memories: A) are consciously accessible. B)

are tagged with spatial and temporal context.

C)

can be communicated flexibly.

D) can be acquired in a single exposure.

10. Which statement is TRUE regarding episodic memory? A) It can be communicated in a format other than that in which it was acquired. B)

It involves memories for factual, rather than autobiographical, information.

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C)

It is independent of spatial and temporal context.

D) Several exposures to the information are necessary in order to record episodic memory.

11. The types of memories that are NOT always consciously accessible and are difficult to verbalize are called _____ memories. A) episodic B)

explicit

C)

declarative

D) nondeclarative

12. Episodic memories are _____ memories, and semantic memories are _____ memories. A) declarative; nondeclarative B)

nondeclarative; declarative

C)

nondeclarative; nondeclarative

D) declarative; declarative

13. H.M. could learn to read mirror-reversed text. This is an example of: A) implicit memory. B)

explicit memory.

C)

declarative memory.

D) metamemory.

14. One difference between episodic and semantic memory is that episodic memory _____, while semantic memory _____. A) is part of declarative memory; is part of nondeclarative memory B)

does not have autobiographical content; has autobiographical content

C)

is acquired in a single exposure; usually requires several exposures

D) is part of explicit memory; is part of implicit memory

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15. If one has recently attended several parties, one may have a hard time remembering the details of the events that occurred at any one particular party. That person's difficulty demonstrates that a(n) _____ memory can be _____ by exposure to similar information. A) semantic; weakened B)

semantic; strengthened

C)

episodic; weakened

D) episodic; strengthened

16. Tulving proposed that: A) episodic memory grows out of semantic memory. B)

semantic memory grows out of episodic memory.

C)

episodic and semantic memories arise at the same time.

D) whether episodic or semantic memory comes first depends on the age at which the memory is acquired.

17. Which statement demonstrates Tulving's idea about when episodic and semantic memories develop? A) One must go on a picnic before one can learn what a picnic is. B)

One must know what a picnic is before one can remember going on a picnic.

C)

One learns what a picnic is at the same time as one experiences going on a picnic.

D) One can remember going on a picnic without having to know what a picnic is.

18. One knows that cows produce milk. If this knowledge has grown out of one's repeated experiences observing cows being milked, this would suggest that: A) episodic memory grows out of semantic memory. B)

semantic memory grows out of episodic memory.

C)

episodic memories are learned in a single exposure.

D) semantic memories are learned in a single exposure.

19. Which statement explains the relationship between episodic and semantic memory? A) Episodic memory grows out of semantic memory. B)

Semantic memory grows out of episodic memory.

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C)

Episodic and semantic memories are interdependent.

D) All of the statements are correct.

20. According to Tulving and other researchers the ability to maintain episodic memories requires the ability to: A) remember how to escape an unpleasant situation such as avoiding shock. B)

remember spatial layout such as in a maze.

C)

express knowledge in a nonverbal way.

D) perform "mental time-travel" to relive and review past experiences.

21. According to Tulving, animals cannot maintain episodic memories because animals: A) are usually unable to remember where food is located. B)

cannot learn how to avoid electric shock.

C)

do not have a sense of self.

D) have a keen sense of the passage of time.

22. Which statement demonstrates that nonhuman animals may possess episodic memory? A) Gorillas can learn to name fruits by using cards with pictures of the fruits on them. B)

Gorillas can remember which fruit they ate yesterday and who gave it to them.

C)

Rats can learn that pressing a bar produces a food reward.

D) Rats can learn that pressing a bar will prevent them from receiving an electric shock.

23. Evidence suggests that nonhuman animals probably have: A) episodic but not semantic memory. B)

semantic but not episodic memory.

C)

semantic and episodic memory.

D) neither semantic nor episodic memory.

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24. When the BBC played an announcement 25 times a day for several weeks, listeners' memories for the announcement _____, demonstrating that mere exposure to information _____. A) improved; does not improve memory B)

did not improve; improves memory

C)

improved; improves memory

D) did not improve; does not improve memory

25. Mere exposure to visual details on coins: A) increased memory for the details. B)

decreased memory for the details.

C)

had no impact on memory for the details.

D) increased the perceived value of the coins.

26. In a 1972 study, Bransford and Johnson read an abstract passage aloud to participants who then had to recall as much information as possible. Some participants were also shown a picture that was described by the passage either before or after they heard the passage read. The results of this study demonstrated that memory is better when the information: A) can be interpreted in the context of things one already knows. B)

is presented multiple times.

C)

is presented as a verbal description rather than as a picture.

D) is presented as a picture rather than as a verbal description.

27. In a 1972 study, Bransford and Johnson read an abstract passage aloud to participants who then had to recall as much information as possible. Some participants were also shown a picture that was described by the passage either before or after they heard the passage read. Which group remembered the MOST information? A) people who saw the picture after hearing the passage B)

people who saw the picture before hearing the passage

C)

people who did not see any picture

D) people who drew their own picture while the passage was being read

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28. According to the findings of Bransford and Johnson regarding the effects of context on memory, one will remember material from the course lectures BEST if he: A) studies it immediately after the lecture. B)

draws pictures of the lecture material.

C)

reads the assigned chapter before attending the lecture.

D) processes the material at a deep level.

29. Which of these states that the more deeply one analyzes information, the more likely one is to encode the information in memory and subsequently remember it later? A) transfer-appropriate processing B)

cryptomnesia

C)

levels of processing

D) consolidation period

30. According to level of processing idea which decision would lead to the BEST memory for a word? A) deciding whether the word contains the letter "e" B)

deciding how the word would sound when pronounced backwards

C)

deciding whether the word rhymes with another word

D) deciding whether the word makes sense in a sentence

31. What did Davachi et al. find when they used fMRI to examine brain activity during a levels-of-processing task? A) Brain activation did not differ for tasks that involved different levels of processing. B)

There was differential brain activation for tasks that involved different levels of processing. C) Brain activation depended more on how often the participants rehearsed the material than on how deeply it was processed. D) The results were inconclusive.

32. _____ states that retrieval is MORE likely if the cues available at recall are similar to those that were available at encoding. A) Consolidation period B)

Depth of processing

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C)

Transfer-appropriate processing

D) Proactive interference

33. If one runs into a professor in the grocery store, one may be less likely to recognize her than when one sees her in a regular classroom. This demonstrates the phenomenon of: A) transfer-appropriate processing. B)

proactive interference.

C)

retroactive interference.

D) source amnesia.

34. According to the phenomenon of transfer-appropriate processing, if one encodes a list of words by thinking about whether they rhyme with other words, one will recall the list BEST if the test requires one to recognize words that: A) start with the same letter as the words one learned. B)

rhyme with the words one learned.

C)

are synonyms for the words one learned.

D) are antonyms for the words one learned.

35. The phenomenon of transfer-appropriate processing effect suggests that: A) deep processing is always the best way to remember things. B) C)

deep processing works only if the test requires attention to physical attributes of the stimuli. shallow processing is always the best way to remember things.

D) the best way to remember something depends on the type of test that is used.

36. Godden and Baddeley (1975) found that the divers who remembered the most were the ones who: A) learned and were tested in different environments. B)

learned and were tested in the same environment.

C)

learned underwater.

D) were tested underwater.

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37. Many students consider multiple-choice exams to be easier than essay exams. This is because multiple-choice test items: A) contain more memory cues than essay exams. B)

contain fewer memory cues than essay exams.

C)

involve free recall rather than recognition.

D) involve free recall rather than cued recall.

38. Which type of exam question is the BEST example of a free-recall question? A) essay B)

multiple-choice

C)

fill-in-the-blank

D) matching

39. The memory test that involves generating information from memory is called _____, while the memory test that involves picking the correct answer from a list of possible options is called _____. A) free recall; cued recall B)

free recall; recognition

C)

recognition; free recall

D) recognition; cued recall

40. Strategies for making information more memorable and easier to recall are known as: A) declarative cues. B)

transient cues.

C)

mnemonics.

D) Ribot gradients.

41. People who have extraordinary memory abilities: A) are also better at remembering everyday things such as where they left their keys. B)

do not use mnemonics to help them remember things.

C)

have a larger hippocampus than people with ordinary memories.

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D) show similar brain anatomy to people with ordinary memories.

42. The research on how quickly people forget after having learned something has shown that: A) material is forgotten at a fairly constant rate. B)

forgetting is most rapid during the first few days after learning.

C)

forgetting is slow during the first few days after learning and gradually increases over time. D) forgetting is rapid during the first few days after learning, then slows down, and eventually increases again.

43. In the directed forgetting task, participants are asked to: A) encode information at different levels. B)

recall a childhood event that they had forgotten about.

C)

recall a list of words that are related to a "theme" word.

D) forget something that they've learned.

44. In the directed forgetting task, participants can typically: A) forget all of the information they are instructed to forget. B)

forget much of the information they are instructed to forget.

C)

recall less of the information they are instructed to remember.

D) recall all of the information they are instructed to forget.

45. When two memories overlap in content, the strength of either or both memories may be reduced. This is known as: A) interference. B)

false memory.

C)

source amnesia.

D) consolidation.

46. Proactive interference is when: A) one remembers a fact but attributes it to the wrong source.

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B)

one remembers something that never happened.

C)

old information disrupts new learning.

D) new information disrupts old learning.

47. Suppose a person buys a new remote control for the television, and the person is having a hard time remembering where the buttons are because they are arranged differently than they were on the old remote control. This is an example of: A) retroactive interference. B)

proactive interference.

C)

source amnesia.

D) false memory.

48. Suppose one meets two new people at a party. One has trouble remembering the name of the first person one met because the name of the second person keeps coming to mind instead. This is an example of: A) retroactive interference. B)

proactive interference.

C)

source amnesia.

D) false memory.

49. When one remembers information but is mistaken about the specific episode that is the source, this is known as: A) retroactive interference. B)

proactive interference.

C)

source monitoring error.

D) source amnesia.

50. To create a memorable yet secure password one should: A) make one's password relatively short. B)

create a password that is not meaningful to one.

C)

write one's password on a piece of paper.

D) write a hint or clue on a piece of paper.

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51. Remembering an event that never actually happened is known as: A) false memory. B)

source amnesia.

C)

anterograde amnesia.

D) interference.

52. When Loftus tried to implant false memories of being lost in a shopping mall, she found that: A) nearly everyone formed a false memory. B)

nobody formed a false memory.

C)

about 25 percent of people formed a false memory.

D) most people formed a false memory of a hot-air balloon ride instead of being lost in a mall.

53. In several studies, participants were given a list of related words to learn, such as DREAM, AWAKE, REST, and TIRED. When later asked if they recognized the "theme" word (e.g., SLEEP), which had never been presented, it was found that they: A) often falsely recognized the theme word. B)

usually correctly rejected the theme word.

C)

falsely recognized the theme word but failed to recognize the studied words.

D) falsely recognized novel, unrelated words.

54. In general, the research on false memory has shown that false memories can be created in: A) the laboratory but not in the real world. B)

the real world but not in the laboratory.

C)

both the real world and the laboratory.

D) neither the real world nor the laboratory.

55. The time period during which new memories are vulnerable and easily lost is called a(n) _____ period. A) interference

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B)

electroconvulsive

C)

consolidation

D) forgetting

56. Electroconvulsive shock: A) is not used on humans. B)

disrupts memory if given soon after learning.

C)

has been shown to be ineffective for treating depression.

D) improves memory if given an hour or more after learning.

57. Duncan (1949) demonstrated that _____ has an impact on rats' memory depending on the time it is administered after training. A) electroconvulsive shock B)

a narcotic

C)

magnet...