Cognitive Psychology Connecting Mind Research and Everyday Experience 4th Edition by Goldstein - Test Bank

Cognitive Psychology Connecting Mind
Research And Everyday Experience 4th

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Cognitive Psychology Connecting Mind Research And Everyday
Experience 4th Edition By Goldstein -Test Bank
CHAPTER 6: Long-Term Memory–Structure
MULTIPLE CHOICE
1. A patient suffering from Korsakoff’s syndrome, such as “Jimmy G” who

is described in your text, would be able to perform which of the following
activities without difficulty?
2. Following a story in a book
3. Solving problems that take more than a few moments to figure out
4. Recognizing people he has recently met
5. Identifying a photograph of his childhood home
ANS: D REF: page 148
TYPE: APPLIED DIF: MODERATE
1. The inability to assimilate or retain new knowledge is known as

2. anterograde amnesia.
3. retrograde amnesia.
4. the primacy effect.
5. the serial effect.
ANS: A REF: page 149 KEY: WWW

TYPE: FACTUAL DIF: EASY
1. Loss of memory for things that have happened in the past is known as
2. anterograde amnesia.
3. retrograde amnesia.
4. the primacy effect.
5. the serial effect.
ANS: B REF: page 149

1. Which of the following would most likely be a detailed long-term

memory?
2. I just sat down.
3. I was talking to that girl just before class.
4. I was talking to that boy three months ago.
5. I talked to my cousin Amelia on the phone six months ago.
1. The primacy effect is attributed to

2. recall of information stored in LTM.
3. a type of rehearsal that improves memory for all items in a list.
4. recall of information still active in STM.
5. forgetting of early items in a list as they are replaced by later items.
ANS: A REF: pages 151-153

TYPE: CONCEPTUAL DIF: MODERATE
1. The primacy effect (from the serial position curve experiment) is

associated with
2. LTM.
3. STM.
4. sensory memory.
5. implicit memory.
ANS: A REF: pages 151-153 KEY:

WWW
1. Murdoch’s “remembering a list” experiment described the serial position

curve and found that memory is best for the ____ of a list.
2. first five words
3. middle five words
4. last five words
5. first five and the last five words
ANS: D REF: pages 151-152

1. You’ve now learned about the serial position curve. The relevant
research in your text describes this curve using a free recall task
(participants are free to recall words in any order they choose). Imagine
that you conducted a “remembering a list” experiment using a serial
recall task (participants must recall words in the same order they were
presented). What would you predict for the results with the serial recall
task?
2. The same serial position curve observed with free recall
3. A diminished recency effect, relative to free recall
4. A diminished primacy effect, relative to free recall
5. Diminished primacy and recency effects, relative to free recall
ANS: B REF: pages 152-153

TYPE: APPLIED DIF: DIFFICULT
1. When investigating the serial position curve, presenting the word list at
a slower pace
2. has no effect on the curve.
3. increases the primacy effect.
4. decreases the recency effect.
5. increases both the primacy and the recency effects.

1. Regarding free recall of a list of items, which of the following will most
likely cause the recency effect to disappear?
2. Inserting a 30-second delay before recall
3. Presenting the stimulus list at a slower pace
4. Counting backward for 30 seconds before recall
5. Using a very long list (greater than 30 items at one item per second)
ANS: C REF: page 153

1. The recency effect occurs when participants are asked to recall a list of
words. One way to get rid of the recency effect is to
2. have participants say “la, la, la” while studying the list.
3. present the list more slowly.
4. have participants count backwards for 30 seconds after hearing the last
word of the list.
5. have participants see the words on a screen, rather than hear them.

1. An example of a dissociation is evidenced by a brain-injured patient who

2. shows a significantly reduced digit span.
3. cannot recognize either familiar faces or familiar voices.
4. exhibits a recency effect but no primacy effect.
5. shows evidence for deeper processing and shallow processing.
ANS: C REF: page 155 KEY: WWW

1. The dramatic case of patient H.M. clearly illustrates that ____ is crucial
for the formation of LTMs.
2. the hippocampus
3. synaptic consolidation
4. vitamin B1
5. deep processing
ANS: A REF: page 155

TYPE: FACTUAL DIF: MODERATE
1. Your book discusses the memory functioning of patient H.M. who

underwent brain surgery to relieve severe epileptic seizures. H.M.’s
case has been extremely informative to psychologists by demonstrating
that
2. LTM can operate normally while STM is impaired.
3. impairment of one memory system (LTM or STM) necessarily leads to
deficits in the functioning of the other.
4. a double dissociation exists for STM and LTM.
5. STM can operate normally while LTM is impaired.

1. Which of the following is NOT a conclusion from the case of H.M., who
had an operation to help alleviate his epileptic seizures?
2. The hippocampus is necessary for forming new LTMs.
3. Working memory does not rely on the hippocampus.
4. LTMs can still be present after the hippocampus is removed.
5. LTMs are stored in the hippocampus.

TYPE: CONCEPTUAL DIF: DIFFICULT
1. Carrie answers her phone with “Hello?” A response, “Hi, Carrie!” comes
from the other end of the line. Carrie responds back with “Hi, Dad!”
Carrie processed “Hi, Carrie” using a(n)
2. auditory code in short-term memory.
3. auditory code in long-term memory.
4. iconic code in short-term memory.
5. iconic code in long-term memory.

TYPE: APPLIED DIFF: DIFICULT
1. The predominant type of coding in LTM is

2. phonological.
3. concrete.
4. semantic.
5. visual.
1. Neuropsychological evidence indicates that STM and LTM probably

2. represent different aspects of the same mechanism.
3. are caused by different mechanisms that depend upon each other.
4. both rely most heavily on a semantic coding mechanism.
5. are caused by different mechanisms that act independently.

1. A study participant is given a list of words to remember. One week later,

he recalls the list. Let’s say that one of the list words was PEAR. Which
of the following, none of which actually appeared on the list, would be
most likely incorrectly recalled if the participant doesn’t remember
PEAR?
2. REAR
3. PAIR
4. APPLE
5. BEAR

1. We are conscious of _____ memories.

2. implicit
3. procedural
4. declarative
5. all of the above
1. Explicit memory is to as implicit memory is to .

2. declarative; nondeclarative
3. nondeclarative; declarative
4. semantic; episodic
5. episodic; semantic

1. Which of the following is NOT an example of an implicit memory?

2. Classical conditioning
3. Priming
4. Procedural memory
5. Semantic memory
ANS: D REF: pages 156-157 KEY:

WWW
1. Two types of declarative memory are _____ and _____ memory.

2. semantic; implicit
3. implicit; episodic
4. episodic; semantic
5. procedural; episodic
1. One of the defining properties of the experience of episodic memory is

that
2. it involves mental time travel.
3. it always corresponds to events from our past that actually happened.
4. it accesses knowledge about the world that does not have to be tied to
any specific personal experience.
5. it involves all of these.

1. Which of the following is an example of a semantic memory?

2. I remember my earth science teacher telling me how volcanoes erupt.
3. I remember seeing a volcano erupt in Hawaii last summer.
4. I remember the big island of Hawaii has many active volcanoes.
5. I remember “volcano” was the first word on the list Juan read to me.

1. The following statement represents what kind of memory? “The Beatles

stopped making music together as a group in the early 1970s.”
2. Episodic
3. Semantic
4. Procedural
5. Implicit
ANS: B REF: page 156 KEY: WWW

1. Which of the following is NOT an example of semantic memory?

2. I remember that more than 33% of U.S. drivers have admitted to using a
cell phone when driving.
3. I remember that experiments have shown that talking on cell phones
can impair driving ability.
4. I remember the day we learned about how talking on cell phones can
impair driving ability.
5. None of the above (a, b, and c are all examples of semantic memory)

1. “I remember being really excited last year, when my college team won
the national championship in basketball.” This statement is an example
of _____ memory.
2. episodic
3. implicit
4. semantic
5. procedural

1. K.C., who was injured in a motorcycle accident, remembers facts like

the difference between a strike and a spare in bowling, but he is
unaware of experiencing things like hearing about the circumstances of
his brother’s death, which occurred two years before the accident. His
memory behavior suggests
2. intact semantic memory but defective episodic memory.
3. intact procedural memory but defective semantic memory.
4. intact episodic memory but defective semantic memory.
5. intact episodic memory but defective procedural memory.

1. Phoebe steps up to the golf ball and hits it down the fairway. She sees
that the ball is heading towards someone, so she yells “Fore!” After her
two partners hit their balls, they pick up their bags and start walking to
the next hole. But Phoebe says, “Wait a minute, I haven’t teed off yet.”
This behavior shows that Phoebe has a problem with ____ memory.
2. semantic
3. procedural
4. episodic
5. working

1. Your text describes an “Italian woman” who, after an attack of

encephalitis, had difficulty remembering people or facts she knew
before. She could, however, remember her life events and daily tasks.
Her memory behavior reflects
2. intact semantic memory but defective episodic memory.
3. intact procedural memory but defective episodic memory.
4. intact episodic memory but defective semantic memory.
5. intact episodic memory but defective procedural memory.

1. A patient with impaired episodic memory would most likely have the
greatest difficulty in
2. recognizing famous people.
3. remembering the meaning of some words.
4. recalling where to find eating utensils in the kitchen.
5. remembering where a best friend had moved.
ANS: D REF: pages 158

1. Knowing the capital of California, but not being able to remember when
you first learned it, is an example of how
2. semantic memory can bias episodic memory.
3. episodic memory can be a “gateway” to semantic memory.
4. semantic memories are easier to form than episodic memories.
5. episodic memories last longer than semantic memories.

1. Your text discusses how episodic and semantic memories are
interconnected. This discussion revealed that when we experience
events,
2. episodic memory for events lasts longer than semantic memory for the
events.
3. the knowledge that makes up semantic memories is initially attained
through a personal experience based in episodic memory.
4. semantic and episodic memories about events tend to last about the
same length of time in our memory.
5. semantic memory of events is enhanced when it is not interfered with by
associated episodic memories.

1. Ming is taking a memory test. She is more likely to recall the name of a
popular singer if she had
2. just read about the singer in a magazine.
3. just seen the singer on TV.
4. recently seen the singer on TV and read about the singer in a
magazine.
5. attended the singer’s concert last year with her boyfriend.

1. Imagine that the students described below are all taking a multiple
choice test. Which student’s behavior best describes an example of
implicit memory?
2. One student comes to a question for which he is unsure of the answer,
but choice b seems familiar so he decides that it must be right.
3. One student remembers the correct answer to a question as well as
where the information could be found in his notebook.
4. One student has no idea what an answer was supposed to be, but she
does not want to leave a question blank. So, she guesses by first writing
out items that she thought would make sense.
5. One student is sure he does not know the answer for a question, so he
leaves it blank.

1. The defining characteristic of implicit memory is that

2. it always leads to episodic memory for events.
3. it is enhanced by the self-reference effect.
4. we are not conscious we are using it.
5. people use it strategically to enhance memory for events.

TYPE: CONCEPTUAL DIF: EASY
1. In the movie Groundhog Day, Bill Murray’s character grows frustrated

as he experiences the same day in his life over and over again. With
each “passing” day, he is able to respond to people’s actions more and
more quickly because of
2. repetition priming.
3. distributed practice.
4. reconsolidation.
5. mental time travel.

1. Jocelyn is in an experiment where she is presented words representing

categories. She is presented the word “furniture” in an earlier trial, which
makes it easier for her later to recall the word “chair” because of the
similarity of meaning. Jocelyn’s memory enhancement for “chair” due to
seeing the word “furniture” illustrates
3. conceptual priming.
4. reconsolidation.
5. mental time travel.

1. Memory enhancement due to repetition priming is a result of

2. the test stimulus being the same or resembling the priming stimulus.
3. the test stimulus being different from the priming stimulus.
4. the test stimulus being similar in meaning to the priming stimulus.
5. the test stimulus being different in meaning from the priming stimulus.

1. Memory enhancement due to conceptual priming is a result of

2. the test stimulus being the same or resembling the priming stimulus.
3. the test stimulus being different from the priming stimulus.
4. the test stimulus being similar in meaning to the priming stimulus.
5. the test stimulus being different in meaning from the priming stimulus.

1. Which task below would most likely be used to test for implicit memory?
2. Recognizing words that had been presented in an earlier list
3. Recalling the names of popular fairy tales
4. Matching Spanish vocabulary words with their English translations
5. Completing a word for which the first and last letter have been supplied
ANS: D REF: pages 161-162 KEY:

WWW
1. An item on an implicit memory test would most likely resemble which of

the following?
2. “Report the first word that you associate with TREE.”
3. “Explain your earliest personal memory that relates to TREE.”
4. “Which of the following words is related to “plant,” TREE or SHOE.”
5. “Fill in the following with the first word that comes to mind: T _ _ E.”
1. This multiple choice question is an example of a ____ test.

2. recall
3. recognition
4. word-completion
5. personal semantic memory

TYPE: APPLIED DIF: EASY
1. Work with brain-injured patients reveals that ____ memory does not
depend on conscious memory.
2. declarative and non-declarative
3. personal semantic and remote
4. semantic and episodic
5. implicit and procedural

1. Which of the following involves procedural memory?

2. Knowing how it feels to be scared
3. Recalling a childhood memory
4. Knowing how an automobile engine works
5. Reading a sentence in a book
1. The propaganda effect demonstrates that we evaluate familiar

statements as being true
2. only when we are aware we’ve seen them before.
3. simply because we have been exposed to them before.
4. only when we agree with them.
5. unless we are told explicitly that the statements are false.

1. Which of the following is most closely associated with implicit memory?

2. The self-reference effect
3. The propaganda effect
4. Release from proactive inhibition
5. Encoding specificity

1. Why is classical conditioning considered a form of implicit memory?

2. Because you have to make an effort to learn the association between
the neutral and conditioned stimulus.
3. Because it is based on motor skills like procedural memory is.
4. Because it is involves learning an association without being aware of
the reasons behind it.
5. Because it usually involves memory for the episode in which it occurred.
ANS: C REF: page

165 KEY: WWW
1. According to your text, which of the following movies is LEAST accurate

in its portrayal of a memory problem?
2. The Bourne Identity
3. Memento
4. The Long Kiss Goodnight
5. 50 First Dates
ANS: D REF: page

167 KEY: WWW
ESSAY
1. Describe the serial position curve. Draw a graph (labeling each axis) to
illustrate the curve, making sure you explain each “section” of the curve.
Explain the structural features of memory responsible for the shape of
the curve.
ANS:
REF: pages 151-153 KEY:WWW
1. Explain how psychologists distinguish between episodic and semantic
memory, and also how these two types of memories are connected.
ANS:
REF: pages 157-160 KEY: WWW
1. Define implicit memory. Provide experimental evidence to show how

this kind of memory operates. In your discussion, provide two examples
of implicit memory.
ANS:
REF: pages 156-157, 161-165
1. Define the propaganda effect. Explain the effect in terms of non-

declarative memory as well as in terms of priming. Give two potential
“real-world” examples of this effect.
ANS:
REF: page 163 KEY: WWW
1. Explain how research on brain-damaged individuals informs our

understanding of priming in implicit memory.
ANS:
REF: pages 162-163
CHAPTER 7: Long-Term Memory–Encoding and Retrieval
MULTIPLE CHOICE
1. Acquiring information and transforming it into memory is

2. state-dependent learning.
3. encoding.
4. memory consolidation.
5. transfer-appropriate processing.

1. Elaborative rehearsal of a word will LEAST likely be accomplished by

2. repeating it over and over.
3. linking the new word to a previously learned concept.
4. using it in a sentence.
5. thinking of its synonyms and antonyms.

1. How would you describe the relationship between elaborative rehearsal

and maintenance rehearsal in terms of establishing long-term
memories?
2. Elaborative is more effective than maintenance.
3. Maintenance is more effective than elaborative.
4. Both are equally effective in all learning circumstances.
5. Each one is sometimes more effective, depending on the learning
circumstances.

1. Elementary school students in the U.S. are often taught to use the very
familiar word “HOMES” as a cue for remembering the names of the
Great Lakes (each letter in “HOMES” provides a first-letter cue for one
of the lakes: Huron, Ontario, Michigan, Erie, Superior). This memory
procedure usually works better than repeating the names over and over,
which provides an example of
2. a self-reference effect.
4. implicit memory.
5. elaborative rehearsal.

1. According to the levels of processing theory, memory durability depends

on how information is
2. encoded.
3. stored.
4. retrieved.
5. all of the above
1. Which of the following scenarios best illustrates how effective or

ineffective maintenance rehearsal is in transferring information into
LTM?
2. Lilia recalls her grandmother’s house where she grew up, even though
she hasn’t been there for 22 years.
3. Ben learned his martial arts moves by making up “short stories” and
mental images to describe each movement.
4. Renee starred in the lead role of her high school play a few years ago.
Although she helped write the play and based her character on her own
life, she cannot remember many of the actual lines of dialogue anymore.
5. Serena’s keys were stolen from her purse. She cannot give a detailed
description of her keychain to the police, even though she used it every
day for three years.

1. According to the levels of processing theory, which of the following

tasks will produce the best long-term memory for a set of words?
2. Making a connection between each word and something you’ve
previously learned
3. Deciding how many vowels each word has
4. Generating a rhyming word for each word to be remembered
5. Repeating the words over and over in your mind

1. Which statement below is most closely associated with levels of
processing theory?
2. Information enters memory by passing through a number of levels,
beginning with sensory memory, then short-term memory, then long-
term memory.
3. Events that are repeated enough can influence our behavior, even after
we have forgotten the original events.
4. Deep processing takes longer than shallow processing and results in
better processing.
5. People who were sad when they studied did better when they were sad
during testing.
ANS: C REF: pages 174-175

1. Shallow processing of a word is encouraged when attention is focused

on
2. the number of vowels in a word.
3. the meaning of a word.
4. the pleasantness of a word.
5. the category of a word.

1. Which of the following learning techniques is LEAST likely to lead to

deep processing of the information?
2. Trevor is trying to understand how to use statistics by drawing
associations between a set of data describing how adolescents respond
to peer pressure and the theories he learned last semester in
developmental psychology.
3. Maggie is trying to learn new vocabulary words because she is taking
the SAT next month. Each day, she selects one word. Throughout the
day, she repeats the definition over and over to herself and generates
sentences using it in her conversations that day.
4. Bree has just bought a new car and is trying to learn her new license
plate sequence. Every morning, for three weeks, she repeats the
sequence out loud when she wakes up.
5. For his history course, Bruce is trying to learn the order of the U.S.
presidents by creating a silly sentence where each consecutive word
starts with the same letter of the next president to be remembered.

1. The elaborative rehearsal task of learning a word by using it in a

sentence is generally most effective if the generated sentence is
2. simple.
3. complex.
4. neutral.
5. vague.
ANS: B REF: page 176 KEY: WWW

1. Memory for a word will tend to be better if the word is used in a complex
sentence (like “the bicycle was blue, with high handlebars and a racing
seat”) rather than a simple sentence (like “he rode the bicycle”). This
probably occurs because the complex sentence
2. causes more rehearsal.
3. takes longer to process.
4. creates more connections.
5. is more interesting.

1. According to your text, imagery enhances memory because

2. research shows people like pictures better than words, so there is an
enhanced emotional response.
3. the brain processes images more easily than the meanings of words.
4. imagery can be used to create connections between items to be
remembered.
5. pictures fit better with our basic instincts because children learn pictures
before reading words.

1. Jeannie loves to dance, having taken ballet for many years. She is now
learning salsa dancing. Although the movements are very different from
the dances she is familiar with, she has found a successful memory
strategy of linking the new dance information to her previous
experiences as a dancer and to her own affection for dance. This
strategy suggests reliance on
2. the self-reference effect.
3. a mass practice effect.
4. the integrative experience effect.
5. semantic memory.
1. In Slameka and Graf’s (1978) study, some participants read word pairs,
while other participants had to fill in the blank letters of the second word
in a pair with a word related to the first word. The latter group performed
better on a later memory task, illustrating the
2. spacing effect.
3. generation effect.
4. cued recall effect.
5. multiple trace hypothesis.

1. _______ cues help us remember information that has been stored in

memory.
2. Retrograde
3. Encoding
4. Retrieval
5. Processing

1. Free recall of the stimulus list “apple, desk, shoe, sofa, plum, chair,
cherry, coat, lamp, pants” will most likely yield which of these response
patterns?
2. “apple, desk, shoe, coat, lamp, pants”
3. “apple, desk, shoe, sofa, plum, chair, cherry, coat, lamp, pants”
4. “apple, cherry, plum, shoe, coat, lamp, chair, pants”
5. “apple, chair, cherry, coat, desk, lamp, plum, shoe, sofa”

1. Jenkins and Russell presented a list of words like “chair, apple, dish,
shoe, cherry, sofa” to participants. In a test, participants recalled the
words in a different order than the order in which they were originally
presented. This result occurred because of the
2. tendency of objects in the same category to become organized.
3. effect of proactive interference.
4. way objects like dishes and shoes are encoded visually.
5. way the phonological loop reorganizes information based on sound
during rehearsal.

1. Bransford and Johnson’s study had participants hear a passage which

turned out to be about a man on the street serenading his girlfriend in a
tall building. The wording of the passage made it difficult to understand,
but looking at a picture made it easier to understand. The results of this
study illustrated the importance of _______ in forming reliable long-term
memories.
2. implicit memory during learning
3. an organizational context during learning
4. deep processing during retrieval
5. imagery

1. The story in the text about the balloons that were used to suspend a
speaker in mid air was used to illustrate the role of _____ in memory.
2. rehearsal
3. organization
4. depth of processing
5. forming connections with other information
ANS: B REF: pages 179-180 KEY:

WWW
1. Examples from your book describing real experiences of how memories,

even ones from a long time ago, can be stimulated by locations, songs,
and smells highlight the importance of ____ in LTM.
2. long-term potentiation
3. retrieval cues
4. elaborative rehearsal
5. mass practice

1. Mantyla’s “banana / yellow, bunches, edible” experiment demonstrates
that, for best memory performance, retrieval cues should be created
2. by agreement among many people, thus providing proof they are
effective.
3. by a memory expert who understands what makes cues effective.
4. using visual images.
5. by the person whose memory will be tested.

1. People often report an annoying memory failure when they walk from
one end of the house to the other for something and then forgetting
what they went to retrieve when they reach their destination. As soon as
they return to the first room, they are reminded of what they wanted in
the first place. This common experience best illustrates the principle of
2. the self-reference effect.
3. maintenance rehearsal.
4. levels of processing theory.
5. encoding specificity.

1. The principle that we learn information together with its context is known
as
2. memory consolidation.
4. encoding specificity.
5. a self-reference effect.

1. Which example below best demonstrates state-dependent learning?

2. Last night, at the grocery store, Cole ran into a psychology professor he
took a class with three semesters ago. He recognized her right away.
3. Even though Walt hasn’t been to the beach cottage his parents owned
since he was a child, he still has many fond memories of time spent
there as a family.
4. Although Emily doesn’t very often think about her first love, Steve, she
can’t help getting caught up in happy memories when “their song” (the
first song they danced to) plays on the radio.
5. Alexis always suffers test anxiety in her classes. To combat this, she
tries to relax when she studies. She thinks it’s best to study while lying
in bed, reading by candlelight with soft music playing.

1. You have been studying for weeks for a nursing school entrance exam.
You love the idea of becoming a nurse, and you have been enjoying
learning about the material for your exam. Each night, you put on
relaxing clothes and study in the quiet of your lovely home. Memory
research suggests you should take your test with a _____ mind set.
2. excited
3. calm
4. nervous
5. neutral

1. Memory performance is enhanced if the type of task at encoding

matches the type of task at retrieval. This is called
3. episodic-based processing.
4. elaborative rehearsal.
5. personal semantic memory.

1. Transfer-appropriate processing is likely to occur if

2. the rememberer generates his own retrieval cues.
3. the type of encoding and type of retrieval match.
4. there is deep processing during acquisition of the new material.
5. imagery is used to create connections among items to be transferred
into LTM.

1. According to levels of processing theory, deep processing results in
better memory. However, studies have shown that shallow processing
can result in better memory when the individual encodes _____ and is
tested _____.
2. semantically; auditorially
3. auditorially; auditorially
4. auditorially; semantically
5. semantically; visually

1. According to memory research, studying is most effective if study

sessions are
2. short but all on a single day.
3. long and all on a single day.
4. short and across several days.
5. long and across several days.
ANS: C REF: page 188 KEY:

WWW
1. Katie and Inez are roommates taking the same psychology class. They
have a test in four days during a 10:00 – 11:00 AM class period. Both
women intend to study for three hours, but because of different work
schedules, Katie will study one hour for each of the next three days,
while Inez will study three hours the day before the exam. What could
you predict about their performances?
2. Katie and Inez should perform equally well, because each studied the
same time overall (supporting the equal-time hypothesis).
3. Inez will perform better because of a long-term memory recency effect.
4. Katie should perform better because of the spacing effect.
5. State-dependent learning predicts that Katie should perform better,
because the exam takes place during a one-hour class period.

1. Students, beware! Research shows that _____ does not improve

reading comprehension because it does not encourage elaborative
processing of the material.
2. organization
3. highlighting
4. making up questions about the material
5. feedback

1. The author of your text makes a suggestion that students should study
in a variety of places. This suggestion is based on research showing
that people remember material better if they learned it in a number of
different locations, compared to studying the same amount of time in
one location. The suggestion solves a problem raised by
2. the encoding specificity principle.
3. the spacing effect.
4. levels of processing.
5. the distributed practice effect.
1. The memory mechanism Hebb proposed is associated with

2. changes at the synapse.
3. long-term potentiation.
4. changes in specialized areas of the brain.
5. both changes at the synapse and long-term potentiation.

1. Donald Hebb proposed that memory is represented in the brain by

structural changes in all of the following EXCEPT the
2. presynaptic neuron.
3. postsynaptic neuron.
4. neurotransmitters.
5. synapse.
ANS: C REF: pages 190-191 KEY:

WWW
1. Hebb’s idea of long-term potentiation, which provides a physiological

mechanism for the long-term storage of memories, includes the idea of
2. an increase in the size of cell bodies of neurons.
3. enhanced firing in the neurons.
4. larger electrical impulses in the synapse.
5. the growth of new dendrites in neurons.

1. The medial temporal lobe (MTL), involved in memory consolidation,

includes all of the following structures EXCEPT the
2. perirhinal cortex.
3. amygdala.
4. parahippocampal cortex.
5. entorhinal cortex.

TYPE: FACTUAL DIF: DIFFICULT
1. Your book explains that brief episodes of retrograde amnesia (e.g., the
traumatic disruption of newly formed memories when a football player
takes a hit to the head and can’t recall the last play before the hit) reflect
2. a failure of memory consolidation.
3. disrupted long-term potentiation.
4. temporary post-traumatic stress disorder.
5. Korsakoff’s syndrome.
ANS: A REF: page 193 KEY:

WWW
1. Retrograde amnesia is usually less severe for memories.

2. remote
3. recent
4. anterograde
5. emotional

1. Graded amnesia occurs because

2. remote memories are more fragile than recent memories.
3. recent memories are more fragile than remote memories.
4. emotional memories are more fragile than nonemotional memories.
5. nonemotional memories are more fragile than emotional memories.

1. From the behavior of H.M., who experienced memory problems after a

brain operation, we can conclude that the hippocampus is important in
2. procedural memory.
3. long-term memory storage.
4. working memory.
5. long-term memory acquisition.

1. ____ transforms new memories from a fragile state, in which they can
be disrupted, to a more permanent state, in which they are resistant to
disruption.
2. Amnesia
3. Encoding specificity
4. Cued-recall
5. Consolidation

1. ____ consolidation involves the gradual reorganization of circuits within

brain regions and takes place on a fairly long time scale, lasting weeks,
months, or even years.
2. Remote
3. Standard
4. Systems
5. Synaptic

1. The standard model of consolidation proposes that the hippocampus is

2. strongly active for both new memories as they are being consolidated
and memories for events that occurred long ago and are already
consolidated.
3. strongly active for long-ago memories that are already consolidated but
becomes less active when memories are first formed and being
consolidated.
4. strongly active when memories are first formed and being consolidated
but becomes less active when retrieving older memories that are
already consolidated.
5. uninvolved in memory consolidation.

1. Lourdes and Kim have been studying for two hours for their chemistry
exam. Both girls are tired of studying. Lourdes decides to watch a two-
hour movie on DVD, while Kim decides to go to bed. What would you
predict about their performance on the chemistry exam?
2. Lourdes performs better because of reactivation.
3. Kim performs better because of reactivation.
4. Lourdes performs better because of encoding specificity.
5. Kim performs better because of encoding specificity.

1. Experimental evidence suggesting that the standard model of

consolidation needs to be revised are data that show that the
hippocampus was activated during retrieval of ____ memories.
2. recent and remote episodic
3. recent and remote semantic
4. recent episodic
5. remote semantic
1. According to the multiple trace hypothesis, the hippocampus is involved

in retrieval of
2. remote, episodic memories.
3. remote, semantic memories.
4. remote procedural memories.
5. state-dependent memories.

1. When cleaning her closet, Nadia finds her 20-year-old wedding photo
album. As she flips through the pictures, she starts to cry joyful tears.
Seeing the photos and rekindling the emotions of her wedding day most
likely activated her
2. thalamus.
3. prefrontal cortex.
4. amygdala.
5. medial temporal lobe.

1. Recent research on memory, based largely on fear conditioning in rats,

indicates that
2. fear conditioning is the most effective kind of conditioning for forming
durable memories.
3. memories are not susceptible to disruption once consolidation has
occurred.
4. when a memory is reactivated, it becomes fragile, just as it was
immediately after it was formed.
5. memory consolidation does not occur when animals are afraid of a
stimulus.

1. Treatment of PTSD has benefitted from recent research on

2. levels of processing.
3. depth of processing.
5. reconsolidation.
ANS: D REF: page

197 KEY: WWW
ESSAY
1. Describe and compare maintenance and elaborative rehearsal,

including a discussion of the “procedures” associated with each type.
Indicate separate examples for which each type of rehearsal is best
suited. Also, describe experimental results that illustrate how effective
each type of rehearsal is at establishing durable long-term memories.
ANS:
REF: pages 173-176
1. Compare and contrast levels-of-processing theory with transfer-

appropriate processing. Describe experimental results for both and
highlight their significance to our understanding of memory.
ANS:
REF: pages 173-176, 185
KEY: WWW
1. Mantyla’s “banana / yellow, bunches, edible” experiment employed

three conditions (or groups of participants) where the conditions yielded
quite different results. Describe the three conditions as well as the
results of each. What do these results predict about students studying
from their own notebooks vs. studying from notes borrowed from a
classmate?
ANS:
REF: page 183
KEY: WWW
1. Define state-dependent learning and encoding specificity. Then, explain

three ways a student might apply these principles to enhance her
learning in college courses. Using the results of experimental research,
state why these suggestions for learning are likely to be successful.
ANS:
REF: pages 184-185
KEY: WWW
1. Your text explains what memory research tells us about studying. Name
and describe the five techniques for improving learning and memory
given in the text’s discussion, and what experimental result supports
each technique.
ANS:
REF: pages 187-189
1. Your text makes the statement that “memories are stored at the
synapses.” Develop a discussion to explain the evidence that learning
and memory are represented in the brain by physiological changes at
the neuronal level.
ANS:
REF: pages 190-191
1. Your text describes the process of consolidation regarding forming

memories in the brain. Early research on consolidation led to the
proposal of the standard model of consolidation. Begin your essay by
explaining what the standard model claims about the role of the
hippocampus in consolidation and the experimental results to support it.
Then, describe the more recent research and experimental results that
pose a challenge to the standard model.
ANS:
REF: pages 193-195

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1. A patient suffering from Korsakoff’s syndrome, such as “Jimmy G” who

1. The inability to assimilate or retain new knowledge is known as

ANS: A REF: page 149 KEY: WWW

ANS: B REF: page 149

1. Which of the following would most likely be a detailed long-term

1. The primacy effect is attributed to

ANS: A REF: pages 151-153

1. The primacy effect (from the serial position curve experiment) is

ANS: A REF: pages 151-153 KEY:

1. Murdoch’s “remembering a list” experiment described the serial position

ANS: D REF: pages 151-152

ANS: B REF: pages 152-153

ANS: B REF: page 153

ANS: C REF: page 153

ANS: C REF: page 153

1. An example of a dissociation is evidenced by a brain-injured patient who

ANS: C REF: page 155 KEY: WWW

ANS: A REF: page 155

1. Your book discusses the memory functioning of patient H.M. who

ANS: D REF: page 155

ANS: D REF: page 165

ANS: B REF: page 153

1. The predominant type of coding in LTM is

1. Neuropsychological evidence indicates that STM and LTM probably

ANS: D REF: page 155

1. A study participant is given a list of words to remember. One week later,

ANS: C REF: page 154

1. We are conscious of _____ memories.

1. Explicit memory is to as implicit memory is to .

ANS: A REF: page 156

1. Which of the following is NOT an example of an implicit memory?

ANS: D REF: pages 156-157 KEY:

1. Two types of declarative memory are _____ and _____ memory.

1. One of the defining properties of the experience of episodic memory is

ANS: A REF: page 158

1. Which of the following is an example of a semantic memory?

ANS: C REF: page 156

1. The following statement represents what kind of memory? “The Beatles

ANS: B REF: page 156 KEY: WWW

1. Which of the following is NOT an example of semantic memory?

ANS: C REF: page 156

ANS: A REF: page 156

1. K.C., who was injured in a motorcycle accident, remembers facts like

ANS: A REF: page 158

ANS: C REF: page 158 KEY: WWW

1. Your text describes an “Italian woman” who, after an attack of

ANS: C REF: page 158

ANS: D REF: pages 158

ANS: B REF: pages 159-160

ANS: B REF: pages 159-160

ANS: D REF: page 160

ANS: A REF: page 156

1. The defining characteristic of implicit memory is that

ANS: C REF: page 156 KEY: WWW

1. In the movie Groundhog Day, Bill Murray’s character grows frustrated

ANS: A REF: page 161

1. Jocelyn is in an experiment where she is presented words representing

ANS: B REF: page 161

1. Memory enhancement due to repetition priming is a result of

1. Two types of declarative memory are _ and _ memory.