Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

Cognitive Psychology In and Out of the

Laboratory 5th Edition Galotti
Full download at link: https://testbankpack.com/p/test-bank-for-cognitive-
psychology-in-and-out-of-the-laboratory-5th-edition-by-galotti-isbn-
1452230323-9781452230320/

Chapter 5 Test

1. The calling to mind of previously stored information is known as:

*a. retrieval.
b. encoding.
c. storage.
d. forgetting.
e. retention.

2. Retrieval involves:
a. the activation of the senses.
b. the translation of information into a form that can be stored.
c. the storage of information over time.
*d. the calling to mind of previously stored information.
e. the decay of information in memory.

3. Encoding occurs when:

a. information is presented to our senses.
*b. information is translated into a form that other cognitive processes can use.
c. information is stored over a period of time.
d. information is called back from storage.
e. information is used in problem solving or decision making.

4. When information is first translated into a form that other cognitive processes can use, we say
that _______ has occurred.
a. retrieval
b. storage
c. forgetting
*d. encoding
e. remembering
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

5. When we cannot retrieve information from memory, we say that _____ has occurred.
*a. forgetting
b. a memory trace
c. sensory decay
d. encoding failure
e. secondary memory

6. Unattended information is stored briefly in:

*a. sensory memory.
b. short-term memory.
c. long-term memory.
d. working memory.
e. secondary memory.

7. Most studies of sensory memory have focused on memory for information from which sensory
modalities?
a. vision and taste
b. vision and smell
*c. vision and hearing
d. smell and hearing
e. taste and touch

8. Information is held in _____ for 20 to 30 seconds.

a. sensory memory
*b. short-term memory
c. long-term memory
d. secondary memory
e. none of the above

9. Information such as the name of the person who sat in front of you in the fifth grade is stored
in:
a. sensory memory.
b. short-term memory.
c. working memory.
*d. long-term memory.
e. photographic memory.

10. You have just listened to a list of 20 words. When asked to recall these words in any order,
you are LEAST LIKELY to recall the
a. first word.
b. second word.
*c. 10th word.
d. 20th word.
e. word that reminded you of something you ate for breakfast.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

11. Words from the beginning of a list are more likely to be recalled than words from the middle
of the list. This phenomenon is known as the _____ effect.
a. recency
*b. primacy
c. forgetting
d. interference
e. memory trace

12. The primacy and recency effects in memory:

a. are thought to be due to the action of short-term memory.
b. are thought to be due to the action of long-term memory.
c. are thought to be due to the action of sensory memory.
*d. can be independently manipulated, indicating at least two types of memory at work.
e. have recently been discredited in cognitive psychology.

13. The recency effect is through to result from participants’ use of:
a. sensory memory.
b. short-term memory.
c. long-term memory.
*d. either sensory or short-term memory.
e. both short-term and long-term memory

14. Information is stored in iconic memory for:

*a. less than 1 second.
b. 5–10 seconds.
c. about 20 seconds.
d. up to 1 year.
e. a lifetime.

15. The icon is said to be characterized by all of the following EXCEPT:

a. It holds information in a relatively unprocessed form.
*b. It lasts about 20 seconds.
c. It can be “erased” by stimuli that are presented immediately afterward.
d. It can hold more information than can be reported.
e. It contains only visual information, not auditory.

16. Partial reports of visually presented matrices of letters can be successfully cued by all of the
following EXCEPT:
a. the pitch of a tone
b. the brightness of the letters
*c. which letters rhyme with B
d. the color of the letters
e. brightness or color of the letters

17. The suffix effect relates to which type of memory?

a. iconic
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

*b. echoic
c. short term
d. working
e. long term

18. Which of the following seems to be true of both echoes and icons?
*a. They are modality specific, holding only one type of sensory information.
b. They have relatively small capacities for information.
c. They both hold information for the same length of time.
d. They both rely heavily on the meaning of the stimulus.
e. They are both very resistant to erasing by stimuli that are presented afterward.

19. Echoic memory is thought to last:

a. less than 1 second.
*b. longer than the icon, perhaps up to 20 seconds.
c. about 1 minute.
d. up to 5 minutes.
e. a lifetime.

20. The capacity of short-term memory was thought by George Miller to be:
a. about 75% of a visual display.
b. 7 (plus or minus 2) letters or numbers.
*c. 7 (plus or minus 2) meaningful chunks of information.
d. 12 (plus or minus 3) chunks of information.
e. unlimited.

21. Information in short-term memory is assumed to be coded primarily by:

*a. sound.
b. meaning.
c. visual appearance.
d. both sound and meaning.
e. both meaning and appearance.

22. Studies of coding in short-term memory suggest that which of the following would be most
DIFFICULT to recall correctly?
a. C - O - G - Q - D
b. big-large-huge-tall-wide
*c. C - D - P - V - T
d. A - E - I - O - U
e. All of these would be equally difficult.

23. In the absence of rehearsal, short-term memory tends to:

*a. last about 20 seconds.
b. last about 8 seconds.
c. decay slowly over 24 hours.
d. decay slowly over a week.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

e. last for an unlimited amount of time.

24. In the Brown–Peterson short-term memory task, recall performance was hurt most by:
a. a slow rate of presentation.
b. a fast rate of presentation.
*c. a large number of interfering items.
d. a small number of interfering items.
e. a combination of fast presentation and a large number of interfering items.

25. The results of the Brown–Peterson short-term memory task can be explained by:
a. decay.
b. interference.
*c. both decay and interference.
d. neither decay nor interference.
e. brain damage.

26. In Waugh and Norman's probe digit task,

a. faster presentation rates improved performance.
b. faster presentation rates decreased performance.
*c. presentation rate had no effect on performance.
d. only rates slower than 3-second intervals decreased performance.
e. only very fast rates improved performance.

27. Currently, cognitive psychologists are more likely to believe that:

a. only decay causes one to lose information from short-term memory.
b. only interference causes one to lose information from short-term memory.
c. both decay and interference play a role in short-term memory forgetting.
d. some decay is essential to avoid catastrophic interference.
*e. both decay and interference play a role in short-term memory forgetting, and some decay is
actually essential to avoid catastrophic interference.

28. If the search of short-term memory is self-terminating, then we would expect that:
a. successful searches would take longer than unsuccessful ones, on the average.
*b. unsuccessful searches would take longer than successful ones, on the average.
c. the size of the memory set would not influence search time.
d. the larger the memory set, the longer the search time.
e. the smaller the memory set, the longer the search time.

29. The fact that the size of the memory set does affect search time in short-term memory
suggests that:
*a. search is a serial process.
b. search is a parallel process.
c. search is self-terminating.
d. search is exhaustive.
e. search is both self-terminating and serial.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

30. Sternberg’s classic work on searching for information from short-term memory indicated that
the search process is:
a. serial.
b. self-terminating.
c. exhaustive.
d. parallel.
*e. both serial and exhaustive.

31. Baddeley’s research indicated that storing a string of digits in short-term memory:
a. improved processing in simple reasoning tasks.
b. slowed down but did not destroy the ability to complete simple reasoning tasks.
c. completely destroyed the ability to reason.
*d. slowed down reasoning only at large memory loads (that is, storing six digits in short-term
memory).
e. destroyed reasoning ability only at large memory loads.

32. Experiments indicate that storing a string of six digits in short-term memory interferes with
the ability to:
a. verify which of two letters precedes the other in the alphabet.
b. read and comprehend passages of text.
c. recall recently learned material.
*d. verify letter sequences, read and comprehend text, and recall recently learned material.
e. draw a picture.

33. The central executive in working memory is hypothesized to have the function of:
*a. directing the flow of information.
b. controlling an unlimited amount of resources and capacity.
c. carrying out subvocal rehearsal to maintain verbal material in memory.
d. maintaining visual material in memory through visualization.
e. storing the meaning of complex verbal material.

34. Which of the following is NOT a component of Baddeley’s working memory model?
a. the phonological loop
*b. the icon
c. the central executive
d. the visuospatial sketchpad
e. the episodic buffer

35. Repeating a phone number to yourself to hold it in memory while you dial it would use
which component of working memory?
a. the visuospatial sketchpad
*b. the phonological loop
c. the episodic buffer
d. both the visuospatial sketchpad and the phonological loop
e. both the visuospatial sketchpad and the episodic buffer
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

36. Daydreams are a type of:

*a. stimulus-independent thought (SIT).
b. icon.
c. episodic buffer.
d. visuospatial sketch.
e. stimulus loop.

37. The _____ component of working memory is thought to be a temporary storage system that
interacts with long-term memory and the other components of working memory to facilitate the
transfer of information to long-term memory.
*a. episodic buffer
b. visuospatial sketchpad
c. central executive
d. phonological loop
e. semantic buffer

38. The production of stimulus-independent thoughts (SITs), such as daydreams, depends upon:
a. the phonological loop only.
b. the visuospatial sketchpad only.
*c. the central executive.
d. the episodic buffer.
e. the semantic buffer.

39. The main distinction between “short-term memory” and “working memory” hinges on:
a. the kind of storage (short vs. longer term).
b. the kind of coding used (acoustic vs. imaginal).
c. the capacity (limited to 7+2 items vs. unlimited).
d. the type of forgetting (decay vs. interference).
*e. the emphasis on static structure vs. active processing.

40. Higher working memory capacity means that an individual:

a. is more susceptible to interference.
b. has quicker reaction times in identifying target letters.
*c. is better able to control his/her cognitive focus.
d. has lower ability to reason from premises.
e. is more susceptible to misleading information.

41. The concept of fluid intelligence is highly related to:

a. iconic memory capacity.
b. echoic memory capacity.
*c. working memory capacity.
d. interference.
e. anterograde amnesia.

42. Brain surgery patient “H.M.” suffered after surgery from:

a. an inability to use language.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

b. a severe decrease in intelligence.

c. an inability to remember events in his distant past, several years or more before the operation.
d. an inability to remember faces.
*e. an inability to form new memories of new events.

43. The surgery performed on patient “H.M.” involved removal of most of the:
a. cerebellum
*b. hippocampus
c. frontal lobe
d. corpus callosum
e. occipital lobe

44. The term “anterograde amnesia” refers to:

*a. the loss of the ability to form new memories.
b. the loss of the ability to recall old events.
c. the loss of short-term memory.
d. the loss of sensory memory.
e. the loss of all memory ability.

45. The term “retrograde amnesia” refers to:

a. the loss of the ability to form new memories.
*b. the loss of the ability to recall old events.
c. the loss of short-term memory.
d. the loss of sensory memory.
e. the loss of all memory ability.

46. Damage to the frontal lobe of the brain often disrupts processing by:
a. the visuospatial sketchpad.
*b. the central executive.
c. the phonological loop.
d. iconic memory.
e. echoic memory.

47. PET scan studies:

a. show that short-term memory function is contained within the frontal lobes.
b. show that long-term memories are stored in the frontal lobe.
c. demonstrate that massive brain damage in several regions is necessary to cause amnesia.
*d. support Baddeley’s notion that verbal and spatial working memory are different systems.
e. do not tell us anything about short-term memory.

48. PET scans show that verbal working memory tasks tend to activate areas in the:
*a. left frontal lobe.
b. right frontal lobe.
c. left temporal lobe.
d. right temporal lobe.
e. right parietal lobe.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

49. One basic physiological mechanism for learning is the ____ rule, which states that if a
synapse between two neurons is repeatedly activated at about the same time the postsynaptic
neuron fires, the chemistry of the synapse changes.
a. Carlson
*b. Hebb
c. Baddeley
d. Tulving
e. icon

50. Disrupting the process of long-term potentiation leads to:

*a. disruption of learning and remembering.
b. recovery from anterograde amnesia.
c. recovery from retrograde amnesia.
d. language deficits.
e. emotional instability.

51. Attended information is held for periods of less than one second in short-term memory.
a. True
*b. False

52. Words in the middle of a list tend to be remembered better than words at the end of a list.
a. True
*b. False

53. Sensory memories exist for every sensory modality.

*a. True
b. False

54. Our sensory memory for visual information is called iconic memory.
*a. True
b. False

55. The capacity of short-term memory is thought to be about 12 units, give or take 3.
a. True
*b. False

56. Search processes in short-term memory are exhaustive.

*a. True
b. False

57. Research suggests that short-term memory is searched in parallel, rather than serially.
a. True
*b. False

58. The concept of “working memory” emphasizes the active nature of this memory process.
Galotti, Cognitive Psychology In and Out of the Laboratory, 5e Instructor Resource

*a. True
b. False

59. “H.M.” suffered from both anterograde and retrograde amnesia.

*a. True
b. False

60. High working memory capacity is associated with high susceptibility to interference.
a. True
*b. False

Type: E
61. Briefly describe the three main types of memory posited by the modal approach.
a. Sensory memory: brief storage of unattended material; short-term memory: holds a limited
amount of information for about 20 seconds; long-term memory: holds an unlimited amount of
information for longer periods of time.

Type: E
62. How do the primacy and recency effects provide evidence for two separate memory stores?
a. The primacy effect appears to be due to long-term memory, and is affected by preventing the
person from rehearsing information enough (for example, by reading a list rapidly). The recency
effect appears to be due to sensory and short-term memory, and can be decreased by having the
person perform another task between hearing the list and retrieving it.

Type: E
63. What are some differences between iconic and echoic memory?
a. Iconic holds visual information, while echoic memory holds auditory information. Iconic
memory does not last as long as echoic memory. Echoic memory may have a larger capacity,
and may be cued by category (unlike iconic memory).

Type: E
64. What is the Brown–Peterson task? What does it tell us about short-term memory?
a. Participants are asked to remember a three-letter sequence such as KQG. Then they are asked
to count backward, out loud, by 3’s, for a specified amount of time. If asked to count backward
for only 2 or 3 seconds, they can still remember the letters. But if they are asked to count
backward for 18 seconds, only about 7% can remember the letters. This tells us that information
in short-term memory is lost within about 20 seconds if we cannot rehearse it.

Type: E
65. Name and describe the four components of working memory.
a. Central executive: directs the flow of information. Visuospatial sketchpad: maintains visual
material in memory. Phonological loop: holds auditory information in memory. Episodic
buffer: integrates information and helps transfer it to long-term memory.