Test Bank for Cognition Theories and Applications, 9th Edition : Reed

Test Bank for Cognition Theories and Applications,

9th Edition : Reed

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Chapter 5-Long-Term Memory

MULTIPLE CHOICE

1. Memory for names and concepts in a cognitive psychology course stabilizes at above-chance levels
after how many years of retention?
a. 1 year c. 5 years
b. 3 years d. 10 years
ANS: B DIF: Factual REF: Introduction

2. Studies of long-term memory for material learned in cognitive psychology classes indicate that
a. 10 years from now you will not remember anything that you now know.
b. 10 years from now you will remember almost everything you know now.
c. 10 years from now you will remember about 25 percent of what you know now.
d. 10 years from now you will remember about 50 percent of what you know now.
ANS: C DIF: Factual REF: Introduction

3. The best predictor of retention of high school algebra is

a. the grade in the course.
b. math SAT scores.
c. continued study of advanced mathematics.
d. grades in other high school mathematics courses.
ANS: C DIF: Factual REF: Introduction MSC: WWW

4. In Atkinson and Shiffrin’s model of LTM, all of the following are control processes, except
a. coding. c. rehearsal.
b. sensory inhibition. d. retrieval strategies.
ANS: B DIF: Factual REF: The Atkinson-Shiffrin Model

5. According to the Atkinson-Shiffrin model of memory, which of the following is not a characteristic of
LTM?
a. The rate of forgetting is slow.
b. The capacity of LTM is unlimited.
c. Control processes determine what information is acquired.
d. Information is acquired only through repetition.
ANS: D DIF: Conceptual REF: The Atkinson-Shiffrin Model

6. Selection of a search strategy occurs during which stage of learning?

a. acquisition c. retrieval
b. retention d. rehearsal
ANS: C DIF: Factual REF: The Atkinson-Shiffrin Model

7. Which of the following is not an acquisition strategy suggested by Atkinson and Shiffrin?
a. priming c. imaging
b. rehearsal d. coding
ANS: A DIF: Conceptual REF: The Atkinson-Shiffrin Model
 8. The coding strategy in the Atkinson and Shiffrin model involves
a. verbal repetition of information. c. creating visual images.
b. semantic elaboration of information. d. selecting a search strategy.
ANS: B DIF: Conceptual REF: The Atkinson-Shiffrin Model

9. Rote learning
a. means simply repeating information over and over.
b. can be useful for learning abstract information.
c. Both a and b
d. Neither a nor b
ANS: C DIF: Factual REF: The Atkinson-Shiffrin Model

10. Which strategy is most likely to lead to rote learning?

a. rehearsal c. imaging
b. coding d. elaboration
ANS: A DIF: Factual REF: The Atkinson-Shiffrin Model
MSC: WWW

11. According to Atkinson and Shiffrin, the probability of recalling an item depends on
a. the probability of including that item in the rehearsal set.
b. the number of rehearsal trials.
c. the number of intervening trials between the end of rehearsal and the test.
d. All of these
ANS: D DIF: Conceptual REF: The Atkinson-Shiffrin Model

12. A subject was told to study the following words: book, chair, calendar, alarm, phone, lamp, pencil, and
desk. Later he recalled book, chair, pencil, and desk. This result is best explained as
a. the primacy effect. c. the serial position effect.
b. the recency effect. d. the proactive interference effect.
ANS: C DIF: Applied REF: The Atkinson-Shiffrin Model

13. The primacy effect in a serial position curve can be eliminated if

a. subjects rehearse all words equally often, suggesting that the primacy effect is caused by
retrieval from STM.
b. subjects rehearse all words equally often, suggesting that the primacy effect is caused by
retrieval from LTM.
c. subjects perform another task for 30 seconds, suggesting that the primacy effect is caused
by retrieval from STM.
d. subjects perform another task for 30 seconds, suggesting that the primacy effect is caused
by retrieval from LTM.
ANS: B DIF: Factual REF: The Atkinson-Shiffrin Model
14. The recency effect found in a serial position curve can be eliminated if
a. subjects rehearse all words equally often, suggesting that the recency effect is caused by
retrieval from STM.
b. subjects rehearse words equally often, suggesting that the recency effect is caused by
retrieval from LTM.
c. subjects perform another task for 30 seconds, suggesting that the recency effect is caused
by retrieval from STM.
d. subjects perform another task for 30 seconds, suggesting that the recency effect is caused
by retrieval from LTM.
ANS: C DIF: Applied REF: The Atkinson-Shiffrin Model

15. Dunlosky and Nelson found that immediate judgments of learning were superior to delayed judgments
of learning when judging
a. which of two learning strategies was most effective.
b. which individual items were learned.
c. Both a and b
d. Neither a nor b
ANS: D DIF: Factual REF: Metacognition

16. When people have ample time to study, they focus on _____, while when they are under time
constraints they focus on _____.
a. difficult concepts; easy concepts c. difficult concepts; difficult concepts
b. easy concepts; difficult concepts d. easy concepts; easy concepts
ANS: A DIF: Applied REF: Metacognition

17. A negative recency effect (decreased recall of words at the end of the list) occurs for
a. immediate recall of a word list.
b. delayed recall of a word list.
c. Both immediate recall of a word list and delayed recall of a word list.
d. Neither immediate recall of a word list nor delayed recall of a word list.
ANS: B DIF: Factual REF: Metacognition

18. A benefit of taking a Cognitive Psychology course is that you are more likely to use _____ judgments
to make predictions about your learning.
a. experientially-based c. functionally-based
b. brain-based d. theory-based
ANS: D DIF: Applied REF: Metacognition

19. A method for increasing the number of tip-of-the-tongue states is to include questions that elicit
a. autobiographical experiences. c. scientific knowledge.
b. literature knowledge. d. emotional arousal.
ANS: D DIF: Factual REF: Metacognition
MSC: WWW
20. Both Brown & McNeill and Read & Bruce found that the most frequently used strategy for searching
LTM during the 'tip-of-the-tongue' stage was to
a. spontaneously recall the name without thinking.
b. use contextual information associated with the name.
c. use partial information related to the spelling of the name.
d. generate a list of plausible names.
ANS: C DIF: Factual REF: Metacognition

21. A difference between naturalistic and laboratory studies of the tip-of-the-tongue effect is that people
are more likely in naturalistic studies to
a. spontaneously recall the name without thinking.
b. use contextual information associated with the name.
c. use partial information related to the spelling of the name.
d. generate a list of plausible names.
ANS: A DIF: Factual REF: Metacognition

22. One of the primary problems with the use of hypnosis to help eyewitnesses recall crimes is
a. hypnotism does not really work. It is just a sham that has been debunked by modern
cognitive scientists.
b. hypnotists can induce witnesses to report things they never saw, or to report incorrectly.
c. no one can tell whether or not a person is actually hypnotized, or just faking it.
d. hypnotism is only effective within the first 24 hours after the incident.
ANS: B DIF: Applied REF: Improving Eyewitness Recall

23. A biasing effect in administering a police lineup occurs when

a. a person in a lineup has a distinctive feature.
b. the investigator's body language reveals unintentional cues.
c. a person in a lineup was included in a mug shot photo.
d. All of these.
ANS: D DIF: Applied REF: Improving Eyewitness Recall

24. A cognitive interview involves

a. reinstating the context and reporting everything.
b. assessing the duration and capacity of the witness’s Long-Term Memory to see if he or she
is capable of providing valid testimony.
c. revisiting the scene of the crime under hypnosis.
d. All of these
ANS: A DIF: Factual REF: Improving Eyewitness Recall

25. The cognitive interview procedure is

a. more difficult to learn than hypnosis.
b. more effective than the standard interview procedure.
c. less effective than the standard interview procedure.
d. currently ineffective for real crimes.
ANS: B DIF: Applied REF: Improving Eyewitness Recall
26. In a review of wrongly convicted cases based on subsequent DNA evidence, Wells et al. (2000) found
a. there was no primary factor in establishing the initial wrongful conviction.
b. eyewitness testimony was the primary factor in establishing the initial wrongful
conviction.
c. courtroom error was the primary factor in establishing the initial wrongful conviction.
d. juror memory constraints were the primary factor in establishing the initial wrongful
conviction.
ANS: B DIF: Applied REF: Improving Eyewitness Recall

27. Accurate eyewitness identification depends on

a. recognizing familiar faces.
b. recalling the perpetrator in context.
c. viewing mug shots prior to a line-up.
d. having prior media exposure of the suspect.
ANS: B DIF: Factual REF: Improving Eyewitness Recall
MSC: WWW

28. One disadvantage of showing people mug shots is that it

a. produces retroactive interference.
b. produces proactive interference.
c. increases the probability of a false identification.
d. increases the probability of not recognizing a subject.
ANS: C DIF: Applied REF: Improving Eyewitness Recall

29. Which of the following does not belong?

a. multiple-choice question c. true/false question
b. essay question d. word fragment identification
ANS: D DIF: Conceptual REF: Indirect Tests of Memory

30. Warrington and Weiskrantz discovered that patients with severe amnesia performed as well as control
subjects on
a. a recall test. c. a recognition test.
b. a word-fragment test. d. None of the above
ANS: B DIF: Factual REF: Indirect Tests of Memory

31. Memory for the context in which a word occurs is unimportant when people are tested by
a. indirect memory tests. c. recall tests.
b. recognition tests. d. All of the above
ANS: A DIF: Conceptual REF: Indirect Tests of Memory

32. Semantic memory is _____ while episodic memory is _____.

a. general knowledge; memory for skills
b. general knowledge; memory for temporally linked information
c. memory for skills; memory for temporally linked information
d. memory for temporally linked information; general knowledge
ANS: B DIF: Conceptual REF: Indirect Tests of Memory
 33. Procedural memory is a part of
a. episodic memory. c. STM.
b. semantic memory. d. LTM.
ANS: D DIF: Factual REF: Indirect Tests of Memory

34. A distinction between direct and indirect tests of memory, according to multimemory theories, is that
direct tests measure
a. episodic memory. c. procedural memory.
b. semantic memory. d. All of the above
ANS: A DIF: Conceptual REF: Indirect Tests of Memory

35. Which is an example of episodic memory?

a. tying your shoe c. recalling your 5th birthday
b. naming capitals of states d. learning definitions
ANS: C DIF: Applied REF: Indirect Tests of Memory
MSC: WWW

36. Which is an example of procedural memory?

a. tying your shoe c. recalling your 5th birthday
b. naming capitals of states d. learning definitions
ANS: A DIF: Applied REF: Indirect Tests of Memory

37. Reading the same passage twice helps amnesics increase their
a. confidence level. c. performance on a multiple choice test.
b. reading speed. d. performance on a recall test.
ANS: B DIF: Applied REF: Indirect Tests of Memory

38. Which task requires explicit memory in Squire and Knowlton’s memory taxonomy?
a. learned skills and procedures c. classical conditioning
b. a recall test d. reflex learning
ANS: B DIF: Factual REF: Indirect Tests of Memory

39. Which part of the brain supports explicit memory in Squire and Knowlton’s memory taxonomy?
a. amygdala c. medial temporal lobe
b. cerebellum d. neocortex
ANS: C DIF: Factual REF: Indirect Tests of Memory

40. Which research topic has the least amount of reliable evidence according to experts?
a. Long-term repression of memories c. Hypnotic suggestability
b. Wording of questions d. Mugshot induced bias
ANS: A DIF: Applied REF: Indirect Tests of Memory

TRUE/FALSE

1. Learning can be characterized as the transfer of information between STM to LTM.

ANS: T DIF: Conceptual REF: The Atkinson-Shiffrin Model

 2. The rate of decay from STM is less rapid than that of LTM.

ANS: F DIF: Factual REF: The Atkinson-Shiffrin Model

3. The worst recall in the serial position effect occurs at the middle of the list.

ANS: T DIF: Factual REF: The Atkinson-Shiffrin Model

4. Tip-of-the-tongue phenomenon is when you know the information but you have difficulty articulating
because of a motor deficit of the tongue.

ANS: F DIF: Conceptual REF: Metacognition

5. The primacy effect is better memory performance early in the morning.

ANS: F DIF: Factual REF: The Atkinson-Shiffrin Model

6. Acquisition, retention, and retrieval are all important in using our knowledge.

ANS: T DIF: Conceptual REF: Metacognition

7. Showing mug shots to eyewitnesses is a good method for improving the reliability of the witness.

ANS: F DIF: Conceptual REF: Improving Eyewitness Recall

8. Evidence from neuroscience and neuropsychology suggest that there are different types of memory:
implicit and explicit.

ANS: T DIF: Conceptual REF: Indirect Tests of Memory

9. Memory for skills is a component of implicit memory.

ANS: T DIF: Factual REF: Indirect Tests of Memory

10. An important structure of the brain underlying memory is the parietal lobe.

ANS: F DIF: Factual REF: Indirect Tests of Memory

ESSAY

1. Knowing what you now know about memory, apply what you have learned to how best to study.
Include, where possible, specific examples of research to support your claims.

ANS:
Answer not provided.

2. Explain the primacy effect and the recency effect on the rehearsal of a list of words. How could you
use your knowledge of these two effects to better remember an entire list of words?

ANS:
Answer not provided.
Test Bank for Cognition Theories and Applications, 9th Edition : Reed

3. When you experience the “tip of the tongue” phenomenon, what methods do you use to try to recall
the information from your long-term memory? Do these methods usually work? Are there any other
methods that might work better for you?

ANS:
Answer not provided.

4. Given what you now know about memory, do you think that the justice system should convict
someone of a crime based solely on eye-witness testimony? Use the research discussed in your text to
support your position.

ANS:
Answer not provided.

5. Discuss direct (explicit) and indirect (implicit) memory tests. What are some advantages to using
implicit memory tests when assessing memory?

ANS:
Answer not provided.

6. Discuss the importance of acquisition, retention, and retrieval in learning and memory. What are some
of the factors that influence each?

ANS:
Answer not provided.

7. Discuss the Atkinson-Shiffrin model of memory. Include in your answer how information is entered
into long-term memory. Include also relevant supporting research.

ANS:
Answer not provided.

8. Discuss what you have learned about memory and the issue of eyewitness recall and identification.
Would you as a member of a jury convict a defendant solely on the basis of eyewitness testimony?
Why or why not?

ANS:
Answer not provided.

9. Compare and contrast explicit and implicit aspects of memory. What research is there to support this
distinction?

ANS:
Answer not provided.

10. What is Squire and Knowlton’s conceptualization of long-term memory? How are the various brain
structures related to different aspects of memory? (Hint: The diagram in your text was a good
summary of this.)

ANS:
Answer not provided.

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