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Memory
LO=Learning Objective
MULTIPLE CHOICE
Session 6.1 – Memory’s Three Tasks
Learning Objective 6.1a – Define memory and state the three major tasks of memory.
TB_06_01
________ involves three key processes – encoding information, storing it, and retrieving it at some later
point.
a) Memory
b) Consciousness
c) Attention
d) Learning
Topic: Memory’s Three Tasks
ANS: A
Skill Level: Remember the Facts
Difficulty Level: Easy
LO=6.1a, Define memory and state the three major tasks of memory.
TB_06_02
__________ is defined as the brain’s ability to analyze, use, store, and retrieve many types of
information.
a) Classical conditioning
b) Operant conditioning
c) Learning
d) Memory
ANS: D
Copyright © 2016 Pearson Education, Inc., Upper Saddle River, NJ 07458. . All rights reserved.
TB_06_03
The processes of encoding, storage, and retrieval are seen as part of the __________ model of memory.
a) information-processing
b) top-down storage
c) classical conditioning
d) cognitive model proposed by Tolman
ANS: A
MPL Parallel Question ID: Pre 6.1.2
% correct 97 a = 97 b = 0 c = 3 d = 0 r = .19
% correct 94 a = 94 b = 2 c = 0 d = 2 r = .34
TB_06_04
The three parts of the information-processing model of memory are __________.
a) sensory memory, short-term memory, and long-term memory
b) CS, UCS, UR, and CR
c) encoding, storage, and retrieval
d) shallow, medium, and deep processing
ANS: C
Difficulty Level: Difficult
MPL Parallel Question ID: Post 6.1.2
% correct 38 a = 38 b = 0 c = 62 d = 0 r = .22
% correct 68 a = 68 b = 0 c = 32 d = 0 r = .21
TB_06_05
Which model of memory is most similar in conceptualization to the way computers function?
a) Craik and Lockhart’s model
b) extinction
c) information-processing model
d) parallel distributed processing model
ANS: C, The information-processing model of memory uses the way a computer functions as its model
for human memory acquisition and storage.
Skill Level: Understand the Concepts
Difficulty Level: Moderate
MPL Parallel Question ID: CE 6.1.2
% correct 93 a = 2 b = 2 c = 93 d = 3 r = .2
Learning Objective 6.1b – Describe the factors that influence the ability to encode memories
TB_06_06
When people hear a sound, their ears turn the vibrations in the air into neural messages from the auditory
nerve, which makes it possible for the brain to interpret the sound. This process is called __________.
a) encoding
b) storage
c) retrieval
d) evaluation
ANS: A, Encoding starts with sensory processing and sending the information to the brain.
LO=6.1b, Describe the factors that influence the ability to encode memories.
% correct 92 a = 92 b = 0 c = 0 d = 8 r = .19
TB_06_07
When someone looks at an image, the retina turns the light rays from it into neural messages that go up
the optic nerve so the brain can interpret them. This process is called __________.
a) encoding
b) storage
c) retrieval
d) evaluation
ANS: A, Encoding is necessary for interpretation as the information must be sent to the brain.
% correct 88 a = 88 b = 2 c = 3 d = 8 r = .21
TB_06_08
The first step in the memory process is __________ information in a form that the memory system can
use.
a) encoding
b) storing
c) retrieving
d) evaluating
ANS: A
% correct 100 a = 100 b = 0 c = 0 d = 0 r = .00
TB_06_09
A memory cannot be encoded unless you are
a) using elaborative rehearsal.
b) invoking maintenance rehearsal.
c) using automatic encoding.
d) paying attention.
ANS: D
TB_06_10
Sitting in a very noisy restaurant, you are able to screen out all the other conversations around you so
you can listen to the friend with whom you are conversing. This is an example of __________.
a) Broadbent’s forgetting theory
b) the homecoming queen party phenomenon
c) attention
d) intimacy
ANS: C, This is an example of attention, as you are only focusing on what interests you.
Skill Level: Apply What You Know
LO=6.1a, Describe the factors that influence the ability to encode memories.
TB_06_11
Someone a short distance away, to whom you have been paying no attention, quietly speaks your name,
and suddenly you attend to that person. This is an example of __________.
a) Broadbent’s process of selective memory
b) the phi phenomenon
c) the cocktail party effect
d) cue-controlled inhibition
ANS: C, This is an example of the cocktail party effect, which refers to hearing your name stand out in a
crowded situation (such as a cocktail party).
TB_06_12
Memories that concern events that are highly significant and are vividly remembered are called ______.
a) eidetic images
b) elaborative rehearsals
c) flashbulb memories
d) eyewitness images
ANS: C
TB_06_13
Many middle-aged adults can vividly recall where they were and what they were doing the day that John
F. Kennedy was assassinated, although they cannot remember what they were doing the day before he
was assassinated. This is an example of ______.
a) an eidetic image
b) a flashbulb memory
c) a semantic memory
d) a procedural memory
ANS: B, This is an example of a flashbulb memory, which is like a flash picture of a highly emotional
event and is not always accurate.
% correct 94 a = 4 b = 94 c = 4 d = 2 r = .23
TB_06_14
Which of the following situations is most likely to create a flashbulb memory?
a) watching a favorite movie for the fifteenth time
b) playing tennis with a friend
c) finding out that one or one’s partner is pregnant
d) attending a basketball game with one’s father and grandfather
ANS: C, Flashbulb memories are most likely to form when the event in question is surprising or highly
emotional to the person.
TB_06_15
You are telling your friend about a trip you took to Sea World when you were a child. During the middle of
the show, the trainer slipped, fell into the water, and was nearly killed. You can remember the scene as if
it happened yesterday. This is an example of which type of memory?
a) phantom
b) semantic
c) flashbulb
d) procedural
ANS: C, Flashbulb memories are most likely to form when the event in question is surprising or highly
emotional to the person.
TB_06_16
Research on flashbulb memories indicates that:
a) decay does not occur for these memories.
b) interference does not occur for these memories.
c) these memories are often the result of reconstruction rather than true memories.
d) they are largely susceptible to the same errors as other types of memory.
ANS: D
TB_06_17
Repeating items over and over in order to aid memory is known as ______ rehearsal.
a) repetitive
b) imagery
c) elaborative
d) maintenance
ANS: D
% correct 18 a = 63 b = 0 c = 20 d = 18 r = .31
% correct 16 a = 56 b = 0 c = 19 d = 16 r = .33
TB_06_18
Maintenance rehearsal is defined as ________________.
a) processing the physical features of the stimulus to be remembered
b) analyzing new material in order to make it memorable
c) associating new material to be learned with information maintained in long-term memory
d) repeating some bit of information over and over in one’s head in order to maintain it in
short-term memory
ANS: D
% correct 85 a = 1 b = 3 c = 11 d = 85 r = .33
TB_06_19
________ encoding is a sort of mental glue that helps you connect new information that you want to
remember to older information that has previously been stored in long-term memory.
a) Structured
b) Eidetic
c) Elaborative
d) Spaced
ANS: C, This is an oft-used strategy for enhancing the process of encoding. By connecting “new”
information to “old” information, it is easier to pull the new data into our memory storage facilities.
TB_06_20
In the depth-of-processing model of memory, information that gets processed at a __________ level is
more likely to be retained longer and form a stronger memory than information that is processed at a
__________ level.
a) deeper; shallower
b) shallower; deeper
c) higher; lower
d) lower; higher
ANS: A, According to the depth-of-processing model, deeper processing results in better memory,
whereas shallower processing results in poorer memory.
TB_06_21
According to the research of Craik and Tulving (1975), we are most likely to remember information that
we process at a __________ level.
a) deeper
b) medium
c) shallower
d) eidetic
ANS: A
% correct 100 a = 100 b = 0 c = 0 d = 0 r = .00
Learning Objective 6.1c – Discuss the three-box model of memory storage including sensory,
short-term, and long-term memory.
TB_06_22
__________ is retention of memory for some period of time.
a) Encoding
b) Storage
c) Retrieval
d) Evaluation
ANS: B
LO=6.1c, Discuss the three-box model of memory storage including sensory, short-term, and
long-term memory.
% correct 71 a = 26 b = 71 c = 3 d = 1 r = .44
% correct 79 a = 14 b = 79 c = 6 d = 1 r = .25
TB_06_23
Which memory system provides us with a very brief representation of all the stimuli present at a particular
moment?
a) primary memory
b) sensory memory
c) long-term memory
d) short-term memory
ANS: B
long-term memory.
% correct 50 a = 6 b = 50 c = 4 d = 40 r = .41
% correct 81 a = 2 b = 81 c = 3 d = 14 r = .31
TB_06_24
Long ago, during the early days of television, when a television set was turned off it took a while for the
last image that was on the screen to fade away. This phenomenon is most like __________ memory.
a) iconic
b) echoic
c) short-term
d) long-term
ANS: A, Iconic memory is a brief, lasting visual image that rapidly fades away.
long-term memory.
TB_06_25
You are out for a drive with the family and are lucky enough to get a window seat. The rapidly passing
scenery you see out the window is first stored in __________ memory.
a) echoic
b) iconic
c) long-term
d) short-term
ANS: B, Iconic memory is a brief, lasting visual image that rapidly fades away.
long-term memory.
% correct 62 a = 7 b = 62 c = 2 d = 29 r = .47
TB_06_26
A display of 12 letters is flashed on a screen in front of you, followed by a tone. You attempt to recall a
portion of the display based on the specific tone you heard. What aspect of your memory is this
experiment designed to assess?
a) primary memory
b) sensory memory
c) long-term memory
d) short-term memory
ANS: B, This was the basic procedure of one of the first sensory memory experiments ever done.
long-term memory.
% correct 36 a = 0 b = 36 c = 2 d = 62 r = .27
TB_06_27
By flashing letters on a screen for a brief moment and then asking participants to recall letters in a
particular row, Sperling found the capacity of iconic memory to be __________.
a) four or five items
b) nine or ten items
c) all the letters present in a given row
d) one to two items
ANS: C
long-term memory.
TB_06_28
In Sperling’s study of sensory memory, participants saw a grid of letters flashed for a fraction of a second.
They were then asked to report:
a) one of three lines of letters.
b) only one or two of the letters in the cued line.
c) the first letter of each line only.
d) the middle letter of each line.
ANS: A
long-term memory.
TB_06_29
Iconic memory is to echoic memory as:
a) smelling is to seeing.
b) tasting is to smelling.
c) hearing is to tasting.
d) seeing is to hearing.
ANS: D, Iconic memory refers to one’s visual sensory memory, whereas echoic memory refers to one’s
auditory sensory memory.
long-term memory.
TB_06_30
Suzy looks up from her lunch, realizing that Jacques has just said something to her. What was it? Oh,
yes, he has just asked her if she wants to go to the movies. Suzy’s ability to retrieve what Jacques said a
moment or two later is due to her ____________.
a) iconic sensory memory
b) echoic sensory memory
c) short-term memory
d) tactile sensory memory
ANS: B, Auditory information is first put into echoic memory.
long-term memory.
% correct 93 a = 3 b = 93 c = 3 d = 0 r = .20
% correct 91 a = 0 b = 91 c = 7 d = 1 r = .25
TB_06_31
Suppose Tamika looks up a number in the telephone book. After getting a busy signal, a minute or so
later she tries to call again but has already forgotten the number! This example illustrates the limited
duration of ________ memory.
a) sensory
b) short-term
c) echoic
d) implicit
ANS: B, Short-term memory has a duration of approximately 30 seconds if information is not rehearsed.
long-term memory.
TB_06_32
What “magic number” did George Miller find to be the capacity of short-term memory?
a) 11
b) 9
c) 7
d) 5
ANS: C
long-term memory.
% correct 72 a = 4 b = 16 c = 72 d = 8 r = .29
TB_06_33
In the 1950s, George Miller estimated the number of items that could be stored in short-term memory to
be the magic number __________.
a) 5, plus or minus 4
b) 7, plus or minus 2
c) 9, plus or minus 3
d) 11, plus or minus 1
ANS: B
long-term memory.
% correct 89 a = 0 b = 89 c = 11 d = 0 r = .28
TB_06_34
Jamal is trying to buy something over the phone. He asks his partner to read him his credit card number.
However, when he tries to repeat it to the sales clerk on the other end of the line, he can’t remember all
the numbers. Jamal is coming up against __________.
a) the decay of numerical memory
b) the extinction of auditory traces
c) George Miller’s magic number 7, plus or minus 2
d) the limits of procedural memory
ANS: C, Credit card numbers are too long for short-term memory, according to the limits of short-term
memory discovered by Miller.
long-term memory.
% correct 35 a = 25 b = 18 c = 35 d = 22 r = .28
TB_06_35
If one wants to increase the efficiency of short-term memory, more items can be held through the process
of __________.
a) chunking
b) decoding
c) rote rehearsal
d) data compression
ANS: A, Short-term memory has a limit of 7 or so “chunks,” but packing more information into each chunk
can increase the information stored in that part of the memory system.
long-term memory.
TB_06_36
Chunking is a means of ______.
a) immediately forgetting irrelevant details
b) combining information into meaningful units
c) arranging details into a hierarchy from most to least important
d) storing long-term memories
ANS: B
long-term memory.
% correct 96 a = 1 b = 96 c = 2 d = 1 r = .28
% correct 96 a = 0 b = 96 c = 0 d = 3 r = .21
TB_06_37
Loni is asked to memorize the letters I K T E A L N in no particular order. She memorizes them by
reorganizing them into the words INK and LATE. This tactic is called ______.
a) cueing
b) shadowing
c) rote rehearsal
d) chunking
ANS: D, The tactic of combining bits of information into meaningful units is called chunking.
long-term memory.
% correct 95 a = 2 b = 2 c = 1 d = 95 r = .21
TB_06_38
Which memory system is the one that is a working, active system that processes the information within it?
a) long-term memory
b) short-term memory
c) secondary memory
d) cognitive dissonance
ANS: B
long-term memory.
% correct 84 a = 9 b = 84 c = 4 d = 3 r = .32
TB_06_39
Short-term memory is another name for ______ memory.
a) tertiary
b) working
c) sensory
d) long-term
ANS: B, Short-term memory is another name for working memory because it is a working, active system
that processes the information it contains.
long-term memory.
% correct 94 a = 1 b = 94 c = 5 d = 0 r = .35
TB_06_40
________ uses the analogy of a workbench to describe this short-term memory function.
a) Klatzky
b) Stroop
c) Ebbinghaus
d) Muller-Lyer
ANS: A
long-term memory.
TB_06_41
What types of distractions create the most impairment of short-term memory?
a) Distractions that affect the same sensory systems
b) Distractions that affect different sensory systems
c) Distractions that affect the opposite sensory systems
d) Distractions that affect all of the sensory systems
ANS: A, Distractions that affect the same sensory systems seem to create the most impairment. In other
words, if you are listening to someone on your phone, while trying to listen to something on TV, you may
have trouble remembering what was said on either. Listening to someone on the phone while folding your
laundry, on the other hand, may not result in the same level of memory interference.
long-term memory.
TB_06_42
Which memory system has a virtually unlimited capacity and can keep information for hours or decades?
a) short-term memory
b) long-term memory
c) sensory memory
d) implicit memory
ANS: B
long-term memory.
% correct 100 a = 0 b = 100 c = 0 d = 0 r = .00
TB_06_43
The portion of memory that is more or less permanent is called ______ memory.
a) primary
b) working
c) eidetic
d) long-term
ANS: D, Information stored in long-term memory has the potential to be held for your entire lifetime.
LO 6.1c, Discuss the three-box model of memory storage including sensory, short-term, and long-
term memory.
% correct 75 a = 15 b = 3 c = 7 d = 75 r = .18
TB_06_44
The idea that each new memory is related to and classified based on previous memories and
experiences is the crux of the ________ model of memory.
a) information processing
b) levels-of-processing
c) connectionist
d) Zeigarnik
ANS: C
long-term memory.
TB_06_45
Animal leads to dog. Dog leads to retrievers. Retrievers leads to golden retriever. And golden retriever
leads to “Hannah,” your first golden retriever. If you accessed the name of your first golden retriever using
this process, you would have employed the use of:
a) a semantic network.
b) the information processing approach.
c) top-down processing.
d) metamemory.
ANS: A, The idea that different ideas in long-term memories are interconnected is the foundation of a
semantic network.
long-term memory.
TB_06_46
According to the semantic network model, it would take less time to answer “true” to which sentence?
a) “a salmon is an animal”
b) “a salmon is a fish”
c) “a canary is an animal”
d) ”a dog is similar to a cat”
ANS: B, Salmon and fish are conceptually closer and, thus, comparing them would be faster than
comparing something like salmon and animals (which are conceptually further apart).
long-term memory.
TB_06_47
The best analogy for the way long-term memory is conceptualized would be _________.
a) a revolving door
b) a filing cabinet
c) a desktop
d) a television
ANS: B, Long-term memory can be thought of as a huge filing cabinet in which items are stored in an
organized manner.
long-term memory.
TB_06_48
Memories for general facts and personal information are called _________.
a) episodic memories
b) procedural memories
c) explicit memories
d) factual memories
ANS: C
long-term memory.
TB_06_49
General knowledge, language, and concepts are seen as parts of ___________ memory.
a) episodic
b) procedural
c) declarative
d) semantic
ANS: D
long-term memory.
% correct 75 a = 3 b = 11 c = 10 d = 75 r = .32
TB_06_50
In the game show Jeopardy! contestants are tested on general information. The type of memory used to
answer these kinds of questions is _________.
a) procedural
b) semantic
c) episodic
d) working
ANS: B, Semantic memory concerns common knowledge.
long-term memory.
% correct 85 a = 4 b = 85 c = 5 d = 6 r = .40
% correct 62 a = 11 b = 62 c = 22 d = 6 r = .51
TB_06_51
Personal facts and memories of one’s personal history are parts of ___________ memory.
a) episodic
b) procedural
c) declarative
d) semantic
ANS: A
long-term memory.
% correct 81 a = 81 b = 2 c = 8 d = 8 r = 39
% correct 82 a = 82 b = 1 c = 9 d = 8 r = 34
TB_06_52
There are two types of declarative (explicit) memory: __________ and __________.
a) read-only memory; random-access memory
b) episodic memory; semantic memory
c) sensory memory; working memory
d) iconic memory; task memory
ANS: B
long-term memory.
TB_06_53
Remembering your first day of college classes is an example of ________ memory.
a) episodic
b) semantic
c) working
d) implicit
ANS: A, Episodic memory refers to memories of events that are associated with a particular time, place,
and circumstance.
long-term memory.
TB_06_54
Declarative memories are to ________ memories as procedural memories are to __________ memories.
a) implicit; explicit
b) explicit; implicit
c) general knowledge; personal facts
d) personal facts; general knowledge
ANS: B, Procedural memories are to implicit memories as declarative memories are to explicit memories.
long-term memory.
% correct 35 a = 30 b = 35 c = 30 d = 5 r = .44
TB_06_55
Which type of long-term memory is most difficult to bring into conscious awareness?
a) episodic memory
b) procedural memories
c) declarative memories
d) semantic memory
ANS: B, Procedural memory, such as how to tie shoes, is unconscious.
long-term memory.
% correct 37 a = 16 b = 37 c = 2 d = 45 r = .47
% correct 43 a = 18 b = 43 c = 15 d = 25 r = .46
Learning Objective 6.1d – Explain how memories are retrieved and the reconstructive nature of
the retrieval process.
TB_06_56
Which of the following statements is true about retrieval?
a) It is a process that allows an extinguished CR to recover.
b) It is a process of getting stored memories back out into consciousness.
c) It is a process of getting information from the sensory receptors to the brain.
d) It is the reason that conditioned taste aversions last so long.
ANS: B, Retrieval gets information back into consciousness.
LO=6.1d, Explain how memories are retrieved and the reconstructive nature of the retrieval
process.
% correct 83 a = 10 b = 83 c = 7 d = 1 r = .37
TB_06_57
Janie is taking an exam in her history class. On the exam there is a question that asks her to state and
discuss the five major causes of the Trans-Caspian War (whatever that was!). Janie remembers four of
them. She knows there is a fifth, but time is up. As Janie is walking down the stairs, all of a sudden, she
remembers the fifth point, but it is too late. Janie had a problem with __________.
a) encoding
b) storage
c) retrieval
d) evaluation
ANS: C, Yes, she couldn’t find the information in her memory or retrieve it.
process.
% correct 96 a = 0 b = 4 c = 96 d = 0 r = .19
TB_06_58
In __________, a person must produce required information by searching memory without the help of
retrieval cues.
a) recall
b) relearning
c) recognition
d) repetition
ANS: A
process.
TB_06_59
Suzy’s mother went over the shopping list with Suzy before sending Suzy off to the store. Suzy
accidentally left the list at home, so if she is to get the correct items from the list she must use which kind
of memory task?
a) relearning
b) recognition
c) repetition
d) recall
ANS: D, Suzy will have to pull the list out of memory without the aid of any external hints or clues.
process.
TB_06_60
Someone asks you to name the twenty-second president of the United States, but you can’t remember.
To aid your memory, the person then tells you that the president’s name is the same as that of a large city
on Lake Erie. Upon hearing the hint, you instantly realize that Grover Cleveland is the answer. In this
situation, the hint acted as a(n) __________.
a) elaborative rehearsal cue
b) cross code
c) structural cue
d) retrieval cue
ANS: D, The hint that made you think of the city of Cleveland helped you retrieve the name of Grover
Cleveland.
process.
TB_06_61
Which of the following statements is true of retrieval cues?
a) They are important in helping us remember items stored in long-term memory.
b) They are aids in rote rehearsal in short-term memory.
c) They can be helpful in both long- and short-term memory.
d) They have been recently shown to have little effect on the accessibility of information.
ANS: A, Retrieval cues are important in helping us remember items stored in long-term memory. Think of
trying to find your keys and trying to remember where you last saw them. That’s how you would use
retrieval cues.
process.
% correct 69 a = 69 b = 7 c = 24 d = 0 r = .21
% correct 57 a = 57 b = 8 c = 36 d = 0 r = .19
TB_06_62
How do retrieval cues help you to remember?
a) They provide inferences.
b) They help chunk information.
c) They prompt retrieval of a long-term memory.
d) They provide numbers for ideas.
ANS: C, Cues help prime your long-term memory to find a specific piece of information that is needed.
process.
TB_06_63
When asked to recall the date of John Kennedy’s assassination, Peter draws a blank; however, when
asked whether it was October 24, 1962, November 22, 1963, or February 1, 1965, he correctly answers
with the second of the choices. This example most clearly demonstrates the value of ______.
a) state-dependent memory
b) retrieval cues
c) cross links in deep structure
d) mnemonic devices
ANS: B, This example most clearly demonstrates the value of retrieval cues, as Peter probably had the
date stored in memory and then just had to take a set of dates and check which one he had stored.
process.
TB_06_64
The best place to take your biology exam to ensure good retrieval of biology concepts is in
_____________.
a) the biology classroom
b) an auditorium to prevent cheating
c) the English classroom
d) the special testing room used for all exams
ANS: A, If you could take the test where you studied, that would be the best.
process.
% correct 94 a = 94 b = 1 c = 0 d = 5 r = 21
TB_06_65
The fact that it is easier to recall items at the beginning and end of a list of unrelated items is known as
the __________.
a) phi phenomenon
b) implicit memory effect
c) serial position effect
d) sequestering effect
ANS: C
process.
% correct 91 a = 1 b = 6 c = 91 d = 2 r = .34
% correct 84 a = 0 b = 7 c = 84 d = 9 r = .36
TB_06_66
Moishe can remember only the first two items and the last two items on the grocery list that his wife just
read to him over the phone. The other five items in between are gone from memory. This is an example
of the _____________.
a) encoding specificity effect
b) serial position effect
c) TOT effect
d) reintegrative effect
ANS: B, The finding is known as the serial position effect, as it refers to the ability to better remember
things at the beginning and end of a list.
process.
% correct 93 a = 1 b = 93 c = 2 d = 3 r = .41
TB_06_67
Michelle was invited to a housewares party. The party began with the 15 people in attendance introducing
themselves. Michelle could only remember the first two and last two people she was introduced to. This is
an example of __________.
a) the primacy effect
b) the recency effect
c) the serial position effect
d) the state-dependent memory effect
ANS: C, The serial position effect refers to the fact that we tend to remember the things that come at the
beginning and the end of a list or sequence.
process.
TB_06_68
The tendency to recall things that are presented at the beginning of a sequence is called the __________
effect.
a) serial position
b) recency
c) primacy
d) sequence order
ANS: C
process.
TB_06_69
Ted, Sharon, and Bob were a committee chosen to hire a salesperson for the company where they
worked. Gary, who on paper appeared to be a very strong applicant, started out his interview by making
an inappropriate comment regarding Sharon’s appearance. Despite the fact that the rest of the interview
was outstanding, Ted, Sharon, and Bob could not re-direct their focus away from Gary’s initial comment.
Later, when discussing Gary’s interview, no one could recall anything other than the opening statement.
This might be an example of __________.
a) the recency effect
b) the primacy effect
c) sensory decay
d) retrograde amnesia
ANS: B, The primacy effect is one half of the serial position effect, and it refers to remembering the things
that we are exposed to first, or at the beginning of a list or sequence. In this case, what Gary said first
“tainted” everything that came afterward in his interview.
process.
TB_06_70
The tendency to recall things that are presented at the end of a sequence is called the __________
effect.
a) serial position
b) recency
c) primacy
d) sequence order

ANS: B
process.
TB_06_71
When given a list of items to remember, people tend to do better at recalling the last items on the list. This
is known as the ______.
a) phi phenomenon
b) chunking effect
c) recency effect
d) primacy effect
ANS: C, The recency effect helps you recall the last thing your significant other said when you would
rather watch TV and your significant other is prattling on and on.
process.
TB_06_72
When one attempts to recreate a retrieval environment that is as similar to the initial encoding, or
learning, environment as possible, he or she is making use of the principle of:
a) distributed practice.
b) context-dependent learning.
c) parsimony.
d) priming.
ANS: B
process.
TB_06_73
Your best friend is an airline pilot. You often ask her about her flying experiences, but the stories she tells
are rather bland. One day she invites you to accompany her on a flight. Surprisingly, after you are up in
the air, she begins to share with you all kinds of interesting stories. What is the best explanation for this
change?
a) state-dependent learning
b) elaborative specificity
c) context-dependent learning
d) mood-dependent learning
ANS: C, Context-dependent learning refers to our tendency to remember information better when the
context in which we learned it matches the context in which we recall it.
process.
TB_06_74
Emilio is seeing a sports psychologist to help improve his mental preparation and performance. The
psychologist asks Emilio to see himself making his free throws. As Emilio visualizes his dribbling,
shooting motion, and release, he sees himself as an outside observer would. Memory researchers argue
this demonstrates:
a) brain stimulation that leads to the development of engrams.
b) the presence of iconic and echoic memory.
c) the reconstructive nature of memory.
d) that working memory differs from short-term memory.
ANS: C, When we try to recall an event, we actively reconstruct our memories using the cues and
information available to us.
process.
TB_06_75
As memories get older, they are most likely ____________________.
a) to get lost
b) to become stronger, more accurate, and more vivid
c) to be regarded as unreliable by the person using them
d) to become changed or altered in some fashion
ANS: D, As memories get older, they are most likely to become changed or altered in some fashion. More
new items interfere with them.
process.
% correct 92 a = 5 b = 1 c = 2 d = 92 r = .43
% correct 95 a = 4 b = 1 c = 0 d = 95 r = .32
TB_06_76
The tip of the tongue phenomenon is an example of which of the seven sins of memory?
a) forgetting
b) transience
c) blocking
d) misattribution
ANS: C, The tip-of-the-tongue phenomenon occurs when we’re sure that we know the answer to a
question, but we temporarily have difficulty coming up with it.
process.
TB_06_77
The inability to momentarily remember a person’s name, which you indeed know quite well, is an example
of which of the “Seven Sins of Memory”?
a) blocking
b) decay
c) persistence
d) suggestibility
ANS: A, Blocking occurs when we started to say something and then immediately lose all memory of
what we intended to say. It is usually overcome rather quickly, and the tip-of-the-tongue phenomenon is
an example of blocking.
process.
TB_06_78
The fading of memory with the passage of time marks decay and which of the “Seven Sins of Memory”?
a) absentmindedness
b) bias
c) misattribution
d) transience
ANS: D
process.
TB_06_79
Denise worked the night shift at the hospital before attending her 8:00 A.M. psychology class. She was
tired but went to class. As she left class, she could remember only small portions of the lecture. Denise is
demonstrating:
a) decay.
b) absentmindedness.
c) interference.
d) source monitoring.
ANS: B, When we are tired or distracted, we may experience forgetting due to lack of attention—
absentmindedness.
process.
TB_06_80
Which of the “Seven Sins of Memory” occurs when memories become distorted because they are
distorted and confused, thus blurring the line between fact and fiction?
a) misinformation
b) bias
c) misattribution
d) source monitoring
ANS: C
process.
TB_06_81
When listening to the radio, Ramona hears a song; she cannot immediately recall the band’s name, but
she is sure she knows the name. This is one example of:
a) encoding failure.
b) interference.
c) priming.
d) the tip-of-the-tongue phenomenon.
ANS: D, The tip-of-the-tongue phenomenon occurs when we’re sure that we know the answer to a
question, but we temporarily have difficulty coming up with it.
process.
TB_06_82
Studies on the accuracy of human memory and eyewitness testimony suggest that __________.
a) eyewitness testimony should be an integral part of any court case
b) it is unusual for a courtroom witness to incorrectly recall a fact or detail
c) an eyewitness who incorrectly recalls something is lying
d) eyewitness testimony is highly subject to error
ANS: D
process.
TB_06_83
One of the most influential researchers of eyewitness memory, whose work was discussed in your
textbook, has been ______.
a) Donald Broadbent
b) George Sperling
c) Elizabeth Loftus
d) Anne Treisman
ANS: C
LO 6.1d, Explain how memories are retrieved and the reconstructive nature of the retrieval
process.
TB_06_84
The process of brain ________, which involves monitoring brain activity when a witness sees an actual
culprit of a crime as opposed to someone physically similar to the culprit, can help reduce eyewitness
misidentification.
a) splicing
b) potentiation
c) fingerprinting
d) lesioning
ANS: C
LO 6.1d, Explain how memories are retrieved and the reconstructive nature of the retrieval
process.
Session 6.2 – The Biology of Memory
Learning Objective 6.2a – Discuss the regions of the brain that are important to memory and
explain the process of memory consolidation.
TB_06_85
Mateo is 70 years old and had a stroke last year. He is now unable to remember how to get to and return
from his new doctor’s office using a specific route. The brain structure that was potentially damaged by
the stroke was the ________..
a) amygdala
b) hypothalamus
c) hippocampus
d) cerebellum
Topic: The Biology of Memory
ANS: C, Research has found that the hippocampus is essential in the formation and encoding of new
memories.
LO=6.2a, Discuss the regions of the brain that are important to memory and explain the process of
memory consolidation.
MPL Parallel Question ID: Pre 6.2.1, Pre 6.2.10
TB_06_86
A man known as H. M. lost the ability to form new memories after an operation removed portions of his
____________.
a) medulla
b) pons
c) hippocampus
d) thalamus
ANS: C
TB_06_87
In the famous case of H. M., after having part of his brain removed, he could no longer ______.
a) pay attention to specific stimuli
b) retrieve memories
c) form new memories
d) make sense of memories
ANS: C
% correct 92 a = 1 b = 6 c = 92 d = 1 r = .37
TB_06_88
H. M., a famous amnesiac, gave researchers solid information that the ______________ was important in
storing new long-term memories.
a) hippocampus
b) amygdala
c) frontal lobes
d) cerebellum
ANS: A, The role of the hippocampus in the formation of new long-term memories was first made
apparent in the case of H. M.
% correct 68 a = 68 b = 10 c = 15 d = 7 r = .21
% correct 93 a = 93 b = 4 c = 3 d = 0 r = .19
TB_06_89
A patient’s chart indicates he just had surgery to remove his hippocampus as a result of a tumor. What
change do you anticipate in the patient after the operation?
a) The patient will not be able to process colors.
b) The patient will have problems experiencing hunger.
c) The patient will not be able to remember new information.
d) The patient will not be able to perform tasks such as block designs.
ANS: C, Damage to the hippocampus results in long-term memory problems.
% correct 96 a = 0 b = 0 c = 96 d = 4 r = .19
TB_06_90
The Papez circuit starts in WHICH of the following brain structures?
a) cerebellum
b) hippocampus
c) limbic system
d) the cortex
ANS: B
TB_06_91
The ________ circuit involves the different parts of the brain through which information travels as it is
being consolidated into one’s memory.
a) Loftus
b) Triandis
c) Ebbinghaus
d) Papez
ANS: D
TB_06_92
Which of the following words most accurately describes the process of system consolidation in one’s
memory?
a) loss
b) stabilize
c) reconstruct
d) terminate
ANS: B, System consolidation involves the stabilization of different parts of memory, all of which make up
the Papez circuit, as the hippocampus repeatedly sends the information through the loop.
MPL Parallel Question ID: Pre 6.2.3, Post 6.2.3, CE 6.2.3
TB_06_93
Evidence suggests that short-term memories are stored in the _____________.
a) cerebellum
b) central sulcus
c) hippocampus
d) amygdala
ANS: C
MPL Parallel Question ID: Pre 6.2.4, Post 6.2.4
TB_06_94
What is an engram?
a) a photographic memory of an important, emotional event
b) the physical representation of a memory in one’s brain
c) an echo that one “hears” for at least 2 to 3 seconds after a stimulus dissipates
d) one of the “seven sins” of memory proposed by Daniel Schacter
ANS: B
TB_06_95
Research seeking the engram, conducted by Karl Lashley, has conclusively demonstrated that:
a) the cerebellum is the place in the brain where memory is stored.
b) the hippocampus is the place in the brain where memory is stored.
c) the prefrontal cortex is the place in the brain where memory is stored.
d) there is no single place in the brain where memory is exclusively stored.
ANS: D, The research of Lashley and others has failed to demonstrate a particular place in the brain that
is responsible for the storage of all memories.
MPL Parallel Question ID: Pre 6.2.5, CE 6.2.5
TB_06_96
The logical conclusion from years of searching for the engram is that human memory is:
a) diffused throughout the brain in many different structures.
b) centered in the cerebellum.
c) largely contained within the hippocampus.
d) a primary function of the occipital and temporal lobes.
ANS: A
TB_06_97
In the study of memory, LTP stands for __________.
a) long-term processing
b) lower-type processing
c) long-term potentiation
d) long-term probabilities
ANS: C
TB_06_98
________ appears to be the basis for learning and memory at the neuronal level.
a) Short-term polarization
b) Estrogen
c) Blocking reuptake
d) Long-term potentiation
ANS: C, Long-term potentiation, which refers to an increase in the efficiency of neural transmission at the
synapses that lasts for hours or longer, refers to the neuronal effects on memory.
MPL Parallel Question ID: Post 6.2.6, CE 6.2.6
TB_06_99
This is an increase in the efficiency of neural transmission at the synapses between neurons.
a) depolarization
b) short-term potentiation
c) long-term potentiation
d) episodic arousal
ANS: C
TB_06_100
Which form of consolidation is believed to take place within the first few hours after a piece of data has
been learned?
a) grounded consolidation
b) higher-order consolidation
c) systemic consolidation
d) synaptic consolidation
ANS: D, Unlike systemic consolidation, which happens slowly and is dependent on the hippocampus,
synaptic consolidation takes place within the first few hours after learning.
Learning Objective 6.2b –Describe the biochemistry of memory, including the effects of hormones and
drugs
TB_06_101
Many years ago Manny had surgery to remove a bit of the bone from his foot. Now he remembers being
wheeled back to the operating room, but he has no memories of the morning spent waiting for his surgery
to begin. What is the most likely explanation for this difference in his memories?
a) He is probably having a repressed memory of that morning, since he was likely to be
terrified.
b) He probably experienced retrograde amnesia as a result of undergoing general
anesthesia.
c) He probably experienced an increase of stress hormones right before he was taken to the
operating room.
d) He probably experienced long-term potentiation immediately after he was taken back to the
operating room.
ANS: C, Stress hormones such as cortisol and adrenaline can help us make and keep long-term
memories. The stress probably increased as the surgery neared, which is why he can remember being
taken to the operating room.
LO=6.2b, Describe the biochemistry of memory, including the effects of hormones and drugs.
TB_06_102
Which of the following would NOT be considered a stress hormone?
a) acetylcholine
b) cortisol
c) adrenaline
d) epinephrine
ANS: A
TB_06_103
Which part of the brain is “awakened” by the release of stress hormones?
a) the diencephalon
b) the foramen magnum
c) the limbic system
d) the corpus callosum
ANS: C
TB_06_104
Why do you think it would be likely that women would have a better capacity for synaptic plasticity than
men?
a) because women are predominantly left-brained, while men are predominantly right-
brained
b) because women have been found to be less susceptible to transience
c) because women have an easier time with synaptic consolidation as opposed to systemic
consolidation
d) because this skill is increased by the presence of estrogen in the blood
ANS: D, Research finds that estrogen is related to memory skills, including synaptic plasticity, and that
this may give women an advantage in both episodic and semantic memories.
TB_06_105
The ability of neurons to change strength efficiently is referred to as:
a) neurogenesis.
b) synaptic plasticity.
c) dendritic pruning.
d) long-term potentiation.
ANS: B
Session 6.3 – Forgetting
Learning Objective 6.3a – Discuss the factors that contribute to forgetting
TB_06_106
Ebbinghaus found that information is forgotten ____________.
a) more rapidly as time goes by
b) gradually at first, then with increasing speed
c) rapidly at first, then gradually after that
d) most quickly one day after learning
Topic: Forgetting
ANS: C
LO=6.3a, Discuss the factors that contribute to forgetting.
% correct 56 a = 21 b = 18 c = 56 d = 6 r = .39
TB_06_107
In the curve of forgetting developed by Ebbinghaus, the greatest amount of forgetting occurs
_____________.
a) within the first hour after learning new material
b) within the first day after learning new material
c) near the end of the retrieval period
d) near the middle of the retrieval period
Topic: Forgetting
ANS: A
TB_06_108
Your teacher has given each student the name of a key figure in the history of psychology. The
assignment is to describe at least one significant contribution made by this person. If your historical figure
is Hermann Ebbinghaus, what contribution might you describe to the class?
a) He described the limits of sensory storage.
b) He discovered the parts of the brain responsible for processing memories.
c) He created nonsense syllables in order to study memory in a “pure” form.
d) He developed a series of memory aids that is still used by students today.
Topic: Forgetting
ANS: C, Ebbinghaus created nonsense syllables that were crucial to studying learning.
% correct 65 a = 10 b = 14 c = 65 d = 11 r = .36
TB_06_109
You are invited to take part in a study by a researcher trying to replicate the work of Hermann
Ebbinghaus. What might this researcher ask you to do?
a) “Write down all the words you can remember.”
b) “Read this poem and then interpret its meaning.”
c) “Listen to me: BEC, DAX, FER, KOJ; now repeat what I said.”
d) “Listen to these sounds and write down words that come to mind.”
Topic: Forgetting
ANS: C, Ebbinghaus used nonsense syllables to avoid previous associative memory links with “real”
forms of information.
TB_06_110
What type of stimuli did Hermann Ebbinghaus use in his memory experiments?
a) words
b) numbers
c) pictures
d) nonsense syllables
Topic: Forgetting
ANS: D
% correct 84 a = 4 b = 7 c = 5 d = 84 r = .36
TB_06_111
The fact that few people can accurately describe a penny even though they have handled thousands of
them is an example of __________.
a) encoding failure
b) retroactive interference
c) proactive interference
d) elaboration failure
Topic: Forgetting
ANS: A, A lack of adequate attention at the time of encoding causes this phenomenon, called encoding
failure.
TB_06_112
Passively reading your textbook without paying too much attention to it rather than actively focusing on
the new material is apt to lead to __________.
a) proactive interference
b) decay
c) retrieval failure
d) encoding failure
Topic: Forgetting
ANS: D, Research finds that active processing of information leads to more adequate encoding, and
reduces encoding failures. Passive learning, however, does not!
TB_06_113
Retroactive interference as used in the study of memory refers to when _________.
a) older information already in memory interferes with the retrieval of newer information
b) newer information interferes with the retrieval of older information
c) information is not attended to and fails to be encoded
d) information that is not accessed decays from the storage system over time
Topic: Forgetting
ANS: B
% correct 70 a = 30 b = 70 c = 0 d = 0 r = .48
TB_06_114
When newer information interferes with the retrieval of older information, this is called ______________.
a) cue-dependent forgetting
b) proactive interference
c) decay
d) retroactive interference
Topic: Forgetting
ANS: D
% correct 68 a = 1 b = 31 c = 0 d = 68 r = .20
TB_06_115
Jessica took psychology in the fall semester and is now taking sociology. Several of the concepts are
similar, and Jessica finds that she sometimes has trouble recalling some of the major psychological
theorists. She keeps getting them confused with sociological theorists. Jessica’s problem is most likely
due to _______________.
a) decoding failure
b) retroactive interference
c) proactive interference
d) Toronto syndrome
Topic: Forgetting
ANS: B, In retroactive interference, new information interferes with older information.
% correct 62 a = 2 b = 62 c = 35 d = 0 r = .21
TB_06_116
_________________ is the tendency for older or previously learned material to interfere with the retrieval
of newer, more recently learned material.
a) Cue-dependent forgetting
b) Proactive interference
c) Decay
d) Retroactive interference
Topic: Forgetting
ANS: B
% correct 54 a = 1 b = 54 c = 0 d = 45 r = .43
% correct 68 a = 0 b = 68 c = 0 d = 32 r = .57
TB_06_117
Proactive interference as used in the study of memory refers to when _____________.
a) older information already in memory interferes with the retrieval of newer information
b) newer information interferes with the retrieval of older information
c) information is not attended to and fails to be encoded
d) information that is not accessed decays from the storage system over time
Topic: Forgetting
ANS: A, Proactive interference as used in the study of memory refers to when older information already
in memory interferes with the retrieval of newer information.
% correct 61 a = 61 b = 37 c = 2 d = 0 r = .35
TB_06_118
Shalissa has two exams today. One is in French and the other is in history. Last night she studied French
before history. When she gets to her history test, all she can remember is French! Shalissa’s memory is
suffering from _____________.
a) cue-dependent forgetting
b) proactive interference
c) decay
Topic: Forgetting
ANS: B, Shalissa’s memory is suffering from proactive interference.
% correct 69 a = 1 b = 69 c = 0 d = 28 r = .29
TB_06_119
This assumes that memories, if not used, fade with time and ultimately disappear entirely.
a) encoding failure
b) interference
c) consideration failure
d) decay theory
Topic: Forgetting
ANS: D, As the saying goes, “use it or lose it!” This is the essence of the decay theory.
TB_06_120
Dr. Newman asks people to recall the name of their kindergarten teacher. Surprisingly, the majority of
people correctly do this and comment, “Gee whiz, I haven’t thought about that old bat [or old coot] in
years!” Their ability to do so is a severe problem for which theory of forgetting?
a) interference theory
b) decay
c) encoding failure
Topic: Forgetting
ANS: B, Their ability to do so is a severe problem for the decay theory of forgetting, because people are
able to remember even when they haven’t used that particular memory trace for a very long time. If decay
was a constant process, that memory and all those from that time should be gone. However, we do have
clear memories from long ago.
TB_06_121
Malcolm, aged 35, is severely depressed. Because of this he is given electroconvulsive therapy. After
treatment, he is sent home and does much better. However, his TV-watching behavior is strange.
Malcolm thinks that last year’s episodes of his favorite series are new. Malcolm is showing signs of
______________.
a) anterograde amnesia
b) retrograde amnesia
c) childhood amnesia
d) senile dementia
Topic: Forgetting
ANS: B, Malcolm is showing signs of retrograde amnesia, which is the loss of past memories.
% correct 68 a = 30 b = 68 c = 0 d = 1 r = .32
TB_06_122
If ____________ is like losing a document in the computer because of a power loss, __________ is like
pushing the “save” key and having the document disappear instead of being stored.
a) anterograde amnesia, retrograde amnesia
b) retrograde amnesia, anterograde amnesia
c) adolescent amnesia, conductive amnesia
d) procedural amnesia, implicit amnesia
Topic: Forgetting
ANS: B, Retrograde amnesia is the loss of past memories, whereas anterograde amnesia is the inability
to encode and store new memories.
MPL Parallel Question ID: CE 6.3.2, CE 6.3.3
TB_06_123
Retrograde amnesia is to anterograde amnesia as ________.
a) mild is to severe
b) severe is to mild
c) remembering old is to learning new
d) remembering new is to learning old
Topic: Forgetting
ANS: C, Retrograde amnesia is the loss of past memories, whereas anterograde amnesia is the inability
to encode and store new memories.
TB_06_124
Loss of memory from the point of injury or illness forward is called _________________.
a) anterograde amnesia
c) consolidation
d) infantile amnesia
Topic: Forgetting
ANS: A
TB_06_125
Which of the following was formerly known as Korsakoff’s syndrome, and is related to brain damage due
to thiamine deficiency?
a) Alzheimer’s disease
c) alcohol amnesic syndrome
d) long-term potentiation syndrome
Topic: Forgetting
ANS: C
Learning Objective 6.3b – Define repression and discuss the controversy regarding recovered
memories.
TB_06_126
The defense mechanism identified by Freud in which a person blocks unfriendly or painful memories from
consciousness is called:
a) repression.
b) deflection.
c) transience.
d) rationalization.
Topic: Forgetting
ANS: A
LO=6.3b, Define repression and discuss the controversy regarding recovered memories.
TB_06_127
Delilah is giving a presentation to her psychology class on the concept of repressed memories. She
would probably cite the theories of ________ for the best support of her arguments.
a) Tolman
b) Freud
c) Steinwitz
d) Treisman
Topic: Forgetting
ANS: B, The concept of repressed memories is directly related to Freud’s proposed ego-defense
mechanism of repression.
TB_06_128
When the repression of memories becomes very severe and also involves a loss of access to one’s own
personal identity, it is a psychological disorder called ________.
a) neurosis
b) somatization
c) dissociation
d) disaffiliation
Topic: Forgetting
ANS: C
TB_06_129
The belief that one remembers events, especially traumatic events, that have not actually occurred is
called ________ syndrome.
a) reconstruction
b) dissociative amnestic
c) dissociative fugue
d) false memory
Topic: Forgetting
ANS: D
TB_06_130
Which technique, though questionable in its validity, is widely used by therapists to help clients recover
lost childhood memories?
a) hypnosis
b) “truth” serum
c) Gestalt therapy
d) electroconvulsive therapy
Topic: Forgetting
ANS: A
MPL Parallel Question ID: Post 6.3.5, Post 6.3.10
Session 6.4 – Improving Your Memory
Learning Objective 6.4a – Identify types of exceptional memorists including savants, super-
memorists, and those with eidetic imagery.
TB_06_131
Which of the following might be the most appropriate analogy for eidetic imagery?
a) a table
b) a modem
c) a rainbow
d) a photograph
Topic: Improving Your Memory
ANS: D, Yes, it’s like a picture and is sometimes called photographic memory.
LO=6.4a, Identify types of exceptional memorists including savants, super-memorists, and those
with eidetic imagery.
% correct 80 a = 2 b = 7 c = 10 d = 80 r = .44
TB_06_132
A time machine provides you with the opportunity to interview Sigmund Freud. During the interview,
Freud admits that he never wanted to attend medical school. When you ask him how he made it through,
he says, “I had eidetic imagery.” What does he mean by that?
a) He relied on the ability to associate odd images with material he needed to remember.
b) He had a ‘photographic memory’, which helped him remember the material he had to learn.
c) He was able to imagine how cells in a patient’s body were acting when he prescribed drugs
and, thus, he could adjust dosages.
d) In order to remember the long list of diseases he would encounter, he created drawings
that helped him remember.
ANS: B, Eidetic imagery is sometimes called photographic memory.
TB_06_133
An individual with an extraordinary ability to remember new information is called a(n) ________-memorist.
a) mega
b) meta
c) super
d) eidetic
ANS: C
TB_06_134
S.V. Shereshevskii and Rajan Mahadevan are both examples of:
a) super-memorists.
b) eidetiters.
c) mnemonists.
d) people who have suffered from false-memory syndrome.
ANS: A
TB_06_135
________ syndrome is a condition in which people with serious mental disabilities show extraordinary
genius in one specific area, often accompanied by some unique type of memory skill.
a) Autistic
b) Savant
c) Memomizing
d) Dissociation
ANS: B
TB_06_136
Emily suffers from autism spectrum disorder, and is often non-communicative. She does, however, have
a specific ability to remember the average amount of rain that has fallen in her city for every week for the
last 30 years. When asked about this very specific bit of information, she answers and is always precisely
accurate. This “pocket” if extraordinary ability is called ________ syndrome.
a) Munchausen
b) Rett’s
c) Memomizing
d) Savant
ANS: D, Savant syndrome is marked by specific areas of tremendous ability that appear against a
backdrop of other, serious mental illnesses.
Learning Objective 6.4b – Discuss techniques for improving memory, such as using mnemonics,
rehearsal, and spaced practice.
TB_06_137
Your textbook suggests that there are over ______ different kinds of commercial memory aids available
for purchase.
a) 12
b) 35
c) 70
d) 130
ANS: C
LO=6.4b, Discuss techniques for improving memory, such as using mnemonics, rehearsal, and
spaced practice.
TB_06_138
Why do you think that the use of technology, such as personal desk assistances or “smart” cell phones
might actually result in a reduction of individuals’ memory skills?
a) because these devices do not help you use your memory, but instead they “memorize”
information for you
b) because these devices create magnetic currents that have been shown to negatively affect
the hippocampus
c) because these devices lead to memory interference; that is, instead of remembering the
data, you just remember how to push buttons
d) because devices such as these inhibit consolidation of memories form a sensory store to a
short-term store
ANS: A, By storing the information for you instead of causing you to store it on your own, these devices
reduce your actual reliance on your own memory.
spaced practice.
TB_06_139
As we age, our ability to recognize the strengths and limitations of our own memories improves. This is
known as:
a) meta-cognition.
b) meta-memory.
c) permastore.
d) transience.
ANS: B, Meta-memory refers to knowledge about our own memory abilities and limitations.
spaced practice.
MPL Parallel Question ID: Pre 6.4.8, CE 6.4.1, CE 6.4.9
TB_06_140
Textbooks often give quizzes at the end of chapters to help students identify what material they know and
what material they need to spend more time reviewing. This understanding demonstrates:
a) meta-memory.
b) implicit memory.
c) source monitoring.
d) semantic networking.
ANS: A, Meta-memory is the awareness of one’s own memory abilities and limitations.
spaced practice.
TB_06_141
Darius is studying for his chemistry exam, and there is a very complicated formula that he knows he will
have to remember. In order to remember it, he reads it out loud from his textbook several times and then
tries to repeat the formula without the book. This is a memory strategy called:
a) mnemonizing.
b) the method of loci.
c) peg-wording.
d) recitation.
ANS: D
spaced practice.
TB_06_142
A(n) ________ effect would be seen when a student enhances his or her recall of material by frequently
assessing themselves using quizzes or other forms of feedback.
a) repetition
b) test
c) practice
d) eidetic
ANS: B
spaced practice.
TB_06_143
Molly effortlessly recalls prayers in church that she had learned years earlier from her mother. This is
likely because of __________.
a) overlearning
b) method of loci
c) massed practice
d) consolidation
ANS: A, When a bit of information is repeatedly encoded (again and again) it can be overlearned. This
can make it much easier to remember in the future. Remember that when it comes time for your next
exam!
spaced practice.
TB_06_144
Darryl decides to start reviewing for his exam by studying 20 minutes a day for 10 days rather than just
studying 3–4 hours the night before his exam. He is making use of:
a) cramming.
b) delayed practice.
c) spaced practice.
d) massed practice.
ANS: C, Spaced practice occurs when we study material in smaller amounts over a longer time period
spaced practice.
TB_06_145
Janet has a comprehensive final for her organic chemistry class. For her to be able to retain the
information from early in the semester, she should be advised to use ________ in her studying
throughout the term.
a) cramming
b) delayed practice
c) spaced practice
d) massed practice
ANS: C, Distributed practice occurs when we study material in smaller amounts over a longer time period
spaced practice.
MPL Parallel Question ID: Pre 6.4.6, Post 6.4.4, CE 6.4.10
TB_06_146
A term that would be used to describe “cramming” or learning in one long session without rest is
__________.
a) overlearning
b) the method of loci
c) massed practice
d) consolidation
ANS: C, This sort of practice involves stuffing a large amount of information into memory in one “sitting,”
rather than spacing it out over time.
spaced practice.
TB_06_147
Organizing information into rhymes and jingles is an example of ________.
a) elaborative rehearsal
b) rote rehearsal
c) mnemonics
d) schematics
ANS: C
spaced practice.
TB_06_148
Mnemonics are ________.
a) feelings that promote retroactive interference
b) learned techniques make material easier to remember
c) thoughts that promote proactive interference
d) inborn memory storage structures
ANS: B
spaced practice.
TB_06_149
If you remember the months that have 30 days in them by using the rhyme that starts, “Thirty days hath
September, April, June, and November…” you are using the ________ mnemonic device.
a) eidetic
b) heuristic
c) method of loci
d) peg-word
ANS: D, This particular mnemonic device uses rhyming as a key means of helping one to create effective
memories.
spaced practice.
TRUE OR FALSE
TB_06_150
Iconic memory is the visual sensory memory, in which an afterimage or icon will be held in neural form for
about 30 seconds.
ANS: F
LO=6.1c Discuss the three-box model of memory storage including sensory, short-term, and long-
term memory.
TB_06_151
Echoic memory is the auditory form of sensory memory, which takes the form of an echo that lasts for a
brief moment in your “mind’s ear.”
ANS: T
term memory.
TB_06_152
Short-term memory is where information is held while it is conscious and being used.
ANS: T
term memory.
TB_06_153
Short-term memory can hold about 12 plus or minus 2 bits of information.
ANS: F
term memory.
TB_06_154
Episodic memory consists of personal facts and memories of one’s personal history.
ANS: T
term memory.
TB_06_155
Explicit memory can be divided into semantic memory and episodic memory.
ANS: T
term memory.
TB_06_156
Researcher Elizabeth Loftus has found that eyewitness memory is extremely reliable and doesn’t change
over time.
ANS: F
LO=6.1d Explain how memories are retrieved and the reconstructive nature of the retrieval
process.
TB_06_157
Evidence suggests that the amygdala is primarily responsible for one’s ability to form and store new
memories.
ANS: F
LO=6.2a Discuss the regions of the brain that are important to memory and explain the process of
TB_06_158
Hermann Ebbinghaus found that the forgetting of memories is a linear process that happens gradually
over time.
Topic: Forgetting
ANS: F
LO=6.3a Discuss the factors that contribute to forgetting.
TB_06_159
Encoding failure is often the reason some memories cannot be retrieved, because they were never
actually encoded in the first place.
Topic: Forgetting
ANS: T
TB_06_160
In retrograde amnesia, memory for anything new becomes impossible, although old memories may still
be retrievable.
Topic: Forgetting
ANS: F
TB_06_161
When old information interferes with the retrieval of newer information, this is called retroactive
interference.
Topic: Forgetting
ANS: F
TB_06_162
When newer information interferes with the retrieval of older information, this is called proactive
interference.
Topic: Forgetting
ANS: F
TB_06_163
Memory decay theory assumes the presence of a physical memory trace that decays with disuse over
time.
Topic: Forgetting
ANS: T
TB_06_164
A super-memorist is a person with exceptional memory ability.
ANS: T
LO=6.4a Identify types of exceptional memorists including savants, super-memorists, and those
ESSAY
TB_06_165
What is meant by a flashbulb memory? Describe its characteristics. Give an example that is well known.
Some psychologists are not impressed by these well-known examples of this phenomenon. What are
some of the criticisms of the idea of flashbulb memory?
LO=6.1b Describe the factors that influence the ability to encode memories.
TB_06_166
What is iconic memory? Describe what it is and how it works. Be sure to include a description of
Sperling’s experiment, which was used to demonstrate and investigate iconic memory.
term memory.
TB_06_167
The three-box model of memory is one of the best-known models in all of psychology. Describe the three
boxes of memory and their characteristics. Explain how the three-stage model of memory might explain
the famous serial position effect.
term memory.
TB_06_168
A key theme in the topic of memory is that much of our past experience is reconstructed rather than
stored and recalled as it actually happened. Why is this?
process.
TB_06_169
List, describe, and give an example of at least five of the “Seven Sins of Memory.”
process.
TB_06_170
Suppose that you have been called as an expert witness for a defendant accused of robbing a bank. Prior
to your being called as a witness, two bank tellers confidently identified the defendant as the robber. What
research evidence might you introduce to the jury to caution them about assuming that the defendant
must be guilty because he or she was identified in court?
process.
TB_06_171
Why is it that stress can interfere with one’s memories? How can this be explained at a chemical level?
LO=6.2b Describe the biochemistry of memory, including the effects of hormones and drugs.
TB_06_172
The other day, you had to remember some items for an important exam. You are sure you studied them
and knew them before you entered the classroom. However, you drew a blank when you took the test.
What happened? Why might you not have remembered them? What might you have done to avoid this?
Topic: Forgetting
TB_06_173
Explain the differences between retrograde amnesia, anterograde amnesia, Korsakoff’s disease, and
Alzheimer’s disease.
Topic: Forgetting
TB_06_174
Explain what eidetic imagery is and how it can be useful. Also, describe what super-memorists and how
they do it. Make sure to include the use of mnemonics in your answer!
LO=6.4a Identify types of exceptional memorists including savants, super-memorists, and those
LO=6.4b Discuss techniques for improving memory, such as using mnemonics, rehearsal, and
spaced practice.
Revel Multiple Choice Assessment Questions
End of Module Questions
EOM Q6.1
An expert chess player would have an easier time remembering the configuration of pieces in play on a
chessboard than a novice player as a result of _____.
a. chunking
b. implicit memory
c. flashbulb memory
d. sensory memory

ANS: A
Skill: Analyze It
LO= 6.1c Discuss the three-box model of memory storage including sensory, short term, and long
term memory.
EOM Q6.2
Your memories for how to do tasks, particularly those that involve steps, are called _____.
a. short-term memories
b. episodic memories
c. procedural memories
d. semantic memories

ANS: C
Skill: Remember the Facts
term memory.
EOM Q6.3
Which of the following is true of sensory memory?

a. It holds information for only a few seconds.
b. It holds information for about 15 to 30 seconds.
c. It retrieves and holds information from long-term memory while you are working on it.
d. It holds information permanently.

ANS: A
Skill: Understand the Concepts
term memory.
EOM Q6.4
Which of the following factors does not play a role in the ability to encode new memories?
a. The amount of attention you give to new information
b. Your emotional state at the time of encoding
c. Your ability to connect new information to previously learned information
d. Your gender

ANS: D
LO= 6.1b Describe the factors that influence the ability to encode memories.
EOM Q6.5
What is the term for when memories become distorted because they are confused with other memories?
a. Recency effect
b. Primacy effect
c. Misattribution
d. Context-dependent learning

ANS: C
LO= 6.1d Explain how memories are retrieved and the reconstructive nature of the retrieval
process.
EOM Q6.6
Which of the following is not true regarding long-term potentiation (LTP)?

a. LTP is the result of repeated cell firing within a short period of time.
b. LTP describes memory formation in animals, but not humans.
c. LTP occurs at the synapses.
d. LTP causes a release of proteins and the creation of new synapses.

ANS: B
LO= 6.2a Discuss the regions of the brain that are important to memory and explain the process of
EOM Q6.7
Which of the following drugs have been linked to memory impairment?

a. Aspirin
b. Methamphetamines
c. Marijuana
d. Ritalin

ANS: C
LO= 6.2b Describe the biochemistry of memory, including the effects of hormones and drugs.
EOM Q6.8
Which of the following is not part of the Papez circuit?

a. Medulla
b. Hippocampus
c. Amygdala
d. Sensory cortex

ANS: A
EOM Q6.9
____________ consolidation involves the repeated activation of the Papez circuit and may take years,
while ____________ consolidation happens in the first few hours after neurons are activated.
a. Synaptic; system
b. System; synaptic
c. Sympathetic; parasympathetic
d. Parasympathetic; sympathetic

ANS: B
EOM Q6.10
Whether or not stimulant drugs help or hurt memory performance depends on _____.
a. the dose
b. the time of day the drugs are administered
c. the gender of the user
d. the age of the user

ANS: A
LO= 6.2b Describe the biochemistry of memory, including the effects of hormones and drugs.
EOM Q6.11
Although Paul knows he was in a bad car crash, he is unable to remember anything from the day of the
accident. What form of amnesia does he have?
a. Retrograde
b. Anterograde
c. Primary
d. Secondary
Topic: Forgetting
ANS: A
Skill: Apply What You Know
LO= 6.3a Discuss the factors that contribute to forgetting.
EOM Q6.12
The phrase “memory wars” refers to _____.

a. an internal struggle you each have with memories as you age
b. an argument over whether memories become more accurate with time
c. a debate over whether memories of childhood trauma recovered during therapy are authentic
d. a classic book written on memory function
Topic: Forgetting
ANS: C
LO= 6.3b Define repression and explain the controversy regarding recovered memories.
EOM Q6.13
What type of interference occurs when old information influences the encoding of new information?
a. Retroactive
b. Proactive
c. Retrograde
d. Anterograde
Topic: Forgetting
ANS: B
EOM Q6.14
Which of the following statements regarding Alzheimer’s disease is incorrect?

a. It is a progressive disease.
b. It involves changes in hippocampal circuitry.
c. It is reversible.
d. Its exact triggers are unknown.
Topic: Forgetting
ANS: C
EOM Q6.15
Sudden recall of past events that never happened is referred to as _____.

a. repression
b. encoding failure
c. dissociation
d. false memory syndrome
Topic: Forgetting
ANS: D
LO= 6.3b Define repression and explain the controversy regarding recovered memories.
EOM Q6.16
Remembering the names of the Great Lakes (Huron, Ontario, Michigan, Erie, and Superior) by spelling
HOMES from the initials is an example of _____.
a. overlearning
b. recitation
c. a mnemonic
d. eidetic memory

ANS: C
Skill: Analyze It
LO= 6.4b Discuss techniques for improving memory, such as using mnemonics, rehearsal, and
spaced practice.
EOM Q6.17
You have little trouble remembering the days of the week due to _____.
a. overlearning
b. metamemory
c. savantism
d. eidetic memory

ANS: A
Skill: Apply What You Know
spaced practice.
EOM Q6.18
Which of the following disabilities has been linked to savantism?

a. Dyslexia
b. Attention deficit disorder
c. Hearing impairments
d. Autism

ANS: D
LO= 6.4a Identify types of exceptional memorists, including savants, super-memorists, and those
EOM Q6.19
Which of the following statements is true regarding eidetic imagery?

a. It involves a rare ability to see an image after it’s removed from view.
b. It is more common in people with Alzheimer’s disease.
c. It is more common in adults than children.
d. With practice you can greatly improve your eidetic imagery.

ANS: A
LO= 6.4a Identify types of exceptional memorists, including savants, super-memorists, and those
EOM Q6.20
Which technique is least likely to help you master a new topic?

a. Spaced practice
b. Massed practice
c. Recitation
d. Practice testing

ANS: B
spaced practice.
End of Chapter Questions
EOC Q6.1
Which of the following correctly lists the order of the three processes of memory?
a. Acquisition, extinction, and spontaneous recovery
b. Bottom-up processing, selective attention, and top-down processing
c. Receiving information from the senses, organizing and storing the information, and retrieving the
information from storage
d. The unconditioned stimulus, the conditioned stimulus, and the conditioned response
Topic: Memory
ANS: C
EOC Q6.2
You are quietly studying in the library. There are many others around you, but you are focused on your
text and not paying attention. Suddenly, you respond to a soft whisper of your name. What has just been
exemplified?
a. Broadbent’s process of selective memory
b. The phi phenomenon
c. Cue controlled inhibition
d. The cocktail party effect
Topic: Memory
ANS: D
EOC Q6.3
In a psychology demonstration in class you are asked to look at a blank screen followed by a quick flash
of letters. You are then asked to recall the letters you have just seen. This experiment, devised by George
Sperling, was designed to test ________.
a. sensory memory
b. long-term memory
c. short-term memory
d. primary memory
Topic: Memory
ANS: A
EOC Q6.4
Allan’s grandmother was very involved with civil rights demonstrations in her youth. Allan, wanting to
learn more, was disappointed to find that his grandmother didn’t seem to remember specifics very well.
One day Allan and his grandmother drove through a town his grandmother had demonstrated in many
years back. Allan was surprised that suddenly his grandmother was a wealth of information. What does
this example demonstrate?
a. Elaborative specificity
b. Mood-dependent learning
c. Context-dependent learning
d. State-dependent learning
Topic: Memory
ANS: C
EOC Q6.5
During system consolidation of memory, a memory _______.

a. decays
b. stabilizes
c. gets lost
d. is transferred to the cortex
Topic: Memory
ANS: B
EOC Q6.6
Alberto is 68 and experienced a stroke last year. Now he seems incapable of retaining memories. What
area of Alberto’s brain was potentially damaged?
a. His amygdala
b. His hypothalamus
c. His hippocampus
d. His cerebellum
Topic: Memory
ANS: C
EOC Q6.7
While conducting a research experiment on memory and gender you find that women have a slight
increase in their memory skills. What have you learned from this text that may explain this?
a. Men have increased cortisol, which limits memory formation.
b. Women are found to be less susceptible to transience.
c. Women are found to be more left-brained than men.
d. Estrogen is related to memory skills.
Topic: Memory
ANS: D
EOC Q6.8
Molly had a very difficult labor and delivery. She doesn’t clearly remember the first few hours at the
hospital but oddly remembers everything after she was told she needed to have a C-section. Molly even
remembers pictures on the hallway walls as she was being brought to the operating room. What explains
this difference in memory?
a. She has experienced retrograde amnesia.
b. She has most likely blocked out her first memories of the hospital.
c. She experienced an increase in stress hormones after being told about the C-section.
d. She experienced long-term potentiation when being brought to the operating room.
Topic: Memory
ANS: C
EOC Q6.9
The failure to accurately describe something that one is very familiar with, such as a penny, is attributed
to ________.
a. encoding failure
b. proactive interference
c. elaboration failure
d. retroactive interference
Topic: Memory
ANS: A
EOC Q6.10
Tiana’s uncle was in a horrific accident last year. He is doing much better physically, but every time she
visits him with her four-month-old son she notices he is incapable of remembering her son’s name. What
is Tiana’s uncle experiencing?
a. Retrograde amnesia
b. Consolidation
c. Infantile amnesia
d. Anterograde amnesia
Topic: Memory
ANS: D
EOC Q6.11
Catherine had a very traumatic life growing up. There was an excessive amount of violence and mental
trauma. She finds that recalling specifics about her life is very difficult and often feels like she has no idea
who she is. What might Catherine be suffering from?
a. Neurosis
b. Dissociation
c. Disaffiliation
d. Somatization
Topic: Memory
ANS: B
EOC Q6.12
_________ is a defense mechanism identified by Freud in which people block negative memories from
their consciousness.
a. Deflection
b. Repression
c. Blackout
d. Transience
Topic: Memory
ANS: B
EOC Q6.13
Doug is not particularly adept in his anatomy and physiology course. He knows the only reason he is able
to keep passing this class is because of his eidetic imagery ability. What does this mean?
a. He has a “photographic memory,” making it much easier to learn the information.
b. His ability to associate odd images with the material he needs to learn makes learning the material
easier.
c. His drawing skills allow him to remember the class material.
d. He is easily able to imagine how body parts work together.
Topic: Memory
ANS: A
EOC Q6.14
An individual who has tremendous abilities in some areas despite other serious mental illness may
have__________.
a. Rhett’s condition
b. Munchausen disease
c. mnemonition
d. savant syndrome
Topic: Memory
ANS: D
EOC Q6.15
Abby is studying for her math exam. She knows that she must remember particular formulas to get a good
grade on this test. She reads the formulas aloud from the book a few times, sets down the book, and then
tries to remember the formulas on her own. Which memory strategy is this called?
a. Mnemonizing
b. Peg-wording
c. Recitation
d. The method of loci
Topic: Memory
ANS: C
Another random document with
no related content on Scribd:
territory of Crete? In this connection I refer to Document C-60,
Exhibit AJ-13. It is an order of 24 March 1941 which, as I have just
stated, sanctioned air attacks on Crete and also on Greek shipping.
Now, what about Greek neutrality on 24 March 1941?
JODL: From the point of view of international law it no longer
existed at that date. The English had in the meantime landed on
Crete and at Piraeus, and we had already learned about this on 5 or
6 March. The order, therefore, was in accordance with all the
principles of international law. But to conclude the Yugoslav problem
I may add that the allegation made by the Prosecution, that the plan
to attack Yugoslavia emanated from Jodl’s office, is a statement
which has not been and cannot be substantiated by anything.
THE PRESIDENT: What was that document that you were
referring to? 24-March 1941? You said 360, which did not indicate
anything to us.
DR. EXNER: 24 March, which is Document C-60, Exhibit AJ-13.
THE PRESIDENT: Thank you. What page?
DR. EXNER: Page 76, Volume I.
[Turning to the defendant.] We now come to the question of the
Soviet Union. How many troops did we have in the East during the
Western campaign?
JODL: At first it was 10 divisions, which in the course of the
Western campaign were reduced to 6 or 5 divisions.
DR. EXNER: What prompted us to send troops to the East after
the Western campaign?
JODL: The notification from the commander in the East that with
such weak forces he could neither keep Poland quiet nor guard the
demarcation line.
DR. EXNER: In your diary—the so-called diary—Document
1809-PS, Volume I of my document book, Page 83, you write on 24
May: “Situation in the East becomes precarious due to the Russian
menace against Bessarabia.” That is on 24 May 1940. That is what
you wrote in your diary. How did you come to this conclusion?
JODL: The reason was a dispatch from Canaris reporting the
concentration of 30 Russian divisions against Bessarabia. Whether
the note expressing anxiety originated with me, or whether it was an
idea of the Führer’s which I jotted down, I can no longer say today.
DR. EXNER: Well, on 6 September 1940 you signed an order
stating that the regrouping should not give the impression of an
offensive preparation. How should that be understood?
JODL: This order signed by me was interpreted as the first
attempt to conceal the impending attack on Russia.
DR. EXNER: One moment. I want to point out the order in
question to the Tribunal. It is Page 78, Volume I, Document 1229-
PS, Exhibit USA-130. It is an order by Jodl, addressed to the Foreign
Intelligence Service, and it says there:
“The Eastern area will be manned by stronger forces in the
coming weeks. By the end of October, the status indicated
on the enclosed map ought to have been reached.”
And now, Your Honors, I am sorry to have to point out an
omission in the English and French translations. The next paragraph
is missing, and this is very important for the understanding of the
entire document. It says, namely, “For the work of our own
Intelligence Service, as well as for answering questions asked by the
Russian Intelligence Service...”
THE PRESIDENT: It does not appear to be in our document.
What paragraph are you reading?
DR. EXNER: It is Paragraph 2 in my document book, Page 78.
THE PRESIDENT: It has not been translated.
DR. EXNER: That is just what I said. That is the error. Therefore
I will dictate it now, or read it slowly.
THE PRESIDENT: You want it to be translated?
DR. EXNER: Yes.
THE PRESIDENT: You see, Paragraph 2 is not translated at all.
There is nothing here.
DR. EXNER: These three lines were not translated at all, but
they are very important.
THE PRESIDENT: Just read it through the earphones, then.
Read the passage.
MR. ROBERTS: My Lord, the full document is in the British
Document Book 7, Page 102.
THE PRESIDENT: Thank you very much. Go on.
DR. EXNER: “For the work of our own Intelligence Service,
as well as for answering questions asked by the Russian
Intelligence Service, the following guiding principles
apply...”
And now explain the subject further.
JODL: Instructions such as these to Canaris’ office were issued
by me every 6 weeks. They formed the basis for the so-called
counterespionage work, which I do not wish to discuss in detail here.
In this case what matters to me was that the weak forces which we
kept in the East at this time should be made to appear actually
stronger. That, for instance, can be clearly seen from Paragraph 3
which says, and I quote:
“In statements on the equipment situation of the forces,
especially of the armored divisions, it is advisable to
exaggerate if necessary.”
I also pointed out in the next paragraph that antiaircraft
defenses should be exaggerated. All this was done because at that
time anxiety had already arisen that possibly a Russian operation
against Romania might develop. The purpose of this order was to
deter them from that, and it was intended for the intelligence only. If
on 6 September, I had already known of any aggressive intention
against Russia I would have said exactly the contrary; for with this
order, as I had issued it, I would have been working in the interests
of Gisevius and his friends—namely, I would have been informing
the Russians that we were beginning to deploy our troops.
DR. EXNER: Now, when did you first hear of the Führer’s fears
that Russia might prove hostile to us?
JODL: For the first time, on 29 July 1940, at the Berghof near
Berchtesgaden.
DR. EXNER: In what connection?
JODL: The Führer kept me back alone after a discussion on the
situation and said to me, most unexpectedly, that he was worried
that Russia might occupy still more territory in Romania before the
winter and that the Romanian oil region, which was the conditio sine
qua non for our war strategy, would thus be taken from us. He asked
me whether we could not deploy our troops immediately, so that we
would be ready by autumn to oppose with strong forces any such
Russian intention. These are almost the exact words which he used,
and all other versions are false.
DR. EXNER: You have just mentioned Hitler’s concern about
the seizure of the Romanian oil fields. Did the Führer do anything on
account of this apprehension?
JODL: It was precisely on the basis of this conversation—when I
protested that it was quite impossible to carry out a troop deployment
at that time for it would take 4 months—that the Führer ordered that
these deployment arrangements were to be improved. Two orders
were then issued immediately. One, I believe, is of 9 August. It was
called “Reconstruction East” and included all measures to improve
the deployment arrangements in the eastern area. The second order
was issued on 27 August. We do not have it here, but it has been
recorded in the War Diary of the Naval Operations Staff.
DR. EXNER: Yes, that is Page 85, Volume I of my document
book. There is an entry, right at the end of the page, in the Diary of
the Naval Operations Staff:
“Transfer of 10 divisions and 2 armored divisions to the
Government General, in case prompt intervention should
prove necessary for the protection of the Romanian oil
fields.”
That is an excerpt from Document C-170, Exhibit USA-136.
THE PRESIDENT: Dr. Exner, you seem to be reading from Page
85. Were you?
DR. EXNER: Yes, from Page 85. It is Page 85 of the German
version. Perhaps the numbering of the pages does not quite tally
with the numbering of the English version. It is the entry: “Transfer of
10 divisions and 2 armored divisions to the Government General.”
THE PRESIDENT: Yes, I see.
JODL: This entry is a proof of the Führer’s intentions at that time
with regard to this reinforcement in the East.
DR. EXNER: Well, when was the Führer’s order issued to
prepare for attack?
JODL: The first order for deliberation concerning an attack, or
for the discussion of any aggressive operation at all, was issued in
writing by the Armed Forces Operations Staff and submitted to the
Führer on 12 November. It is Document 444-PS...
DR. EXNER: It is on Page 66, Volume I of my document book.
JODL: ...and it is already known to the Tribunal. But this first
order, which is known to me, had to be preceded by oral instructions
from the Führer to the Commander-in-Chief of the Army.
DR. EXNER: That can be gathered from the document itself,
namely from Page 67 which reads:
“Irrespective of the result of these discussions, all
preparations for the East which have already been verbally
ordered are to be carried out.”
This is proof, therefore, that oral orders and preparation had
preceded.
JODL: I am not in a position to say, however, when these oral
instructions had been given to the Army.
DR. EXNER: Tell me, in these statements, which Hitler made to
you, was there ever any mention made of such things as the
extension of the “Lebensraum,” and of the food basis as a reason for
a war of conquest, and so on?
JODL: In my presence the Führer never even hinted at any
other reason than a purely strategic and operational one. For months
on end, one might say, he incessantly repeated:
“No further doubt is possible. England is hoping for this final
sword-thrust against us on the continent, else she would
have stopped the war after Dunkirk. Private or secret
agreements have certainly already been made. The
Russian deployment is unmistakable. One day we shall
suddenly become the victim of cold-blooded political
extortion, or we shall be attacked.”
But otherwise, though one might talk about it for weeks on end,
no word was mentioned to me of any other than purely strategical
reasons of this kind.
DR. EXNER: According to the reports received, how did the
military situation develop in the East after the Polish campaign?
JODL: When we first contacted the Russians in the Polish
campaign, relations were rather cool. We were carefully prevented
from gaining any information about their troops or equipment. There
were constantly unpleasant incidents on the San. The Russians shot
at everything, at fleeing Poles or at German soldiers, and there were
wounded and dead; and the demarcation line was flown over in
numerous cases. The unusually strong forces employed, by Russia
for the occupation of the Baltic states, of Poland and Bessarabia
struck us from the very beginning.
DR. EXNER: Did the reports which you received contain
indications of military reinforcements for the Red Army?
JODL: From maps which were submitted every few days, which
were based on intelligence reports and information from the radio
interception section, the following picture was formed: In the summer
of 1940 there were about 100 Russian divisions along the border. In
January 1941, there were already 150 divisions; and these were
indicated by number, consequently the reports were reliable. In
comparison with this strength, I may add that the English-American-
French forces operating from France against Germany never, to my
knowledge, amounted to 100 divisions.
DR. EXNER: Did Hitler attempt to clear up the political situation
by diplomatic means?
JODL: He attempted to do so by the well-known conference with
Molotov; and I must say that I placed great hopes on this
conference, for the military situation for us soldiers was as follows:
With a definitely neutral Russia in our rear—a Russia which in
addition sent us supplies—we could not lose the war. An invasion,
such as took place on 6 June 1944, would have been entirely out of
the question if we had had at our disposal all the forces we had used
and lost in this immense struggle in Russia. And it never for a single
moment entered my mind that a statesman, who after all was also a
strategist, would needlessly let such an opportunity go. And it is a
fact that he struggled for months with himself about this decision,
being certainly influenced by the many contrary ideas suggested to
him by the Reich Marshal, the Commander-in-Chief of the Navy, as
well as the Minister for Foreign Affairs.
DR. EXNER: On the basis of the reports which you received,
what did the further military situation on both sides look like?
JODL: The Intelligence Service was put to work as from January
1941. The divisions on our borders and also along the Romanian
frontier grew rapidly. On 3 February 1941 the Chief of the General
Staff of the Army informed the Führer of the operations which he
himself intended to carry out. At the same time he presented a map
showing the Russian troop deployment. This map indicated—and
this has been proved by documents—that there were 100 infantry
divisions, 25 cavalry divisions...
THE PRESIDENT: Dr. Exner, do we need all these strategic
details of plans which were drawn up by the German General Staff?
DR. EXNER: It is of very great importance to establish the
picture facing the General Staff at that time. If an overwhelming
concentration of Russian troops had not...
THE PRESIDENT: But that is not what he tells about. He is
telling us about February 1941. The OKW had produced plans to
show the deployment of German troops.
DR. EXNER: That is a plan which was developed by...
THE PRESIDENT: I do not think it is necessary to go into such
details as to tell us how many cavalry regiments they had there.
DR. EXNER: [Turning to the defendant.] Please tell us on
general lines how Halder pictured the situation to you after the
February 1941 reports. One figure only: how many divisions were
deployed?
JODL: I have already said that 150 Russian divisions were
deployed against us in February.
THE PRESIDENT: He said that already.
DR. EXNER: And how many were there on our side?
JODL: I should like to say in reply that at this same time our
deployment, as reported by General Halder, had only just begun.
And furthermore, I should like to point out that according to
Document C-39, Exhibit USA-138, Page 92 of the first document
book, it is clear from a study of this document book—it is the
timetable for the deployment—that it was not until 1 June that the
actual attack formations, consisting of 14 armored divisions and 12
motorized infantry divisions, were brought up. In fact they were not
actually moved until 10 June. I mention this so that it cannot be said
that the German intention to attack was already obvious in February
1941. Such was not the case.
DR. EXNER: The Prosecution has especially emphasized that
this plan for the attack on Soviet Russia had been drawn up long
before then. Can you perhaps say anything more about that?
JODL: I will explain the matter in a few words. We had to use
10,000 trains for this deployment. If one could have run 100 a day it
would have taken 100 days; but we never reached that figure. So for
purely technical reasons this deployment had already taken 4
months.
DR. EXNER: Did events in Yugoslavia have any influence on
the Führer’s decision?
JODL: They gave it the final impetus. Until that time the Führer
still had doubts. On 1 April, not earlier, he decided to attack; and on
1 April he ordered the attack to be made ready for about 22 June.
The order for the attack itself—that is, the real opening of the
campaign—was issued only on 17 June, which is likewise proved by
documents.
DR. EXNER: Then, in your opinion, the Führer waged a
preventive war. Did later experiences prove that this was a military
necessity?
JODL: It was undeniably a purely preventive war. What we
found out later on was the certainty of enormous Russian military
preparations opposite our frontiers. I will dispense with details, but I
can only say that although we succeeded in a tactical surprise as to
the day and the hour, it was no strategic surprise. Russia was fully
prepared for war.
DR. EXNER: As an example, could you perhaps tell the Tribunal
the number of new airfields which were discovered in the Russian-
Polish area?
JODL: I recall approximately that there had been about 20
airfields in eastern Poland, and that in the meantime these had been
increased to more than a hundred.
DR. EXNER: Quite briefly, under these conditions what would
have been the result of Russia’s having forestalled us?
JODL: I do not want to go into the strategic principles, into the
operations behind the front; but I can state briefly that we were never
strong enough to defend ourselves in the East, as has been proved
by the events since 1942. That may sound grotesque, but in order to
occupy this front of over 2,000 kilometers we needed 300 divisions
at least; and we never had them. If we had waited until the invasion,
and a Russian attack had caught us in a pincer movement,
simultaneously, we certainly would have been lost. If, therefore, the
political premise was correct, namely that we were threatened by this
attack, then from a military point of view also the preventive attack
was justified. The political situation was presented to us soldiers in
this light, consequently we based our military work accordingly.
DR. EXNER: Now, a few questions concerning Japan. What
significance did Directive 24 of 5 March 1941 have for co-operation
with Japan? It has already been mentioned, but the matter is not
quite clear. That is Page 94, Volume I of our document book, which
is Document C-75, Exhibit USA-151. Grossadmiral Raeder, in the
witness stand, has already said something about this directive. Can
you tell me anything new?
JODL: The document is very important. First, I must make a
confession. So far I have been accused of merely having received
this document. But it emanated from me; I authorized it. It was
worked out by my staff in the Navy group. Consequently, I knew this
document better than anybody else. It is not an operational order, it
is a guide for German officers.
DR. EXNER: What does that mean?
JODL: All German officers who officially or unofficially came into
contact with Japanese officers were to be told exactly what the aims
of German policy were, namely, to attack England even in the Far
East and precisely thereby to keep America out of the war.
DR. EXNER: In Paragraph 3, Subparagraph a, of this directive
we read:
“It must be emphasized that the common aim in this war is
to crush England as soon as possible and thereby keep the
United States out of the war.”
JODL: Such a directive was necessary in order that careless
statements on the part of German officers should not be used by
officers of the Japanese Army and Navy for their own political
purposes. For this reason the Foreign Office also received a copy, as
is shown in the distribution list on the bottom of Page 96. This would
never have happened in the case of an operational order. Also that is
why the Führer did not sign it.
DR. EXNER: The objectives of the German Navy are also stated
on the top of Page 96. They read as follows:
“Moreover, attacks on other British bases—on American
naval forces only if the entry of the United States into the
war cannot be prevented—are capable of shattering enemy
forces in those places.”
And so we again find the endeavor to prevent the entry of the
United States into the war and to attack them only if nothing else
should prove possible.
JODL: I should like to add that the purpose of this document
was not to exert influence on Japan, as that would have been a
political action; it was merely a directive for all officers telling them
what to say in such a case.
DR. EXNER: Grossadmiral Raeder has already told us by what
naval orders he had endeavored to keep the United States out of the
war. Have you anything to add to that?
JODL: Only one point, which the Grossadmiral did not mention.
It comes from Document C-119 and Exhibit Jodl-37. It can be read
on Page 98 of Document Book Number 1.
DR. EXNER: Page 98 of Volume I, Exhibit Jodl-37, which we
submit. There we find: “Special regulations on deportment during the
occupation of Denmark and Norway.” And then...
JODL: Only the last sentence need be read.
DR. EXNER: Please read it.
JODL: “All warships and merchant vessels under the U.S.A.
flag, as well as aircraft, are excepted from the prohibition to
sail or take off.”
DR. EXNER: And that is the last sentence at the bottom of Page
98. The paragraph speaks of prohibiting warships, merchant vessels,
aircraft, et cetera, from leaving port, with the exception of the
Americans.
JODL: And so, in all the war measures of the Naval Operations
Staff, America was granted an exceptional position for a long time.
DR. EXNER: Before Japan’s attack on America, did you have
any official dealings with Japanese officers?
JODL: No, not before.
DR. EXNER: None at all?
JODL: No.
DR. EXNER: Did you expect the attack on Pearl Harbor?
JODL: The attack came as a complete surprise. It was a
complete surprise to me, and I had the feeling it was also a surprise
for the Führer; for he came, in the middle of the night, to my map
room in order to give the news to Field Marshal Keitel and myself.
He was completely surprised.
DR. EXNER: Now, I should like you to clear up an erroneous
interpretation of this letter of Falkenstein’s. It is Page 81, Volume I, of
our document book. A letter, Document 376-PS, Exhibit USA-161,
can be found there. There is a letter from Falkenstein to yourself, I
believe?
JODL: No, no.
DR. EXNER: No?
JODL: No, to General Von Waldau, of the Air Force Operations
Staff.
DR. EXNER: It states:
“With a view to a future war against America, the Führer is
considering the question of the occupation of the Atlantic
islands.”
That can be interpreted to mean that he intended to attack
America: “With a view to a future war against America, the Führer is
considering...” What is meant by that, and how did you interpret it?
JODL: That is perfectly obvious. At that time consideration was
actually being given to the occupation of the Atlantic islands, a thing
the Führer had always wanted to do.
DR. EXNER: For what purpose?
JODL: As a certain security base, thus an outpost in case of
American intervention; and so we had to take this idea into
consideration. Although the Navy as well as the Armed Forces
Operations Staff and the Chief of the High Command of the Armed
Forces definitely rejected it, we had to consider these matters in
theory at least; and this is what he tells General Von Waldau in this
letter.
Furthermore, the same thing was then written in a document,
later in an order, Document 444-PS, exactly as written here.
DR. EXNER: Did we have any interest at all in extending the
war?
JODL: I, personally, none. I can only say that the expanse from
the North Cape to Tobruk, and from Brest to Rostov-on-the-Don was
too great for my liking.
DR. EXNER: And were we interested in having Japan at war
with America?
JODL: No, we would have much preferred a new and powerful
ally without a new and powerful enemy.
DR. EXNER: Did we drag Italy into the war?
JODL: I do not know what was done politically; but after the
collapse of France, when Italy also wished to take an active part in
the war, we tried to prevent this, we soldiers in the OKW. But we only
succeeded in delaying her intervention by 4 to 6 days; the Führer
could not refuse altogether. But during the whole of the war Italy was
of no help to us, rather only a burden; and this will be confirmed by
subsequent histories of the war.
DR. EXNER: As to all the accusations concerning Crimes
Against Peace, I should like to refer to the relevant documents which
have been submitted by Göring, Ribbentrop, Raeder, and Dönitz. I
do not know whether such a reference is at all necessary according
to the rules of procedure.
Now one final question. The Prosecution has represented this
whole series of campaigns as a long premeditated and concerted
plan of conquest which you, as a conspirator, both instigated and
carried out. What have you to say to this?
JODL: I believe I have already corrected this completely
distorted picture by my testimony. The war against Poland broke out
without my having taken any part in its preparation. It developed into
a World War contrary to the hopes of all soldiers. Everything had to
be improvised for this war. There was nothing ready except the plan
of attack against Poland. There were neither enough bombs nor
enough ammunition. At that time not a single soldier thought about
Norway, Belgium, Holland, Yugoslavia, Greece, or even Russia. No
military agreements had been reached with Italy or with Japan.
I acknowledge the statement of the American Chief of General
Staff, General Marshall, to be absolutely correct in almost every
point.
DR. EXNER: Mr. President, I have no further questions to ask.
THE PRESIDENT: Do any of the defendants’ counsel want to
ask any questions?
DR. HANS LATERNSER (Counsel for the General Staff and
High Command of the German Armed Forces): General, as Chief of
the Armed Forces Operations Staff, you were for many years the
leading General Staff officer of the German Armed Forces?
JODL: Yes.
DR. LATERNSER: In the course of your military activity you
were also for a fairly long time a teacher at the War Academy?
JODL: Not exactly at the War Academy but at the General Staff
courses which preceded the War Academy and which at that time
were held at the individual district headquarters.
DR. LATERNSER: As all our higher military leaders came from
the professional class of General Staff officers, I ask you to tell us
briefly how these officers were trained at the War Academy. Please
confine yourself exclusively to the following points:
How was, or rather how much time was allotted to instruction on
attack; then for propaganda for wars of aggression; and the attitude
toward international law and politics?
THE PRESIDENT: The Tribunal think this question is completely
irrelevant.
DR. LATERNSER: If the Court considers these questions to be
irrelevant, I will dispense with the answers to these questions.
Generaloberst, you know the standpoint of the Prosecution, that
the military leaders are supposed to have formed a group with the
aim of unleashing wars of aggression and, in the course of these
wars, committing crimes against military law and the laws of
humanity. Please explain to the Tribunal your attitude toward this
point, particularly as to whether the higher military leaders ever
actually formed such a group.
JODL: I never understood the idea of such a group, and I never
shall understand it. It is just as if the passengers of a passenger ship
were to meet on an ocean liner and there form a unit—or be obliged
to form a unit—under the authority of the captain. This so-called
group of high-ranking officers might possibly have existed in imperial
times as an absolute entity, but not entirely even then. But here, after
the National Socialist revolution, these groups broke up completely
in all spheres of life, politically, philosophically, and ideologically. The
goal that united them was the military profession and the necessary
obedience.
THE PRESIDENT: Perhaps we had better adjourn at this time.
[The Tribunal recessed until 1400 hours.]
Afternoon Session
DR. LATERNSER: Generaloberst, before the occupation of
Czechoslovakia there was a meeting on 10 August 1938 at the
Berghof between Hitler and the military leaders, at which you were
also present. Up to now that conference has not yet been discussed
here, and I want to ask you what was the subject of that conference.
JODL: During that conference, the Führer spoke to General
Staff officers only, and gave them a talk that lasted for about two and
a half hours on the whole military and political situation. In particular,
he dealt with the Sudeten-German problem, and said that it would
have to be solved no matter what happened. He described the
various possibilities and, in particular, made it clear that he intended
to solve the question without interference from France and England
and was confident he would succeed.
DR. LATERNSER: That was the subject of that conference?
JODL: Yes, that in the main was the subject.
DR. LATERNSER: Do you know for what reason the
Commanders-in-Chief of the three branches of the Armed Forces
and their chiefs were not there?
JODL: I know the reason because the Chief Adjutant, Major
Schmundt, informed me of it before the conference. He told me that
it was the Führer’s intention to speak directly to the senior General
Staff officers at a time when they would not be under the influence of
their too-critical Commanders-in-Chief and thus not inclined to balk
or criticize.
DR. LATERNSER: But then, during that conference there was,
nevertheless, considerable criticism on the part of those officers, was
there not?
JODL: I could not say that there was criticism; but one of the
generals believed that he could or should draw the Führer’s attention
to the possibility that France and England might interfere after all, if
he did something against Czechoslovakia. That was General Von
Wietersheim.
DR. LATERNSER: Did Hitler later on again follow the principle
of excluding the highest military leaders from such conferences?
JODL: The Führer did that quite often. I would say that he did it
on principle. For instance, after our unsuccessful attack on the
bridgehead at Nettuno, southwest of Rome, he ordered the junior
officers, who were taking part in these battles, from the regimental
commanders down to the company commanders, to come to the
Führer’s headquarters. For days he personally interrogated each
one of them alone without their superiors being present. He did the
same thing very, very often with Air Force officers, whom he
interrogated without the Commander-in-Chief of the Air Force
present.
DR. LATERNSER: Generaloberst, you were present during
most of the Hitler conferences on the situation. Could the
commanding generals present at the Führer’s headquarters at the
time take part in such conferences without difficulties?
JODL: As long as during these orientation conferences on the
situation only things which had already happened were discussed,
the Führer was very generous about who took part in them; but as
soon as something was discussed which dealt with future operations
—for instance, the attack on Russia in 1942—commanding generals
of an army group from the Western Front could not take part; nor
was it possible the other way round, so that so far as his intentions
were concerned, he would only initiate such officers as had to be
informed for official reasons.
DR. LATERNSER: In such cases then, the so-called “smallest
circle” was summoned to a situation conference?
JODL: That is right. And so it was that the chief adjutant would
announce, on behalf of the Führer, that a discussion among the
smallest circle would now take place in which only such and such
officers could take part.
DR. LATERNSER: During such situation discussions, did you
often hear energetic remonstrances on the part of the commanding
generals of an army group? Who made these remonstrances, and
on what occasion? Please limit yourself to the most important
instances.
JODL: I can only give you a very short answer to that question;
otherwise, I would have to speak about it for an hour. I can say that
not a single conference took place without the old traditional
conceptions, if I may call them so, regarding operations coming into
conflict with the revolutionary conceptions of the Führer. Therefore,
apart perhaps from single operations during the first part of the war, I
can state that whenever such a report was made by a commanding
general of an army group, there was a clash of opinions. I could
mention the names of all the commanding generals of army groups
who ever held a post. I know of none to whom this would not apply.
DR. LATERNSER: Of course, you knew all the commanding
generals of army groups, did you not?
JODL: During the first half of the war I knew all the commanding
generals down to, and including, commanding generals of army
groups. During the second half of the war, there were commanding
generals of army groups in the East whom I did not know. For the
most part they did not come from the General Staff, but were line
officers, so that I did not know some of them.
DR. LATERNSER: Generaloberst, could, for instance, a
commanding general of an army group report for a discussion with
Hitler without difficulties?
JODL: The commanding general of an army group could not do
that. The commanding general of an army group would, first of all,
have to ask the Commander-in-Chief of the Army as long as there
was one. When the Commander-in-Chief of the Army no longer
existed, the commanding generals of army groups then applied to
the military adjutant’s office, or they applied to the Chief of the
General Staff of the Army for permission to make a report, which the
commanding generals could not do themselves.
DR. LATERNSER: So that, if a commanding general of an army
group intended to protest against some measure which he did not
consider right, then he had to go to the commander-in-chief of his
army group, who in turn would have to go to the commander-in-chief
of the particular branch of the Armed Forces; so that this was
practically the only channel through which objections could be made
to Hitler in the normal official way?
JODL: That is perfectly correct. All military departments did that,
and it had been done for a number of years.
DR. LATERNSER: What do you know about Himmler’s attempt
to set Hitler against the generals? When I say “generals” I mean the
ones who are of the “group.”
JODL: I have perhaps already answered that in part when I
complained that we were not in a position to prevent military reports
and news of irresponsible sources from reaching the Führer. It was a
standing rule that police circles particularly continually used the
opportunity through Himmler to criticize the traditional, or—as they
called it—the reactionary, humanitarian, chivalrous attitude of the
higher military leaders, so that the severe orders of the Führer for
brutal action—as he called it—might be stayed. This was a constant
state of affairs. All of them were by no means involved and it was not
directed against all the commanding generals, but it was against
quite a few.
DR. LATERNSER: Generaloberst, you still have not quite
answered my question. I asked you whether you knew anything
about Himmler’s attempt to make Hitler hostile, for reasons which I
hope you will tell me.
JODL: Well, the outcome of what I have just described was that
Himmler went to the Führer and reported to him, privately of course.
He complained about certain commanding generals, all of them of
the Army; and we knew about it, because the following day the
Führer suddenly began to raise some objections to some
commanding general without our knowing why, and would cause bad
feeling.
DR. LATERNSER: How were the relations between the OKW
and the OKH?
JODL: Before the war and during the first part of the war the
relationship between the High Command of the Armed Forces and
the High Command of the Army was made difficult by considerable
tension. The reason, however, was exclusively an internal military
one. Because in the creation of the High Command of the Armed
Forces a general staff group had come into being which was outside
the jurisdiction of the Chief of the General Staff of the Army, and
which was, I should say, even above the General Staff of the Army
and gave orders to them. This constellation was, of course, regarded
with a great deal of distrust by the General Staff of the Army. I might
add, however, that Field Marshal Keitel and I, and many reasonable
officers, succeeded in completely overcoming this tension as the war
went on.
DR. LATERNSER: I think, Generaloberst, that that is enough on
that point.
The military leaders are accused of having delayed the end of a
hopeless war unnecessarily. What do you know about the efforts of
Field Marshal Von Rundstedt and Rommel after the invasion had
succeeded?
JODL: I remember a conference with these two commanding
generals when the Führer and I flew to the headquarters which had
been prepared north of Reims. That was about July 1944. During
that conference, both Field Marshal Von Rundstedt and particularly
Rommel described in an unmistakable manner the seriousness of
the entire situation in France, characterized by the tremendous
superiority of the Anglo-Saxon Air Force, against which ground
operations were powerless. I remember quite clearly that Field
Marshal Rommel asked the Führer at the end, “My Führer, what do
you really think about the further development of the war?” The
Führer was rather angry at this remark, and he answered curtly,
“That is a question which is no part of your duty. You will have to
leave that to me.”
DR. LATERNSER: Did you read the letter which Field Marshal
Von Kluge wrote to Hitler shortly before he died?
JODL: I stood next to the Führer when he received this letter. He
opened the envelope, read the letter, and then gave it to me to read.
It said exactly the opposite of what I had expected. Field Marshal
Von Kluge began his letter with fulsome praise for the Führer’s
personality and steadfastness in the conduct of the war. He said that
he was much more in sympathy with his ideals than the Führer
assumed. He had begun his task in the West full of confidence. But
as the promised support of our own Air Force had not been given he
was now convinced that the situation was hopeless, and his dying
counsel was to make peace now. That briefly, was what the letter
contained.
DR. LATERNSER: Generaloberst, can you give further
examples regarding the efforts of the commanding generals to end
the hopeless war?
JODL: No commanding general could touch upon the political
question, because the ending of a war is not a military but a political
decision. But indirectly I must say that there was not one officer in a
responsible position who did not tell the Führer soberly, honestly,
and openly what the military situation was and describe it as
hopeless—as indeed it turned out to be at the end. I, myself, too,
expressed this view in writing in a memorandum to the Führer.
DR. LATERNSER: I have a few questions regarding the various
campaigns.
What was the attitude of the High Command of the Army,
particularly Field Marshal Von Brauchitsch, regarding the Austrian
campaign?
JODL: The evening before the march into Austria, at about 2
o’clock in the morning, I was with Field Marshal Von Brauchitsch. I
found him in a dejected mood. I saw no reason for it; but apparently
he was convinced that this march into Austria might possibly lead to
a military conflict either with Italy or with Czechoslovakia. Or perhaps
from a political point of view he was not quite pleased about this
impending increase of the south German element in the Reich. I do
not know. But at any rate he was most dejected.
DR. LATERNSER: What were the reasons for the tension which
existed between Hitler on the one hand and the military leaders on
the other after the Polish campaign?
JODL: The conflict was particularly serious at that time because
the Commander-in-Chief of the Army and many of the higher
generals held the view I described this morning—namely, that we
should remain quiet in the West to end the war. As this again was a
political argument, which they could not use, the Commander-in-
Chief of the Army presented a military argument to the Führer at that
time. This argument was that considering the conditions in which our
Army was at the time, it would not be in a position to defeat the

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Session 6.1 – Memory’s Three Tasks

Topic: Memory’s Three Tasks

Session 6.2 – The Biology of Memory

Session 6.3 – Forgetting

Learning Objective 6.3a – Discuss the factors that contribute to forgetting

Topic: Memory’s Three Tasks

Topic: Memory’s Three Tasks

Which of the following is true of sensory memory?

Topic: Memory’s Three Tasks

Topic: Memory’s Three Tasks

Topic: Memory’s Three Tasks

Which of the following is not true regarding long-term potentiation (LTP)?

Topic: The Biology of Memory

Which of the following drugs have been linked to memory impairment?

Topic: The Biology of Memory

Which of the following is not part of the Papez circuit?

Topic: The Biology of Memory

Topic: The Biology of Memory

Topic: The Biology of Memory

The phrase “memory wars” refers to _____.

Which of the following statements regarding Alzheimer’s disease is incorrect?

Sudden recall of past events that never happened is referred to as _____.

Topic: Improving Your Memory

Topic: Improving Your Memory

Which of the following disabilities has been linked to savantism?

Topic: Improving Your Memory

Which of the following statements is true regarding eidetic imagery?

Topic: Improving Your Memory

Which technique is least likely to help you master a new topic?

Topic: Improving Your Memory

End of Chapter Questions

During system consolidation of memory, a memory _______.

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