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Name: Class: Date:
Chapter 07
1. The encoding function of memory refers to ____.
a. consolidating information with other related information
b. inputting information into memory
c. processing information in memory
d. recalling information from memory
ANSWER: b
2. You have never paid attention to and cannot think of which wrist your professor wears her watch on (even if you
remember many other things about her). Which function of memory has most likely failed you?
a. Application
b. Retrieval
c. Encoding
d. Storage
ANSWER: c
3. Typing information into a computer is most analogous to the ____ of memory traces in humans.
a. storage
b. review
c. retrieval
d. encoding
ANSWER: d
4. When you study for an exam, you are most likely engaging in the ____ function of memory.
a. retrieval
b. parallel
c. encoding
d. review
ANSWER: c
5. When you momentarily forget a friend’s name, the function of memory that has failed is ____.
a. storage
b. reproduction
c. retrieval
d. encoding
ANSWER: c
6. An important difference between computers and the human mind is the mind’s ability to ____.
a. store memories
b. encode information
c. retrieve memories
d. experience consciousness
Copyright Cengage Learning. Powered by Cognero. Page 1
Name: Class: Date:
Chapter 07
ANSWER: d
7. Computer processing ultimately fails as an analogy for the human mind because ____.
a. humans do not encode information, but computers do
b. computers do not store information, but humans do
c. computers retrieve information, but humans do not
d. humans have conscious awareness, but computers do not
ANSWER: d
8. Saving the paper you just wrote to the hard drive of a computer is most analogous to the ____ of new memory traces.
a. storage
b. decay
c. encoding
d. retrieval
ANSWER: a
9. On exam day, as you attempt to answer the questions on the exam, you are primarily engaged in the ____ of memory
traces.
a. review
b. storage
c. retrieval
d. encoding
ANSWER: c
10. The three major processes of memory are ____.

a. encoding, storage, and retrieval
b. integration, consolidation, and modification
c. activation, reactivation, and completion
d. implicit, explicit, and semantic
ANSWER: a
11. Bits of information stored in our memory are called ____.

a. encoders
b. memory traces
c. bins
d. bytes
ANSWER: b
12. One difference between human memory and computer memory is that ____.
a. human memory does not include encoding, storing, and retrieving
b. computers do not have explicit memory
Name: Class: Date:
Chapter 07
c. humans do not have implicit memory
d. humans do not have a working memory
ANSWER: b
13. Explicit memory is ____.

a. memories for classically conditioned feelings
b. memory that occurs without awareness
c. the conscious use of memory
d. memory for skills
ANSWER: c
14. What is the best example of the use of explicit memory?

a. Remembering how to knit a sweater
b. Remembering how to drive a car
c. Remembering the name of an old friend
d. Remembering how to hit a curve ball
ANSWER: c
15. When you take a test and have to recall specific pieces of information to do well on the test, you are using your ____.
a. information memory
b. explicit memory
c. validated memory
d. implicit memory
ANSWER: b
16. Implicit memory is to ____ as explicit memory is to ____.

a. unconscious; conscious
b. conscious; unconscious
c. short-term; long-term
d. long-term; short-term
ANSWER: a
17. Implicit memory is ____.

a. memory that occurs with awareness
b. the unconscious use of memory
c. memory for facts
d. memories for events
ANSWER: b
18. When you tie your shoes, you are most likely making use of your ____.
a. episodic memory
Name: Class: Date:
Chapter 07
b. implicit memory
c. explicit memory
d. semantic memory
ANSWER: b
19. Frika is washing dishes and she automatically puts the forks in the side drawer, despite the fact that she moved the
forks to another drawer last week. Frika’s error is most likely the result of ____ memory.
a. implicit
b. episodic
c. explicit
d. sensory
ANSWER: a
20. What is an example of the use of implicit memory?

a. Remembering how to knit a sweater
b. Remembering where you parked your car at the mall
c. Remembering the name of an old friend
d. Remembering the answer to a test question while taking an exam
ANSWER: a
21. Traditionally, memory has been described as having ____ distinct stage(s) of storage.
a. three
b. two
c. one
d. four
ANSWER: a
22. You are explaining the three-stages model of memory to your friend. What would you call the first stage of memory?
a. Long-term memory
b. Working memory
c. Short-term memory
d. Sensory memory
ANSWER: d
23. A principle that seems to underlie the three-stages model of memory is that ____.
a. consciousness of things we remember is not necessary until the long-term memory stage
b. the more you process something that you want to remember, the more likely it will end up in long-term
memory storage
c. forgetting is more influenced by biological factors than anything else
d. memories need to spend a large amount of time in each stage before they can be remembered long-term
ANSWER: b
Name: Class: Date:
Chapter 07
24. Let’s say that you are able to remember the words in this question as you are reading it. This is because memory for
the words is most likely residing in your ____.
a. eidetic memory
b. sensory memory
c. short-term memory
d. episodic memory
ANSWER: c
25. According to the three-stages model of memory, ____.

a. forgetting only occurs at the long-term memory stage
b. information is held for up to 30 seconds in sensory memory
c. short-term memory holds a vast amount of information for up to several hours
d. we keep all permanent memories in our long-term memory
ANSWER: d
26. Which statement is TRUE regarding sensory memory?

a. Haptic sensory memory involves stimuli we touch.
b. Sensory memory is so short that we are never consciously aware of it.
c. Iconic sensory memory processes information we hear.
d. Echoic sensory memory deals with stimuli we see.
ANSWER: a
27. In which stage of the three-stages model of memory does encoding of the environment first occur?
a. Short-term memory
b. Semantic memory
c. Sensory memory
d. Long-term memory
ANSWER: c
28. Your friend asks you if it is possible in the three-stages model of memory for memories to go directly from sensory
memory to long-term memory. How should you answer?
a. The three-stages model does not address this issue.
b. The model predicts that this can happen, but only in rare instances.
c. No, the model says that information has to travel in sequence from one stage to the next.
d. Sure, the three-stages model accounts for this common occurrence.
ANSWER: c
29. In the three-stages model of memory, the second stage of memory is ____ memory.
a. semantic
b. short-term
c. sensory
Name: Class: Date:
Chapter 07
d. implicit
ANSWER: b
30. In the three-stages model of memory, the briefest stage of memory is ____.
a. short-term memory
b. semantic memory
c. long-term memory
d. sensory memory
ANSWER: d
31. Iconic memory is to ____ as echoic memory is to ____.

a. short-term memory; long-term memory
b. visual sensory memory; auditory sensory memory
c. sensory memory; short-term memory
d. auditory sensory memory; visual sensory memory
ANSWER: b
32. To move information from iconic sensory memory to short-term memory, you must ____.
a. connect it to things you already know
b. repeat it over and over
c. pay attention to the information
d. keep it in iconic memory as long as you can
ANSWER: c
33. Echoic sensory memory encodes information from a ____.

a. sound
b. written sentence
c. caress
d. photo
ANSWER: a
34. Iconic sensory memory encodes information from a ____.

a. tickle
b. smell
c. sound
d. snapshot
ANSWER: d
35. Sensory memories help us to ____.

a. retain impressions of our sensory experiences forever
b. process sensations long enough to send them on to short-term memory
Name: Class: Date:
Chapter 07
c. use sensory experiences to recall other information
d. process emotional memories
ANSWER: b
36. Very brief memory for visual material is known as ____.

a. haptic sensory memory
b. short-term memory
c. echoic sensory memory
d. iconic sensory memory
ANSWER: d
37. A person without iconic memory probably would not be able to remember anything that he or she ____.
a. saw
b. felt
c. thought
d. heard
ANSWER: a
38. Echoic memories are a type of ____.

a. procedural memory
c. sensory memory
d. long-term memory
ANSWER: c
39. When you are not paying attention to your teacher and then suddenly realize that something important may have been
said, you are often able to hear what was just said by reflecting on your experience over the past couple of seconds. This is
possible because of ____.
a. iconic memory
c. haptic memory
d. echoic memory
ANSWER: d
40. Which statement is TRUE about sensory memory?

a. When something is sensed but not processed any further, it will not be remembered in the future.
b. We have only one sensory memory that codes and consolidates information from all of our senses.
c. Some information that enters our memory from the outside world does not pass through our senses.
d. Sensory memories are transferred to long-term memory whether we pay attention to them or not.
ANSWER: a

Name: Class: Date:
Chapter 07
41. If a new memory has made it to the short-term memory stage, it has definitely been ____.
a. either seen or heard
b. given at least a slight amount of attention
c. given a great amount of rehearsal
d. processed by the implicit memory system
ANSWER: b
42. The process that determines which memory information gets transferred from sensory memory to short-term memory
is ____.
a. transduction
b. attention
c. bottom-up processing
d. capitulation
ANSWER: b
43. If we do not pay attention to sensory memories, they will most likely ____.
a. get transferred to short-term memory
b. be forgotten forever
c. be forgotten until you recall them at a later date
d. end up in explicit memory
ANSWER: b
44. You are watching a recording of your professor’s lecture. The doorbell rings and you go to see who is there.
Assuming that you don’t pay further attention to the part of the lecture you were watching, what will likely happen to the
information?
a. If you were moved by the lecture, it will stay for a short time in haptic sensory memory.
b. The words will fade away forever.
c. An auditory sensory impression of the lecture words will be recorded.
d. A visual sensory impression of the lecture will be made and stay in memory for a few minutes.
ANSWER: b
45. Mila received a new DVD player that she is trying to connect to the back of her television by feel alone. The first
stage of memorizing how to make the connection would be through ____.
a. iconic sensory memory
b. haptic sensory memory
d. long-term memory
ANSWER: b
46. You have the phone number of the local pizza parlor in your iconic memory right now. What do you have to do with
this information to move it to short-term memory?
a. Write it down on a piece of paper.
Name: Class: Date:
Chapter 07
b. Pay attention to it.
c. Associate it with something you already know.
d. Repeat it over and over.
ANSWER: b
47. Which of the following is NOT a way that short-term memory can be encoded?
a. visually
b. haptically
c. semantically
d. acoustically
ANSWER: b
48. Which of the following is TRUE about short-term memory?

a. Memories stored in short-term memory are usually stored in long-term memory at the same time.
b. Short-term memories are coded to indicate both where the memory came from and where it is going.
c. The capacity of short-term memory is large and its duration is long.
d. Short-term memory uses multiple coding systems, including verbally, semantically, acoustically, and visually.
ANSWER: d
49. In the 1950s, George Miller showed that the capacity of short-term memory is ____.
a. 7 ± 2 bits of information
b. 20 chunks of data
c. about 5 facts, 2 concepts, and 1 feeling
d. 15 items
ANSWER: a
50. Imagine that you are participating in a research study in which you are shown a list of numbers and then immediately
afterward you are asked to recall as many of them as you can. Most likely, the researcher is studying the ____.
a. capacity of long-term memory
b. capacity of short-term memory
c. capacity of sensory memory
d. duration of long-term memory
ANSWER: b
51. The phrase “7 ± 2 bits” describes the ____.

a. capacity of short-term memory
b. duration of short-term memory
c. capacity of sensory memory
d. duration of sensory memory
ANSWER: a

Name: Class: Date:
Chapter 07
52. If you were trying to store a list of single-digit numbers in your short-term memory, about how many should you be
able to store on average?
a. 15
b. 2
c. 7
d. 10
ANSWER: c
53. The limited capacity of short-term memory may be due to how neurons in the ____ code and store information.
a. corpus callosum
b. amygdala
c. hippocampus
d. reticular formation
ANSWER: c
54. When you use chunking to increase the capacity of short-term memory, ____.
a. you are able to hold an average of 7 plus or minus 2 chunks
b. neurons from the amygdala help those in the hippocampus to increase memory capacity
c. it comes at the expense of a corresponding decrease in the capacity of long-term memory.
d. it works best when units have a familiar sequence or inherent association.
ANSWER: d
55. Which statement is TRUE regarding chunking?

a. Chunking, if done effectively, can make the capacity of short-term memory virtually unlimited.
b. An average person can hold about 4 plus or minus 1 chunks in short-term memory.
c. Chunking can increase the capacity of short-term memory to an average of 16 bits of information.
d. Chunking makes it easier to remember seven bits of information in short-term memory, but it does not
actually increase the original number of bits of information that can be stored effectively.
ANSWER: b
56. If you look up a phone number to the local theater and are unable to write it down or rehearse it, how long do you
have before this information fades from your short-term memory?
a. 60 seconds
b. 120 seconds
c. 30 seconds
d. 3 seconds
ANSWER: c
57. The duration of short-term memory is about ____.

a. 7 ± 2 seconds
b. 2 hours
c. 2 seconds
Name: Class: Date:
Chapter 07
d. 30 seconds
ANSWER: d
58. The duration and capacity of short-term memory are best described as ____.
a. large in capacity and long in duration
b. small in capacity and long in duration
c. small in capacity and short in duration
d. large in capacity and short in duration
ANSWER: c
59. Imagine that you are a subject in a study in which you are asked to remember a sequence of 20 letters of the alphabet
dictated to you at the rate of one letter every two seconds. Immediately after the dictation, you are asked to recall the
original sequence of letters. Most likely the researcher is studying what aspect of memory?
a. Capacity of echoic sensory memory
b. Capacity of long-term memory
c. Capacity of iconic sensory memory
d. Capacity of short-term memory
ANSWER: d
60. When you attempt to remember the definition of implicit memory by repeating the definition over and over again, you
are using ____ rehearsal.
a. elaborative
b. maintenance
c. reconstructive
d. repetitive
ANSWER: b
61. Maintenance rehearsal describes the ____.

a. process of creating a mental image of something in order to remember it
b. attempt to remember something by repeating it over and over
c. attempt to keep memory skills strong by engaging in simple memory tests
d. process of keeping something in memory by changing its form or structure
ANSWER: b
62. Maintenance rehearsal is ____.

a. the forming of associations between what you want to remember and what you already remember
b. the most effective tool for transferring memories into long-term memory
c. most effective in keeping memories in short-term memory
d. used to keep items in our long-term memory storage
ANSWER: c
63. If you use maintenance rehearsal to prepare for your next test in psychology, you will likely ____.
Name: Class: Date:
Chapter 07
a. not do well on the questions that are based on facts and information, but do well on the questions based on
concepts
b. do quite well
c. not do well
d. do well if the test is next week, but not well if the test is sometime after that
ANSWER: c
64. Which statement is most accurate about maintenance rehearsal?

a. Maintenance rehearsal is effective in transferring information to long-term memory, but is not effective in
transferring short-term information.
b. Maintenance rehearsal can sometimes be effective in transferring information to long-term memory.
c. Maintenance rehearsal is not effective at all in transferring information to long-term memory.
d. The effectiveness of maintenance rehearsal is based on effort; any amount of effort to use maintenance
rehearsal will be rewarded with an equal benefit in the success of transferring information to long-term
memory.
ANSWER: b
65. Maintenance rehearsal is most closely associated with ____ while elaborative rehearsal is most closely associated
with ____.
a. semantic memory; episodic memory
b. short-term memory; long-term memory
c. implicit memory; explicit memory
d. visual memory; auditory memory
ANSWER: b
66. Suppose you prepare for your test on memory by relating the information to your grandfather’s memory problems due
to Alzheimer’s disease. In this case, you are using ____ rehearsal.
a. story
b. maintenance
c. elaborative
d. picture
ANSWER: c
67. Elaborative rehearsal involves trying to store something in long-term memory by ____.
a. listening to subliminal learning tapes during non-REM sleep
b. repeating it over and over again, whether you are paying attention or not
c. taking memory enhancing pills like B vitamins or ginkgo
d. associating it with something you already have stored in long-term memory
ANSWER: d
68. When advertisers use a catchy jingle to help us remember something in their ads, they are facilitating our use of ____.
a. elaborative rehearsal
Name: Class: Date:
Chapter 07
b. good continuity
c. bottom-up processing
d. maintenance rehearsal
ANSWER: a
69. Maintenance rehearsal involves ____ processing and elaborative rehearsal involves ____ processing.
a. recall; recognition
b. implicit; explicit
c. proactive; retroactive
d. a shallow level of; a deep level of
ANSWER: d
70. In order to provide the best chance of doing well on your final exam, you should use ____ rehearsal to learn the
material.
a. maintenance
b. serial
c. declarative
d. elaborative
ANSWER: d
71. The fact that elaborative rehearsal is a more effective means of transferring information from short-term memory to
long-term memory is consistent with the ____ model of memory.
a. levels-of-processing
b. reconstruction
c. pyramid
d. reciprocal determinism
ANSWER: a
72. You attend a lecture in which a politician lists the 20 points of her platform in a relatively short period of time. After
leaving the lecture, you are least likely to recall the points from the ____.
a. end of the list
b. ones with which you have had personal experience
c. beginning of the list
d. middle of the list
ANSWER: d
73. The serial position curve shows that when attempting to recall a list of items immediately after being exposed to them,
____.
a. all items are recalled at equal levels
b. the items at the beginning and the end of the list are better recalled than the items in the middle of the list
c. the items in the middle of the list are better recalled than the items at the beginning or the end of the list
d. the items at the beginning of the list are better recalled than the items in the middle of the list
Name: Class: Date:
Chapter 07
ANSWER: b
74. The first items in a long list of items to be remembered are usually remembered better than items in the middle of the
list. This is referred to as the ____.
a. law of effect
b. continuity effect
c. primacy effect
d. recency effect
ANSWER: c
75. The last items in a long list of items to be remembered are usually remembered better than items in the middle of the
list. This is referred to as the ____.
a. primacy effect
b. law of effect
c. continuity effect
d. recency effect
ANSWER: d
76. If you are just introduced to a group of individuals and then immediately asked to recall their names, you would
probably have most difficulty remembering the names of individuals who were presented ____.
a. last
b. both first and last
c. first
d. in the middle
ANSWER: d
77. One of the reasons why the middle items in a long list of items are less likely to be accurately recalled than items at
the beginning and the end of the list is because the middle items ____.
a. do not benefit from the proximity effect
b. do not benefit from either the recency or the primacy effect
c. are subject to the contextual effect
d. are subject to the contiguity effect
ANSWER: b
78. According to the three-stages model of memory, the explanation for the recency effect in the serial position curve is
that ____.
a. the last items are still in short-term memory
b. the middle items are still in sensory memory
c. the first items have been transferred to long-term memory
d. both the first and last items are still in short-term memory
ANSWER: a

Name: Class: Date:
Chapter 07
79. Which of these types of memory is most affected by normal aging?
a. Position memory
b. Primacy memory
c. Serial memory
d. Recency memory
ANSWER: d
80. When studying recall of visual information, the serial position curves for younger and older subjects would most
likely be ____.
a. different for items placed in memory both first and last
b. very similar
c. different for items placed in memory last
d. different for items placed in memory first
ANSWER: b
81. When studying recall of verbal information, the serial position curves for younger and older subjects would most
likely be ____.
a. very similar
b. different for items placed in memory both first and last
c. different for items placed in memory first
d. different for items placed in memory last
ANSWER: d
82. When Felipe goes to the grocery store, his wife usually tells him to get about three specific items. However, with
advancing age, his ability to remember the items in his head is decreasing. If he still prefers to use his memory rather than
writing the items down, which strategy will be most effective?
a. .Drink a caffeinated beverage to increase his alertness.
b. Tie a bow around each finger for each item he wants to buy.
c. Take a nap before going to the store.
d. Have his wife show him pictures of the three items.
ANSWER: d
83. According to the three-stages model of memory, the explanation for the primacy effect in the serial position curve is
that ____.
a. the last items are still in short-term memory
b. the middle items are still in sensory memory
c. both the first and the last items have been transferred to long-term memory
d. the first items have been transferred to long-term memory
ANSWER: d
84. The fact that you can pronounce the words that you are reading in this sentence before you process them into long-
term memory is mostly a problem for the ____.
Name: Class: Date:
Chapter 07
a. working memory model of memory
b. biological model of memory
c. three-stages model of memory
d. levels-of-processing model of memory
ANSWER: c
85. The three-stages model proposes that memory stages operate in a ____ fashion.
a. random
b. parallel
c. perpendicular
d. serial
ANSWER: d
86. The working memory model proposes that the memory stages operate in a ____ fashion.
a. random
b. sequential
c. perpendicular
d. parallel
ANSWER: d
87. When Namiko is in the process of perceiving something, the part of her memory that contains short-term memory, a
central executive, an episodic buffer, a phonological loop, and a visuospatial sketchpad is called ____ memory.
a. serial
b. semantic
c. working
d. iconic
ANSWER: c
88. Top-down perceptual processing provides a good example of how ____.

a. elaborative rehearsal creates memories that are not readily forgotten
b. attention is a necessary factor in transferring sensory memories to short-term memory
c. working memory and long-term memory often work in a parallel manner
d. the capacity of short-term memory is extremely limited
ANSWER: c
89. The working memory model is to ____ processing as the three-stages model is to ____ processing.
a. parallel; serial
b. maintenance; elaborative
c. elaborative; maintenance
d. serial; parallel
ANSWER: a
Name: Class: Date:
Chapter 07
90. In the working memory model, the ____ controls attention and the integration of information in working memory.
a. central executive
c. phonological loop
d. visuospatial sketch pad
ANSWER: a
91. Which model of memory best accounts for the fact that in reading this question, you must access the meaning of these
words even before you store them in short-term memory?
a. The three-stages model
b. The bottom-up processing model
c. The serial processing model
d. The working memory model
ANSWER: d
92. One particular working memory model suggests that working memory has a central executive component and
subordinate systems that process which of the following?
a. Emotional information and cognitive information
b. Autonomic information and somatic information
c. Visual information and auditory information
d. Sensory information and perceptual information
ANSWER: c
93. Two of the subordinate systems in the working memory model that are coordinated by the central executive
component are the ____.
a. directional compass and the acoustical map
b. information switch board and the sensory register
c. logical network and the emotional reservoir
d. phonological loop and the visuospatial sketch pad
ANSWER: d
94. When listening to your favorite music at the gym, which component of working memory is responsible for processing
the sound of the music?
a. Echoic memory
b. The central executive
c. The phonological loop
d. The visuospatial sketch pad
ANSWER: c
95. When playing your favorite video game, which component of working memory would coordinate the processing of
visual and auditory information?
Name: Class: Date:
Chapter 07
a. Serial processor
b. The central executive
c. The visuospatial sketch pad
d. The phonological loop
ANSWER: b
96. The central executive component of the working memory model is primarily involved in ____.
a. storage and retrieval
b. attention and integration
c. transduction and transporting
d. encoding and transcription
ANSWER: b
97. When Alzheimer’s patients are tested on a single task matched to their ability (such as recalling a list of numbers),
they tend to perform ____.
a. better than healthy control subjects
b. the same as healthy control subjects
c. far worse than healthy control subjects
d. worse than healthy control subjects
ANSWER: b
98. Short-term memory storage is to ____ as long-term memory storage is to ____.

a. semantic; emotional
b. haptic; informational
c. limited; unlimited
d. hierarchical; acoustic
ANSWER: c
99. Which statement is TRUE of long-term memory?

a. Long-term memories are most often encoded in a semantic form.
b. Long-term memories are stored randomly in the brainstem.
c. All long-term memories are encoded only in semantic form.
d. Although the capacity of long-term memory is large, it does fill up occasionally.
ANSWER: a
100. Suppose that tonight you are able to recall the name of a new song you heard on the radio today. As such, the
memory will have been stored in your ____.
a. visuospatial sketch pad
b. echoic memory
d. long-term memory
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ANSWER: d
101. When you store information in your long-term memory according to its meaning, your brain is using ____ encoding.
a. semantic
b. lexical
c. acoustic
d. visual
ANSWER: a
102. Gerard is cramming for a physics exam and he cannot seem to store any new information in his long-term memory.
What is the LEAST likely reason for this?
a. He is fatigued and unable to concentrate.
b. He is unable to focus his attention on the information he is trying to encode.
c. His long-term memory is full.
d. He is unable to adequately elaborate the material he is trying to encode into long-term memory.
ANSWER: c
103. Because our long-term memory uses schemas to store information, ____.
a. long-term memory will remain intact forever even if we cannot retrieve it
b. the information is highly organized
c. the information is subject to forgetting if not rehearsed
d. recalling visual information is easier than acoustic information
ANSWER: b
104. An organized, generalized knowledge structure in long-term memory is a(n) ____.

a. trace
b. icon
c. engram
d. schema
ANSWER: d
105. Which example is NOT a memory schema specifically mentioned in your textbook?
a. Stereotypes
b. Scripts
c. Icons and echoes
d. Person schemas
ANSWER: c
106. Your knowledge of animals is most likely stored in your long-term memory in the form of a ____.
a. question
b. list
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c. picture
d. schema
ANSWER: d
107. Information in your memory that you store as a generalized knowledge structure about all the groups of people who
attend your school is likely organized in the form of ____.
a. scripts
b. stereotype schemas
c. attributions
d. object schemas
ANSWER: b
108. Your understanding of what happens when you go to the dentist’s office is an example of a ____.
a. stereotype
b. script
c. preposition
d. person schema
ANSWER: b
109. Which of the following is TRUE of declarative memory?

a. It includes procedural memory.
b. It is a type of explicit memory.
c. It describes a way that short-term memories are stored.
d. It is a type of implicit memory.
ANSWER: b
110. Suppose the information you learn in your psychology class about the brain is associated in your mind with
information you had previously learned in your human biology class. Then your long-term memory of the psychology
information has most likely been stored through ____ encoding.
a. visual
b. neurological
c. semantic
d. intellectual
ANSWER: c
111. The two subtypes of declarative memory are ____.

a. procedural memory and conditioned memory
b. semantic memory and episodic memory
c. retroactive memory and proactive memory
d. implicit memory and explicit memory
ANSWER: b

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112. Semantic memory is ____.
a. conceptual memory
b. memory for skills
c. a type of non-declarative memory
d. implicit memory
ANSWER: a
113. Episodic memory is ____.

a. memory for the events of one’s life
b. critical thinking memory
c. emotional memory
d. skill and muscle memory
ANSWER: a
114. Semantic memory and episodic memory are examples of ____.

a. implicit memory
b. declarative memory
c. functional memory
d. unconscious memory
ANSWER: b
115. Your memory of your first date is an example of a(n) ____.

a. procedural memory
b. semantic memory
c. episodic memory
d. short-term memory
ANSWER: c
116. A person’s memory of the psychology concept of motivation is an example of ____.

a. semantic memory
b. implicit memory
c. sensory memory
d. procedural memory
ANSWER: a
117. When your teacher is lecturing on autobiographical memory, she may also refer to it as ____ memory.
a. episodic
b. analytic
c. semantic
d. implicit
ANSWER: a
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118. If you remember what you did last Friday night, you are remembering a(n) ____.
a. semantic memory
b. procedural memory
c. episodic memory
d. lexical memory
ANSWER: c
119. If you did not have any episodic memory ability, you would not be able to remember ____.
a. events and experiences
b. skills or procedures
c. facts and information
d. important historical dates
ANSWER: a
120. When you take your next psychology exam, you will draw most heavily from your ____ memory.
a. implicit
b. procedural
c. episodic
d. semantic
ANSWER: d
121. Who is most likely to remember the childhood birthday party when a friend made fun of their favorite present?
a. A young man
b. An elderly Alzheimer’s patient
c. A middle-aged man
d. A young woman
ANSWER: d
122. What is the best explanation for women’s superior performance on autobiographical memory tasks when compared
to men?
a. Women engage in more maintenance rehearsal of emotion-laden memories than men.
b. Women’s brains are bigger.
c. Women’s brains are smaller.
d. Women engage in more elaborative rehearsal of emotion-laden memories than men.
ANSWER: d
123. Based upon research regarding gender and memory, it can be concluded that ____.
a. men have better recall of childhood memories because the memories are less likely to be emotionally charged
b. women have better recall for adolescent events because they are more socially connected than males
c. memories of childhood may be influenced by the different manner in which men and women are socialized
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d. despite the fact that men and women are socialized differently, this does not seem to affect their memories of
childhood
ANSWER: c
124. To the extent that females have better recall of childhood events than males, research suggests this is due to the
females’ greater use of factual elaboration in their____ .
a. maintenance rehearsal
b. retroactive interference
c. semantic memories
d. episodic memories
ANSWER: d
125. Females tend to be better than males at recalling ____ memories.

a. emotional
b. procedural
c. implicit
d. semantic
ANSWER: a
126. Jill and David are arguing about who has the better memory, men or women. Jill says that women have better
memories. David says that men do. Who is correct?
a. Jill
b. David
c. Jill, but only when speaking of emotion-laden childhood memories
d. David,. but only when speaking of emotion-laden childhood memories
ANSWER: c
127. Semantic memories and episodic memories are subtypes of ____.

a. declarative memory, and they seem to stem from activity in the same common areas of the brain
b. declarative memory, yet they seem to stem from activity in some common areas as well as some different
parts of the brain
c. implicit memory, and they seem to stem from activity in the same common areas of the brain
d. implicit memory, yet they seem to stem from activity in different parts of the brain
ANSWER: b
128. A current controversy surrounding episodic memory and semantic memory is whether they are ____.
a. more important to identity than procedural memories
b. part of short-term memory
c. more easily recalled than procedural memories
d. separate memory systems
ANSWER: d

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129. If you remember how to tie your shoes, you are specifically using a(n) ____ memory.
a. haptic
b. semantic
c. procedural
d. episodic
ANSWER: c
130. During the course of your average day, which memories do you likely process in an implicit fashion much of the
time?
a. Episodic memories
b. Declarative memories
c. Procedural memories
d. Semantic memories
ANSWER: c
131. Which statement is TRUE of procedural memories?

a. They are memories for rules and laws.
b. They are memories for events in one’s life.
c. They are not part of declarative memory.
d. They do not last as long as semantic memories.
ANSWER: c
132. If you cannot remember the events of your life before the age of 15, you may have ____ amnesia.
a. proactive
b. perpetual
c. retrograde
d. anterograde
ANSWER: c
133. A person who routinely forgets how he began a long sentence may be suffering from ____ amnesia
a. anterograde
b. posterior
c. anterior
d. retrograde
ANSWER: a
134. A person who has lost the ability to form new declarative memories has ____ amnesia.
a. retrograde
b. subconditional
c. anterograde
d. subsequential
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ANSWER: c
135. Retrograde amnesia is to ____ as anterograde amnesia is to ____.

a. future; past
b. incomplete; complete
c. past; future
d. complete; incomplete
ANSWER: c
136. Recall the case of H.M. as described in your text. With his hippocampus removed, H.M. was ____.
a. able to store new declarative memories, but unable to store new procedural memories
b. able to store new episodic memories, but unable to recall how the memories were learned
c. able to store new procedural memories, but unable to store new declarative memories
d. able to store new episodic memories, but unable to use them to change behavior
ANSWER: c
137. The case of H.M., who suffered from amnesia as a result of surgery to correct severe epilepsy, showed that ____.
a. semantic memory and episodic memory are controlled by the hypothalamus
b. someone may suffer from retrograde amnesia, and not suffer from anterograde amnesia
c. retrograde amnesia can affect semantic memories but leave episodic memories intact
d. declarative memory and procedural memory are not stored in the same manner in long-term memory
ANSWER: d
138. Damage to the ____ of the brain is most likely to result in a person developing anterograde amnesia.
a. hypothalamus
b. cerebellum
c. hippocampus
d. thalamus
ANSWER: c
139. Research on concussions in high school athletes found that ____.

a. girls had a higher rate of concussions overall compared to boys
b. damage from three or fewer concussions was fairly minimal
c. boys who played football had the highest rate of concussions
d. the rate of concussions per year is declining
ANSWER: c
140. Retrieval is the process of ____.

a. determining the appropriate strategy for long-term storage of memories
b. “tagging” memories as they move from short-term memory to long-term memory
c. transferring short-term memories into long-term memories and converting them into semantic form
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d. sending a probe or cue into long-term memory in search of a memory trace
ANSWER: d
141. Why do students generally find essay exams to be more difficult than multiple-choice exams?
a. Essay exams require implicit memory.
b. Essay exams require recognition.
c. Essay exams require recall.
d. Essay exams require semantic memory.
ANSWER: c
142. Recall is to ____ as recognition is to ____.

a. an essay question; a multiple-choice question
b. a multiple-choice question; an essay question
c. short-term memory; long-term memory
d. long-term memory; short-term memory
ANSWER: a
143. Two types of retrieval processes are ____.

a. recall and recognition
b. search and compare
c. analyze and categorize
d. comprehend and describe
ANSWER: a
144. When preparing to take a multiple-choice exam in psychology, you should study as if you are going to have to
answer ____.
a. essay questions
b. any recognition type questions
c. other multiple-choice questions
d. true-false questions
ANSWER: a
145. In answering this exam question, you are engaged in a(n) ____ memory task.
a. recall
b. recognition
c. procedural
d. episodic
ANSWER: b
146. Attempting to retrieve the name of your first grade teacher is an example of a(n) ____ memory task.
a. recognition
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b. episodic
c. recall
d. implicit
ANSWER: c
147. Trying to learn a great deal of information in one huge study session is known as ____.
a. massed practice
b. distraction
c. massed extinction
d. distributed practice
ANSWER: a
148. The first step in getting information into memory is ____.

a. short-term memory
b. elaboration
c. studying
d. paying attention
ANSWER: d
149. Which method is LEAST likely to improve your memory?

a. Using distributed practice
b. Using elaborative rehearsal
c. Using maintenance rehearsal
d. Using mnemonics
ANSWER: c
150. Which tip is discussed in the textbook for improving your memory?
a. Use elaborative rehearsal.
b. Multitask for more efficiency.
c. Avoid overlearning.
d. Use long massed practice sessions.
ANSWER: a
151. Which technique is generally an effective method of study efficiently?

a. Forming associations among the elements of information
b. Playing music in the background while you are studying
c. Rehearsing what you have to know for hours
d. Using massed practice sessions
ANSWER: a
152. Mnemonic devices are a type of ____.

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a. maintenance rehearsal strategy
b. interview strategy
c. encoding specificity technique
d. elaborative rehearsal strategy
ANSWER: d
153. The SQ3R memory method stands for ____.

a. study, quiz, rehearse, revisit, rest
b. survey, question, read, recite, review
c. search and quiz three times, and then review once
d. study qualitatively for three days and then rest for a day before taking the test
ANSWER: b
154. What is a good strategy for learning the material in a textbook?

a. The SQ3R method
b. The QUEST method
c. Maintenance rehearsal
d. The RSRT method
ANSWER: a
155. According to the____ model, new memory traces inhibit the retrieval of older memory traces.
a. decay
b. proactive interference
c. retroactive interference
d. cue-dependent forgetting
ANSWER: c
156. Decay theory would have the hardest time dealing with any research finding suggesting that ____.
a. recognition memory lasts longer than recall memory
b. memories can last a very long time, even if they have not been accessed periodically
c. both proactive and retroactive interference are equally likely to create problems for memory retrieval
d. explicit memories are more easily forgotten than implicit memories
ANSWER: b
157. Which type of forgetting would involve a memory that is neither available nor accessible?
a. Decay
b. Interference
c. Cue-dependent forgetting
d. Repression
ANSWER: a

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158. Roberto has not thought of his third-grade teacher in over 40 years. According to decay theory, the memory trace for
his teacher should be ____.
a. available but inaccessible
b. accessible
c. available
d. unavailable
ANSWER: d
159. Sometimes long-term memory storage has been described as creating a path such as in a field of grass, with constant
use of the path keeping the memory active. Using the field analogy, forgetting would occur when the path begins to
disappear due to lack of use. This describes the ____ theory of forgetting.
a. interference
b. repression
c. cue-dependent
d. decay
ANSWER: d
160. When threatening memories are made inaccessible, ____ has occurred.
a. decay
b. interference
c. substitution
d. motivated forgetting
ANSWER: d
161. Which type of interference leads to difficulty remembering new information?

a. Retroactive
b. Proactive
c. Repression
d. Cue-dependent
ANSWER: b
162. Which type of interference leads to difficulty remembering old information?

a. Retroactive
b. Cue-dependent
c. Repression
d. Proactive
ANSWER: a
163. Proactive interference ____ and retroactive interference ____ as we get older.
a. increases; increases
b. increases; decreases

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c. decreases; increases
d. decreases; decreases
ANSWER: a
164. Suppose you cannot remember the names of the teachers you had in junior high school because the teachers you
have had since then are getting in the way. This is called ____.
a. repression
b. decay
c. retroactive interference
d. proactive interference
ANSWER: c
165. Suppose that you are having a difficult time learning German because your previous exposure to French is getting in
the way. What are you experiencing?
a. Cue-dependent forgetting
b. Proactive interference
c. Retroactive interference
d. Decay
ANSWER: b
166. Jenny has recently married and taken her husband’s last name. To her dismay, her friends from high school keep
calling her by her maiden name despite her repeated requests to use her married name. Jenny’s friends appear to be
experiencing ____.
a. retroactive interference
b. proactive interference
c. repression
d. memory decay
ANSWER: b
167. Benton is filling out an application for a mortgage. On the application, Benton is asked to give his former address.
To Benton’s surprise, he cannot recall his last address. The only address that comes to mind is his current one. Benton
appears to be experiencing ____.
a. memory decay
b. retroactive interference
c. repression
d. proactive interference
ANSWER: b
168. One of the functions of the central executive component of memory is to ____.
a. suppress interfering memory traces
b. assure the proper encoding of environmental events in sensory memory
c. repress memories that are uncomfortable to face
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d. send iconic memories to the occipital lobe of the brain
ANSWER: a
169. When you cannot retrieve a memory because you are using the wrong probe, you are experiencing ____.
a. cue-dependent forgetting
b. asynchrony failure
c. probe misalignment
d. interference
ANSWER: a
170. The cue-dependent forgetting theory is part of the ____.

a. memory aggregation principle
b. probe specificity principle
c. memory synchrony principle
d. encoding specificity principle
ANSWER: d
171. Which memory concept might argue that if you learned new material in your school library, then the best place for
you to be tested on that material would also be the school library?
a. Encoding specificity principle
b. Implicit memory
c. Memory decay
d. Repression
ANSWER: a
172. Dr. Rogers meets one of his students at a local shopping mall and he cannot recall her name. However, when he sees
her in class the next Monday morning, he immediately recalls that her name is Juanita. Which theory of forgetting best
explains Dr. Roger’s memory lapse?
a. Interference theory
b. Decay theory
c. Cue-dependent forgetting
d. Repression
ANSWER: c
173. According to the encoding specificity principle, you should ____.

a. take your exams in the same seat in which you listen to lectures
b. use maintenance rehearsal prior to an exam
c. use massed practice right before the exam
d. elaborate as much as you can the material you wish to learn
ANSWER: a
174. Sigmund Freud’s theory of forgetting is called ____.

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a. cue-dependent forgetting
b. decay
c. repression
d. interference
ANSWER: c
175. Of all the theories attempting to explain why we forget, the one that is most controversial is ____.
a. interference
b. cue-dependent forgetting
c. decay theory
d. repression
ANSWER: d
176. Which term refers to how memory utilizes knowledge and expectations to fill in the missing details in retrieved
memory traces?
a. Reconstructive
b. Constructive
c. Implicit
d. Explicit
ANSWER: b
177. Your mother’s apparently very vivid memory of where she was and what she was doing when she found out that the
World Trade Center had been hit by an airplane is an example of a(n) ____.
a. memory highlight
b. fabricated memory
c. implicit memory
d. flashbulb memory
ANSWER: d
178. Which statement is TRUE of flashbulb memories?

a. People usually have little confidence that their flashbulb memories are accurate.
b. Stress hormones may facilitate the storage of flashbulb memories.
c. Flashbulb memories usually are very accurate in the details.
d. Flashbulb memories are vague memories of emotionally charged events.
ANSWER: b
179. If you witness a very traumatic accident and experience a surge of stress hormones in your brain, these hormones
will probably ____.
a. decrease your ability to retain information in sensory memory
b. block the formation of accurate memories for events occurring immediately before the accident
c. reduce your short-term memory capacity for a brief time after the accident has occurred

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d. increase the likelihood that memory will contain elements that did not actually occur
ANSWER: b
180. The fact that recalling a memory involves reconstructing the basic elements and constructing other elements to fill
the gaps in our memories, suggests that human memory can be ____.
a. highly accurate
b. less accurate as we get older
c. more accurate as we get older
d. highly inaccurate
ANSWER: d
181. Memory is ____ in that we often use our expectations to fill in the missing details of our memories.
a. emotional
b. accurate
c. reconstructive
d. chunked
ANSWER: d
182. When Elizabeth Loftus showed videotapes of car accidents and then asked viewers questions about what they saw,
she found that ____.
a. viewers were more accurate in their memories of more dramatic accidents than of less dramatic accidents
b. females were more accurate than males in their memories of accidents
c. viewers became confused about details when they were shown multiple videos
d. misinformation and suggestive questioning altered the recall of viewers
ANSWER: d
183. When jurors hear detailed descriptions of events from eyewitnesses, it would be valuable for them to know that
memory researchers believe that ____.
a. memories for faces are very accurate, but memories for other details are not
b. the details of memories are often filled in by the person both at the time of encoding and at the time of
retrieval
c. memory is like a video recorder with very accurate playback
d. memories of details of events are very accurate, but memories for faces are not
ANSWER: b
184. Based on Elizabeth Loftus’s research on eyewitness memory, even if eyewitnesses are paid money for accurate
eyewitness accounts, ____.
a. they would remain unmotivated to create accurate memories
b. they would continue to be inaccurate for very dramatic events while becoming more accurate for less dramatic
events
c. they would still be swayed by misinformation
d. females would continue to have more accurate memories than males
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ANSWER: c
185. Based on Elizabeth Loftus’s research on eyewitness memory, if you witnessed a car accident and then one day later
read a detailed account of it in the newspaper, more than likely, your memory of the accident would ____.
a. not be affected by what you read in the newspaper
b. be replaced by what you read in the newspaper
c. be altered to include accurate information you read in the newspaper, but not be altered by any inaccurate
information you read
d. be altered to include information you read in the newspaper
ANSWER: d
186. You are a consultant for a police department who has been hired to help train officers about the accuracy of
eyewitness testimony. What should you tell the officers about memory?
a. Eyewitness memory is always inaccurate.
b. Eyewitness memory is like a video recorder of the original event.
c. Eyewitness memory is extremely accurate.
d. Eyewitness memory is often inaccurate.
ANSWER: d
187. Which part of the brain appears to be most important in the processing of memories?
a. Thalamus
b. Hippocampus
c. Pons
d. Hypothalamus
ANSWER: b
188. If you had recently suffered damage to your hippocampus, it is most likely that you would have difficulty
remembering ____.
a. what you ate for breakfast
b. how to tie your shoes
c. the purpose of your car’s steering wheel
d. the four basic compass directions
ANSWER: a
189. If you had damage to your hippocampus, it is most likely that you would have difficulty with ____.
a. implicit memories
b. sensory memories
c. declarative memories
d. procedural memories
ANSWER: c
190. Drugs that stimulate neural growth and development of the hippocampus would most likely benefit ____ memory.
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a. procedural
b. sensory
c. implicit
d. declarative
ANSWER: d
191. A well-developed and large hippocampus is associated with better ____ memory.
a. declarative
b. procedural
c. implicit
d. sensory
ANSWER: a
192. Brain researchers looking at a PET scan of a person completing an implicit memory task should expect to see blood
flow changes ____.
a. in the right temporal lobe
b. on the outer edges of the amygdala
c. outside of the hippocampal regions
d. in the left frontal lobe
ANSWER: c
193. Declarative memories are most likely processed by the ____.

a. hippocampus and the frontal lobe
b. hypothalamus and the temporal lobe
c. hypothalamus and the occipital lobe
d. hippocampus and the parietal lobe
ANSWER: a
194. Billy was in a car accident that damaged his hippocampus. Which of the following will likely NOT be true for Billy?
a. His explicit memory will be affected.
b. His ability to use implicit memory will suffer.
c. He will still be able to learn new skills.
d. He will be unable to store new long-term declarative memories.
ANSWER: b
195. The hippocampus is to ____ memory as the cerebellum is to ____ memory.

a. procedural; explicit
b. declarative: motor skill
c. declarative; explicit
d. procedural; motor skill
ANSWER: b
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196. Alfredo suffered brain damage and is now unable to learn new motor skills. Where in the brain is the likely site of
Alfredo’s brain damage?
a. The hippocampus
b. The cerebellum
c. The parietal lobe
d. The frontal lobe
ANSWER: b
197. Because of the surgical removal of his hippocampus, H.M. was unable to achieve ____.
a. retrieval
b. processing
c. consolidation
d. recognition
ANSWER: c
198. PET scans show that blood flow in the normal brain is higher in the ____ hippocampal region during ____ memory
tasks.
a. right; procedural
b. left; declarative
c. left; procedural
d. right; declarative
ANSWER: d
199. Activity in the ____ is especially likely to occur when participants are deeply processing verbal material.
a. right frontal lobe
b. left parietal lobe
c. right parietal lobe
d. left frontal lobe
ANSWER: d
200. When research participants use their ____ memory, blood flow changes occur outside the hippocampus.
a. explicit
b. implicit
c. episodic
d. autobiographical
ANSWER: b
201. Procedural memory is linked to the ____.

a. amygdala
b. hippocampus

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c. septum
d. striatum
ANSWER: d
202. Possibly because of damage to his ____, Kim Peek had difficulty learning new motor skills.
a. amygdala
b. hippocampus
c. cerebellum
d. occipital lobe
ANSWER: c
203. Activity in the ____ has been shown to coincide with the overnight memory consolidation of newly learned motor
skills.
a. amygdala
b. hippocampus
c. hypothalamus
d. ventricles
ANSWER: b
204. How did Loftus interpret false memories?

a. Because of their desire to please whoever is asking them about their memories, people will often go along
with what they want to hear.
b. Eyewitness memory is unreliable because most people’s egos provoke them into lying in order to prove their
superior observation skills.
c. We accept subsequent misinformation as being correct, and this information becomes part of our memory for
the original event.
d. When we retrieve a memory for a particular event from long-term memory, we also retrieve information from
other sources relevant to the event.
ANSWER: c
205. The psychologist most associated with false memories is ____.

a. Rescorla
b. Loftus
c. Milner
d. Tolman
ANSWER: b
206. What is the auditory processor in the multicomponent theory of working memory?
a. Audiotape
b. Phonological recorder
c. Auditory recorder
d. Phonological loop
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ANSWER: d
207. What is the visual processor in the multicomponent theory of working memory?
a. Visuospatial sketch pad
b. Visuospatial loop
c. Visual tape
d. Video recorder
ANSWER: a
208. Short-term memory uses a ____ coding system.

a. multiple
b. mnemonic
c. unitary
d. chunking
ANSWER: a
209. Your generalized knowledge structure, or schema, of what happens when you go to the dentist’s office is an example
of a ____.
a. script
b. preposition
c. stereotype
d. person schema
ANSWER: a
210. What method involves grouping information together into meaningful units?
a. Distributed processing
b. Dual coding
c. Maintenance rehearsal
d. Chunking
ANSWER: d
211. Research on the impact of ringing cell phones on academic performance indicates that ____.
a. attention and memory are both affected
b. only attention is affected
c. students can effectively ignore it
d. only memory is affected
ANSWER: a
212. When maintenance rehearsal is used, ___ is lost in only two days.
a. 45%
b. 75%
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c. 55%
d. 65%
ANSWER: b
213. Advertisers who use jingles to get customers to recall a service or product are making use of ____.
a. maintenance rehearsal
b. deliberate rehearsal
c. functional rehearsal
d. elaborative rehearsal
ANSWER: d
214. What model predicts that information that is processed deeply and elaboratively will be best retained in and recalled
from long-term memory?
a. Three-stage processing
b. Parallel processing
c. Levels-of-processing
d. Sequential processing
ANSWER: c
215. The central executive model of working memory is associated with ____.
a. Loftus
b. Atkinson
c. Baddeley
d. Shiffrin
ANSWER: c
216. Older adults appear to compensate for poorer recency memory by becoming more strategic in their ____.
a. memory processing
b. attention
c. sensory cues
d. retrieval methods
ANSWER: a
217. After getting lost for the fourth time on your way to a date, you ask for instructions again and this time, as you are
walking toward the restaurant, you repeat the directions to yourself over and over. You are using ____.
a. mnemonics
b. chunking
c. retroactive processing
d. maintenance rehearsal
ANSWER: d

Name: Class: Date:
Chapter 07
218. Describe the three functions of memory.
ANSWER: Encoding is the act of inputting information into memory. Storage is placing information in memory.
Retrieval is the process of accessing information in memory and pulling it into consciousness.
219. Describe the capacity and duration of each stage of memory in the three-stages model.
ANSWER: In sensory memory, information that comes in from our eyes, ears, and other senses is briefly (a fraction of a
second) stored in a sensory form, such as a sound or a visual image. If we pay attention to the information in
our sensory memory, the information is sent on to the second stage, short-term memory (STM), for further
processing. Short-term memory functions as a temporary holding tank for a limited amount of information.
We can hold information in short-term memory for only a few seconds before we must act either to send it
further on in the memory system or to keep it in short-term memory by refreshing it. If we decide to further
process the information, we can move it from temporary storage in short-term memory to the permanent
storage system of long-term memory (LTM).
220. Describe the newer view of working memory compared to the three-stages model.
ANSWER: Working memory is a multifaceted component of long-term memory that contains a central executive, a
phonological loop, a visuospatial sketch pad, and an episodic buffer. The function of working memory is to
access, move, and process information that we are currently using.
221. Describe the H.M. case study and what it suggests about memory.
ANSWER: One of the most famous cases of anterograde amnesia involved H.M., who suffered from severe epilepsy that
was centered in the vicinity of his hippocampal regions in the temporal lobe and did not respond to
medication. In an effort to curb H.M.’s seizures, doctors removed the hippocampal regions in both
hemispheres of his brain. The surgery was successful in that H.M.’s seizures were drastically reduced.
However, in another sense, the operation was a serious failure. After H.M. recovered from the surgery, it
became apparent that he could no longer store new declarative memories. He could not remember seeing his
doctor seconds after the doctor left the room. He was also unable to read an entire magazine article. By the
time he got to the end of a long paragraph, he would have forgotten what he’d just read. It was clear that
H.M. had severe anterograde amnesia, a condition he lived with for the next 55 years until his death in 2008
at age 82.
222. Describe the different types of long-term memory and their characteristics.
ANSWER: Declarative memory is a type of long-term memory encompassing memories that are easily verbalized,
including episodic and semantic memories. Semantic memory is long-term, declarative memory for
conceptual information. Episodic memory is memory for the recent events in our lives. Autobiographical
memory is memory for our past that gives us a sense of personal history.
223. Describe decay theory of forgetting.

ANSWER: Decay theory is a theory of forgetting that proposes that memory traces that are not routinely activated in
long-term memory will degrade.
224. Explain the difference between proactive and retroactive interference.

ANSWER: Proactive interference is a type of forgetting that occurs when older memory traces inhibit the retrieval of
newer memory traces. Retroactive interference is a type of forgetting that occurs when newer memory traces
inhibit the retrieval of older memory traces.
225. Describe several techniques for improving memory.

ANSWER: 1. Single task, don’t multitask.
2. Do not cram for exams.
Name: Class: Date:
Chapter 07
3. Use elaborative rehearsal.
4. Use overlearning.
5. Use the SQ3R method.
6. Use mnemonics.
226. Describe Elizabeth Loftus’s research and what it suggests about the accuracy of memory.
ANSWER: Psychologist Elizabeth Loftus has spent a good part of her career showing that eyewitness memory can be
manipulated by the expectations we hold about the world. For example, in one experiment (Loftus & Palmer,
1974), Loftus showed participants a film of a car accident. After viewing the film, the participants were
randomly divided into several groups and questioned about their memory of the film. In one group, the
participants were asked, “About how fast were the cars going when they smashed into each other?” In
another group, the participants were asked, “About how fast were the cars going when they hit each other?”
In the control group, the participants were not asked to estimate the speed of the cars. The results showed that
the verb used in the question affected participants’ estimates of the speed of the cars. Participants in the
“smashed into” group estimated the speed of the cars, on average, at 41 mph; the average estimate for
participants in the “hit” group was 34 mph. The participants exhibited the misinformation effect, or the
distortion of memory that occurs when people are exposed to misinformation. In this case, the words smashed
and hit activated different expectations that were used to fill in the missing details in the participants’
memories of the film, and the result was that they remembered the film differently. Imagine how a lawyer’s
choice of words might influence a witness’s memory on the witness stand.
Even more dramatic is the fact that our memories can be permanently altered by things that happen after we
encode the memories. In another study (Loftus & Zanni, 1975), Loftus showed participants a film of a car
crash and then asked them a series of questions about the accident. The participants in one group were
asked, “Did you see a broken headlight?” In a second group, the participants were asked, “Did you see the
broken headlight?” Although there had been no broken headlight in the film, of those who were asked about a
broken headlight, 7% reported that they had seen a broken headlight in the film. Of the participants who were
asked about the broken headlight, 17% said they had seen it. By subtly suggesting to these participants that
there had been a broken headlight, Loftus caused more of them to remember seeing something that they had
not seen. She created a false memory in her participants.
227. Name the parts of the brain that are most involved in the biological basis of memory and explain their role.
ANSWER: Hippocampus: Processes declarative memory and some aspects of procedural memory.
Left frontal lobe: Processes verbal memory
Cerebellum: Processes procedural memory
228. How do we transfer information from sensory memory to short-term memory?

ANSWER: All we have to do is pay attention to the sensory information. In paying attention to a sensory stimulus, we
focus our consciousness on that stimulus. For example, as someone tells you his phone number, you pay
attention to the number and bring it into your consciousness. As you do this, you ensure that the phone
number will be transferred from iconic memory into short-term memory. If you are distracted or
unmotivated, you may listen without paying attention to the number. In that case the image will be lost as it
decays from echoic memory. As you can see, if you don’t pay attention to what you are hearing, you are
wasting your time.
229. Describe the traditional three-stages memory model.

ANSWER: When information enters memory, its first stop is sensory memory. In sensory memory, information that
comes in from our eyes, ears, and other senses is briefly stored in a sensory form, such as a sound or a visual
image. If we pay attention to the information in our sensory memory, the information is sent on to the second
stage, short-term memory (STM), for further processing. Short-term memory functions as a temporary
holding tank for a limited amount of information. We can hold information in short-term memory for only a
few seconds before we must act either to send it further on in the memory system or to keep it in short-term
Name: Class: Date:
Chapter 07
memory by refreshing it. If we decide to further process the information, we can move it from temporary
storage in short-term memory to the permanent storage system of long-term memory (LTM).
230. Sasha is studying for her history final. What memory techniques might she use to store information more
effectively?
ANSWER: Sasha should distribute her studying by having more, but shorter, study sessions. Each study session she
should make sure her environment is not distracting. She would also be better served by finding associations
between different elements of history, searching for greater and more personal meaning so that the material
comes alive for her.
231. Regarding memory, why do investigators have to be careful of the way they conduct witness interviews?
ANSWER: Memory is both a constructive and reconstructive process. Numerous studies have shown that the recall of
events can be substantially influenced by the way questions are framed to witnesses. Depending upon how
interviews are conducted, eyewitnesses can misremember events as memories are distorted or false memories
are created.
232. How is it that some people with even severe amnesia are able to learn skills that may allow them to participate in
competitive employment opportunities?
ANSWER: Amnesia is most often found in cases where damage to the hippocampus and/or frontal lobe results in
declarative memory problems. While declarative memory (semantic and episodic memory) is affected by
amnesia, procedural memory may be spared. Procedural memory follows a different cortical route, around
the hippocampus and through the cerebellum. Thus, when amnesia is the result of hippocampal damage,
procedural memories may be spared.

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The Project Gutenberg eBook of The mating
impulse
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and most other parts of the world at no cost and with almost no
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under the terms of the Project Gutenberg License included with this
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you are located before using this eBook.
Title: The mating impulse
Author: Edwin Balmer
Release date: March 24, 2024 [eBook #73249]
Language: English
Original publication: New York: Street & Smith Corporation, 1914
Credits: Roger Frank and Sue Clark
*** START OF THE PROJECT GUTENBERG EBOOK THE MATING

IMPULSE ***
The Mating Impulse
By Edwin Balmer
Author of “The Peace Advocate, ” “Under the Orion,” Etc.
A comedy of “The Cause”—which almost became a tragedy.

How an American girl became the most militant of militant
suffragists and narrowly escaped a chance for a hunger strike in
an English prison.
It was the day in autumn which, in Scotland and England, opens

the season for red grouse, the great game bird of the northern
counties and the highlands of heather; and at five o’clock in the
glorious, clear afternoon, the Northeastern’s extra train from London,
hurrying special parties of sportsmen to their Scotch shooting boxes,
had gained the wooded hills of Durham and Northumberland.
Peace and tranquillity—almost somnolency—lay over the land.
Gentle slopes of brown grain ripened in the sun; in meadows, red
and white cattle grazed; a few farmers envied the passing sportsmen
from gardens of late lettuce and greens. Beyond and all about were
heavy woodlands, deep green with the sun on oak leaves, burnished
with the copper of beeches and with the ground all dark with the
shade of ancient, guarded trees. A lane through them showed an
English gentleman’s home unchanged in four hundred years; the
towers of a Norman cathedral asked no more favors of the woods
than it had eight centuries earlier, when Northumberland knight and
esquire looked to the stone summits from the road upon which the
train now ran. The sparkle of water sometimes shone as the land
lowered to the right. There was the North Sea; and if it brought to the
sportsmen disturbing thoughts of Germany beyond, it showed them
also a British dreadnaught steaming off the coast on watch.
The newspapers brought reports of grouse in unusual numbers;
coveys clouded the moors. As the train ran more silently, the eager
yelp of the bird dogs in the forward vans came to the men in the
reserved compartments. Servants entered to lift tea baskets down
from the racks heavy with guns; they lit spirit lamps and arranged
sandwiches. The English, upon the extra train for Scotland, sighed
with deep content.
Andy Farnham, the American in Lord Morton’s party, alone
marred the universal satisfaction. He sat at his window—and the
possession of a forward window seat in a compartment with seven
Englishmen proved him a young man of no mean enterprise—
disconsolate, discouraged. He was a tall, lithe-shouldered gentleman
of some twenty-five tanned summers, with the firm hand of the
racing motorist, the enviable poise of a man who has survived a pair
of monoplanes, and with the abiding faith in his final fortunes which
such repeated survival begets. Now, however, between depths of
despondency, he opened the pages of an English quarterly review
and read—in open disregard of his companions in the compartment
—an article by a leading German authority entitled “The Psychology
of the Suffragist Outbreaks.”
Anon, the English disported themselves after their fashion.
“I say, Andrew, dear fellow, perk up! Some one will surely arrest
her for you soon. Monte, how’s this? Suppose the police chaps, who
are after Miss Leigh, catch her; and then Andy, here, finding her, you
see, should get her to marry him—would you call that marriage by
capture? Rather rare, what?”
“Oh, put it in Punch,” Andy appealed and let a servant hand him
tea.
He was in England, as his world knew, to find Roberta Leigh.
She, as all the world was widely aware, had passed a very, very
stirring summer in Britain burning and laying waste to win votes for
women. Yet for more than a month, Andy had followed her trail
vainly. Therefore, he now was abandoning the search; first, because
it had begun to dawn upon him that, unless Roberta wished him to
find her, the results of success in his search would be decidedly
doubtful; and second, for some weeks the efforts of the London
police, aided by the outraged local authorities of nine shocked shires
and counties, had made any purely private pursuit of Miss Leigh
seem superfluous. So, as he proceeded north, he contented himself
with buying the papers to learn what the police were accomplishing.
Between times he read his review.
“Those observers who see in the feminist movement a weakening
of the mating impulse in the woman,” he repeatedly rehearsed one
paragraph, “are grievously mistaken. Indeed, the feminist movement
—particularly in its most violent manifestations on the part of the so-
called militant suffragettes—is only a newer phase of the pseudo
defiance of man by woman which, from the earliest times, has been
employed by woman to attract man.”
He looked up and, carefully putting his finger in the place at the
paragraph, he stared out the car window as the train stopped. It was
at only a little country station where a spur of track ran from the main
line. Passengers were changing to a couple of stubby cars standing
on that spur. Since he personally resolutely had abandoned the
search for Roberta, he did not scrutinize the passengers closely. He
merely made sure that there were only two girls in sight, and that the
one, who might possibly be mistaken for Roberta, was not she; then
he drew his head back within the window. His train started
deliberately. He was glancing down to find his page in the pleasant
quarterly review, when a pile of luggage on the platform appeared.
On top of the pile stood a small, black, oblong, week-end box—half
trunk, half hand bag—much pasted with customs labels and
scratched with chalk, but quite definite and individual of size and
shape. Andy saw it, and, with the startled cry of the incredulous,
jumped to his feet, reckless of where the tea splashed.
“That’s hers. Join you later, if I’m wrong,” he condensed
explanation, farewell, and promise to his hosts; and, as the train was
still moving slowly, and the compartment was private and not locked,
he opened the door and sprang down upon the end of the platform.
The train for Scotland kept on; the passengers for the stubby cars
on the spur were settling themselves in their seats. Swiftly but
thoroughly, Andy searched through each compartment. He was
beginning to think he might have been impulsive in leaving his party
when he returned to the pile of luggage. But there was no possible
doubt of the week-end box. Its owner might not be present; but it
was, or at least it had been, possessed by her for whom he—and the
police also—searched.
“Who’s with that?” he demanded of the luggage porter bearing it
toward the train.
“Wot?” the man put it down with resigned reproach. “And now you
clime it, sir?”
Andy assured that, so far from asserting possession, his whole
desire was to discover the owner.
She, it appeared, had proceeded some twenty-four hours
previously through this junction to the ancient and historic town of
Stoketon to which definite designation, the porter fervently prayed,
the stubby train safely and swiftly would convey the box and thereby
spare a hitherto careful and completely competent porter from further
blame for misunderstanding the direction of the index finger of a
gentleman much under the influence of liquor the day before, who
appeared to claim the black box for his own, and was satisfied to
take it with him twenty miles in the wrong direction. Simultaneously
with the gentleman’s sobering up and returning the box, female
inquiry had come from Stoketon. No, nothing more alarming than the
loss of luggage had been heard from Stoketon.
Apparently, Roberta was still there and would remain, as nothing
yet had happened. Possibly the contents of the box were such that
she could not proceed to the business of her visit without it. Andy
watched, not without apprehension, as the porter dumped the box
onto the luggage van. Nothing eventuated; and, as the stubby train
was starting, he got into the nearest passenger compartment.
Two American girls shared the seats with him—one was the girl
who, for a moment, he had believed might be Roberta when he saw
her on the platform. But these were not of the caste of mind to be
among Roberta’s associates. An adventure was up for discussion
between them; it was nothing more violent or destructive in character
than a project to purchase certain extra items of dress at the price of
returning to America second class or, perhaps, steerage. The girl,
something like Roberta, and about her age of twenty-four, urged this.
Andy groped absently on the seat beside him for his magazine. He
had dropped it on the other train; so he contented himself, as he sat
back, with rehearsing its most encouraging paragraphs.
The shadows of the long English twilight rose from the hills; the
smoke of the evening fires lifted lazily from the chimney pots of a
little town as the train stopped at Stoketon. Andy, stepping out at the
station, stood staring about a moment, looking, listening, as if
expectant. An old castle showed on a hill; in another quarter, a
church from which chimes sounded softly. He looked from one of
these to the other, and then glanced toward a third prominent
structure, the nature of which he could not determine. He seemed
expecting some sudden change in one of them. The moving off of
the train recalled him. The girls who had shared the compartment
with him had alighted there, too, and were instructing the porters
where to take their luggage. The men moved off, leaving Roberta’s
black, week-end box on the platform alone.
Andy sat down and watched it; but concern over it had ceased. It
was left on the platform, unclaimed and uncalled for, when the last
porter lit the lamps and placed them on the switches and in the
signal positions. Evidently the stubby train was to return that night;
but not soon. The last porter closed the station and started away.
“Which are the inns to which ladies might go alone?” Andy asked
the man. “Not very timid ladies,” he particularized.
The first three hostelries suggested gave Andy only blanks; but at
the fourth, which he reached when at last the twilight had gone into
the soft autumn night, he studied the register of guests with greater
care. Roberta’s name did not appear; but another name was written
by a hand which, though disguised, could have been hers. He sent
up his card to Miss Constance Everett in room eighteen. She was
stopping there, it appeared, with an English aunt, and she had gone
to her room early with the aunt who had a headache.
Andy looked about as he waited. The place was perfect for the
planning of catastrophe—an ancient inn with dim, paneled walls,
ceiling beamed and smoked by sweet wood fires, a sleepy,
unsuspicious guest house, offering always its old flagon of cherry
cordial to greet each visitor, and holding other traditions unchanged
to charm old ladies traveling.
Miss Everett did not respond to the knock on her door; her aunt
also seemed asleep. Did the gentleman, who undoubtedly was a
close friend, if not a connection, wish Miss Everett awakened?
“Please,” Andy requested; but before the servant left the hall, he
recalled caution. “No, do not disturb her; let no one disturb her. Give
me a room, please.”
As he followed his guide, he noted carefully the position of room
eighteen. He went down again, and, denying his need for supper,
stepped out to smoke in the garden.
In the deepest shade of the old oaks, and where roses scented
the air, in a dark angle at the rear of the garden under room
eighteen, a rope hung down from an opened window—a rope
knotted and looped for climbing. He pulled it; it was firmly, expertly
secured. Roberta’s business of the evening—which evidently did not
require the contents of the black box—was on. Andy stood silent in
the perfect peace and stillness of the night, and listened as he had
when first he stood at the station; but now he was certain of
immediate happenings. Yet still through the village of Stoketon, quiet
and unsuspecting serenity continued to reign. Andy walked out to the
road. The lights of the little town were beginning to twinkle one by
one; the good people of Stoketon were going to bed. He snuffed out
his cigar and returned to watch beside the rope in the rear of the
garden.
A light figure—a girl’s—leaped over the low palings; standing,
panting, she listened a moment before she came farther. Andy,
creeping back on the soft carpet of the thick turf, hid himself in the
blackest shadow. The girl came on and reached the rope; she put
her foot in a loop, and climbed up a yard or two; then stopped. He
thought she had heard him as he stepped closer; but she had not.
She descended to the ground and stood waiting for something; and
a flash—a sudden yellow and crimson flame of fire—astonished the
sky; a second after it, the low rumble of an explosion thudded the air.
Andy, though he had been expecting it, startled and spun, surprised,
trying to place the source of the flash and sound. But the girl only
laughed.
“Roberta!” he hailed her cautiously.
Instinctively she seized the rope and started to climb it; then
recognition of his voice seemed to register.
“Who’s that?”
“Me—Andy.”
“I know now. What do you want?”
He came closer—boldly. “You.”
The beginnings of alarm were breaking out about them; there
arose shouts and calls and frightened cries.
“What was that, Roberta?” he demanded.
“What was what?”
“Was that the cathedral or the castle?”
“Oh,” she laughed. “Neither; the armory.”
“The armory? I see; you mean the big building on—or rather
which was on that hill?” He indicated the direction of the third
structure seen from the station.
She nodded. “It seems to be catching now quite nicely.”
Flames, indeed, were beginning to blaze after the darkness which
had succeeded the first flash of fire; and the whole village, shocked
and in outrage, stirred in tumult.
“Come; let’s go with them and take it all in,” Roberta suggested
mischievously. “Meet me in front in a minute; I’d better go up to my
room and down through the inn. I don’t need your help, thanks.”
She put her foot again in the loops, and climbed easily. Andy
satisfied himself with holding the rope steady. She was almost at her
window when she halted and stood in the loops.
“Foot caught? Can I help you?” he called.
“Hush!” She dropped a step.
Noise from within the inn, which had halted her, now reached
Andy. Some one was knocking at her door—not doubtfully, but with
the sharp raps of demand for admittance; a pause for reply; then
men’s voices and men’s shoulders against the door; it came down
with a crash, and the room was lit by dancing yellow lamps
brandished in hand.
Roberta slid swiftly down the rope, and dropped to the grass.
Andy caught her; her light hair was against his lips; he felt her
breath, as she stood against him, gloriously excited, and she lifted
her head to look up to her window. Her tense, slender hands held to
him tight; she let her lithe, active little figure lie inert another moment
half held by him. As she whispered to him, she was exultant in the
completeness of the success of her mission; but her breathing told
him that his presence there added to her triumph; she was glad he
had witnessed it. She admitted that without meaning to.
“It’s never been like this before!”
The memory of the paragraph by the German psychologist further
emboldened him. “Bobs, you—you don’t care a thing about votes for
women!”
“What? Of course I do!” She freed herself indignantly; but
returned at once to him to feel his share in the effect of her
adventure. “Listen to them, Andy; isn’t it great to hear them! They
can’t believe that a girl would do it!”
“Those are only the local gallants.” Andy cautioned as he
listened. “The fellow who’s followed you from London doesn’t seem
harassed by doubts.”
“Andy, till you do it yourself, you’ve no possible basis of
appreciating the perfect deliciousness of shocking them so. You
couldn’t appreciate it then; you’d have to be a woman with ten
thousand generations of downtrodden, meek-made women behind
you who wanted to smash things and never dared; you’d——”
“Come away,” Andy begged. “They’ve seen your rope now.”
Outcry from above confirmed him, so she let him guide her out of
the garden and down the road, where they found a hiding place
behind a hedge. They stopped while scared and horrified citizenry
passed them. The armory on the hill was burning now with less
flame and more smoke, rewarding local fire volunteers for their
labors; but the clamor in pursuit of the perpetrators of the outrage
increased.
“Are they always so close up on you?” Andy whispered
respectfully, as officers, shouting descriptions of Roberta, stumbled
past.
“Not always,” she said modestly.
“What was your plan for the getaway?”
“Through my room, of course—but there’s no use thinking about
that now. They know me now and that I did it.”
Andy listened. “Yes; they seem to feel pretty sure of you, too.”
“Oh, they have before!” she boasted. “But I’m all right. You’d
better leave me now,” she ordered independently. “Awfully glad to
have seen you.” She offered her hand; he put his behind his back,
trying to think what to say. The outcry about them continued.
A group of burghers, not actively in the woman hunt, went past.
“Reedy and ’is wife?” one repeated. “How about them? They was
sleepin’ there, you know. Since they was turned from their house,
Higgins had let them there.”
“What’s that?” Roberta suddenly gasped. Her hand, held toward
Andy, quickly clutched him, and clung with the instinctive twinge of
dependence.
“Aye! Reedy? How about Reedy?” another voice lamented.
Roberta barely breathed. “Andy! They are saying that some one
was sleeping in the armory—a man and woman. I was sure no one
was there; no one was supposed to be there. But some one was!”
“They aren’t sure of that; besides, if this Reedy and his wife were
there, you don’t know that they were hurt!” Andy as instantly felt the
instinct to protect and reassure.
“Reedy and ’is wife; no word, eh?” the voice on the road hailed.
“Andy, if I killed them, it was murder! I thought once I heard some
one moving inside; then I said I only imagined it; and I did it! Andy!”
She was only woman now—all woman of the old, clinging,
appealing, precatastrophic kind pleading to man for protection.
“You’ve got to find out and help me! Andy, take me away from here—
anywhere, any way!”
“Can you stay here a moment by yourself—very quiet, without
being afraid?” The instant before the question would have been the
essence of lunacy. “Can I leave you—dear?” he ventured now, and
she made no protest.
“I think so.”
He held his arm about her to steady her for a moment; he could
feel her trembling. Then, cautiously creeping out, he joined the
others thronging to witness the smoking ruins of the armory. There
men moved, carefully, searching the ground. Andy attentively
listened to their remarks, and returned to the hiding place behind the
hedge. Roberta—if the evidence of a wet handkerchief balled in her
hand meant anything—had spent the interval crying.
“Cheer up; they’ve not found any evidence of any one being
caught in the armory,” he reported.
“Tell me the truth,” she implored.
“Well, it seems that this old man, Reedy, and his wife sometimes
had been sleeping there; but——”
“Then I did kill them!”
“I really don’t think you did,” he denied. “But if it will keep you a
little more tractable, go on thinking so; for, whether or not you’ve
killed them, from what I’ve heard you’d better get out of here as
quick as you can.”
“I’ll do whatever you say.” She clung to him as the hue and cry
again came close. A recollection of herself the half hour before came
to her. “Andy,” she questioned in awe, “why am I this way now?”
“You’re all right,” he patted her. “Don’t feel ashamed of yourself.
You’ve really smashed up things mighty competently for a girl. But,
Bobs, you can’t expect to learn to smash sincerely or thoroughly all
at once. You’ve got to have a few thousand generations of your sex
behind you who really smashed to be entirely dependable at it. Then
you wouldn’t be so broken up about the idea of perhaps a little
unintentional killing.”
“Don’t!” she begged, and pulled him farther back from the road as
two officers approached, bundling an American girl between them.
But Andy, recognizing the captive in the light of the lanterns, shook
Roberta about sternly.
“Quick! That isn’t one of your people—one who was in this with
you?”
“That girl?” Roberta managed. “No.”
“Of course not; they think she’s you. They’ve arrested her for you,
do you hear? Now you stay here, Bobs, till I come back!”
He gained the road again, and followed the men having in
custody his traveling companion of the afternoon whom, when he
first saw her, he himself had mistaken for Roberta. She was
somewhat frightened; but, as they paraded her before the citizenry, it
was clear that she was more proud and pleased with her borrowed
prominence. This lasted only a few moments, however; at the inn,
where Roberta had stopped, this girl was identified as not Roberta,
and released with apologies. So, as she was sinking sorrowfully
back to obscurity, Andy approached her.
Fifty very fully occupied minutes later, he rejoined Roberta in her
hiding place.
“Come with me now,” he commanded. “I’m going to take you
home. Never mind about any other clothes. Your things at the inn are
in the hands of the police; your box at the station is now on the way,
by that train which whistled ten minutes ago, to Southampton in the
possession of a Miss Harriet Dale, a somewhat sporting
schoolteacher from Ohio, I believe. Instead of going back steerage—
as she was considering—she returns on the Corinthian to-morrow as
you. With a little encouragement any one might take her for you, as
you’ve seen. After the Corinthian’s at sea, and there’s no stop before
New York, she’ll furnish the encouragement. She will be taken for
you; the wireless will announce the news to the shore; so all other
search will cease till the Corinthian’s in New York, and she again is
identified as not you. But before that time, you and I—on the
Cumberland, which sails from Glasgow in just eight hours—will have
been safe and at large in the land of the free for some hours. I’ve
figured it all out and arranged it. If we can stay unsuspected for a
day, we’re all right. There’s an automobile waiting for us outside the
town. Come on!”
“You and I? How can we?” Roberta questioned.
“We must elope—or seem to be eloping. I’ve tried to think of
something else, for your sake; but that is the only safe thing. It is the
one subterfuge no one would associate with a suffragette.”
The Royal Mail S. S. Cumberland, from Glasgow for New York,
steamed down the Firth of Clyde in a soft, Scottish rain; outside, off
the northern coast of Ireland, there was fog. Showers on that first
day at sea sometimes thinned it to a mist; but throughout the second
day the foghorn of the Cumberland blew its long blast every two
minutes; and from ahead, abeam, and astern answering bellows
from steam whistles warned the passing of other ships lost behind
the thick fog curtains and enforced the need for half speed day and
night, and less when vessels blundered in close.
Then the ships bound westward on the same course, and the
passing vessels, eastbound, spread farther and farther apart, and
were separated by a safer distance; but still on that steamship lane
across the North Atlantic, fog shrouded the sea; as far ahead as the
Grand Banks—so ships sent word by the wireless—the ocean was
gray and greasy with fog. And, in the perverse manner which the
elements have when men must count upon their fairness, the sea
and sky were clear during those days and nights upon the course of
steamers for New York out of the English Channel and steering from
the south of Ireland. By the second night, therefore, the
Southampton liner Corinthian had made up half of the advantage of
the Cumberland’s earlier start from the Scottish port. As the
steamship lanes drew closer and closer together in mid-Atlantic, the
two ships came within easy wireless communication.
So Mr. Andy Farnham read the following on the bulletin board as
he came up from breakfast to go on deck on the third day at sea:
NEW BULLETIN FOR FIRST-CABIN PASSENGERS.
As previously announced, wireless communication has been established with
R. M. S. Corinthian from Southampton. It will be of interest to know that the officers
of the Corinthian definitely have identified the young woman, suspected since
sailing of being Roberta Leigh, as being, indeed, the violent American suffragist
who is wanted by the English police for criminal participation in the destruction of
many public buildings in England, including the government armory at Stoketon.
The intelligence has been sent by wireless to England. The crown officers have
congratulated the captain of the Corinthian for his valuable service. The knowledge
that she had been recognized has not been communicated to Miss Leigh; but she
is being held under strict surveillance till she will be handed over to the proper
representative of the crown at New York.
The Corinthian has found very favorable weather, and is now commanded to
make all possible haste in order that Miss Leigh may be returned to England by
the S. S. Mauretania, sailing Saturday from New York, and immediately be brought
to answer for her crimes before an English court.
The last sentence more than counteracted for Mr. Farnham the
pleasure following the perusal of the first paragraph. The bulletin was
dated at midnight; now it was after eight o’clock. The blasts from the
foghorn proclaimed the persistence of foul weather. He gave his
place before the bulletin board to other passengers crowding in
eager interest. He went into the writing room, and, after considering
for a moment, scribbled curtly:
8:10 a. m.
You may, with caution, partially recover and come on deck.
A.
Sealing this, he inscribed it to Miss Olive Carew at a number in

the women’s cabins, and sent it by a stewardess. Then, pulling down
his cap, and turning up his collar and lighting a cigar, he stepped out
on deck.
He had sensed from the vibration when he was below that the
engines were turning over at not even half speed. The fog still shut
off everything but two hundred yards of the gray, greasy waves; but it
gave enough sight of these to show that the ship’s progress was
slow indeed. In the intervals between the deafening blasts of the
great steam whistle overhead, the fog signals of another ship
sounded, now ahead, now—confusingly—abeam; now ahead again.
He walked forward on the dripping promenade. Though such
daylight as there was had been established for two hours, the deck
electrics still burned to give light to groups of pallid, ulstered
passengers, rug-tucked into their steamer chairs, nibbling biscuit and
sipping chicken bouillon for their breakfast. These chatted, with an
exciting sense of adventure, of Roberta Leigh; others communicated
details of some rescue during the night. As he turned to the opposite
side of the ship, Andy saw a crowd about an old and battered
seaboat hanging in the Cumberland’s davits, which was clearly not
an appendage of the liner. He pushed nearer, and smelled fish, and
saw the name Susan Daw in battered paint upon the little boat’s
stern.
“That’s what we stopped for early this morning,” volunteered the
relief wireless operator, just going off duty for the day.
“I didn’t know we stopped.”
“Yes; a trawler went to pieces out here a couple of days ago.
They were blown out here right in the steamer lanes; the crew were
in two boats; but no one saw them till we picked this one up. The
other boat’s somewhere out there yet; no ship’s reported it. We
made a circle, and have been going slower to look for it. I’ve
reported picking this up and told about the other; so every other ship
coming through here will be on the watch. That shows what wireless
does. Those boats drifted right across the steamer lanes for five
days, and no one found one, till we happened right across this,
because there was no wireless on the trawler to call help.”
“I slept right through the stop, I guess; mine’s an inside cabin,”
Andy explained. “How long were we stopped?”
“Pretty long; and we spent some time searching for the other
boat.”
Andy waited a moment. “What news from the Corinthian?” he
asked carelessly.
“She’s about caught up with us now, and is going right on. She’s
under special orders to hurry, you know. They certainly mean to do
things to that poor suffragette girl, Roberta Leigh. You know——”
Andy was favored with confidential communications picked up by
the Cumberland’s wireless. Not to show too great interest, he soon
moved away. Roberta, if she was to respond to his instructions, soon
would come on deck. Thus far, by keeping strictly to her cabin since
he had brought her on shipboard, she had obeyed him; it had been a
highly unusual experience.
Since she was six and he seven, and their parents had built big
country places in Connecticut side by side, he and Roberta had been
opponents, rivals, defiers of the daring of each other. As children
they had secretly risked their necks on the same dangerous horses,
jumped from the same high windows, climbed the same trees. What
she lacked in strength, she made up for a time in superior lightness
and agility; then slowly but surely the handicap of her skirts, which
had to be let down, told against her. No further refinement of skill in
her short strokes at golf made up his increasing advantage in the
long drives; and she was confined still to tennis when he broke in at
polo. Then motor racing and flying came to him; her only sufficient
retort was taking to suffragettism as committed in England. He was
more than half aware that it was his spring exploits with his last
wrecked monoplane which had hurried her to England; but, till he
had happened across those pleasing paragraphs in the quarterly
review, he had not dared to think that she had acted in different spirit
toward him than after he first greeted her over the garden gate:
“Hello! What’s your name? Bobs? Huh! Girl tryin’ to make out
you’re a boy!”
“What if I am a girl? Bet anything I can stump you!”
Was it just possible that, as his lost and lamented quarterly
review claimed, her last acts had been in only false defiance of him
—“the pseudo defiance of man by woman which, from the earliest
times, has been employed by woman to attract man.”
He had believed that he had followed her to England with no
feeling more akin to love than when, long before, he used to swim
out after her to bring her back when she struck too far from the
shore, and when she, not needing his help, swam easily back,
teasing him. But this time she had needed his help; and since the
incredible, unique, delicious moments of her clinging and appealing
to him and his feeling her soft and weak and dependent in his arms,
he was certain of very different sensations toward her. For those few
moments, at least, she was changed toward him; then had followed
their precipitate flight to Glasgow and their days of separation while
she kept to her cabin on the ship. Had the change endured with her?
He paced anxiously, impatiently, up and down awaiting her
appearance.
A laugh of amusement, gently raillerous, brought him about.
Roberta lay in a steamer chair, reclining comfortably in the Scotch
plaid ulster he had bought for her at Glasgow, and with her wavy
brown hair caught up under the tam-o’-shanter also there purchased
by him. Her cheeks, in contrast with the pallid people in the distant
chairs, were ruddy, and her laughing lips full and red.
“You’re a convincing-looking invalid for having been confined to
your cabin since we left Scotland,” he greeted her instinctively in
their old, accustomed manner, to which she had returned. He
dropped into one of the empty chairs near her. “I suppose you were
dressed when you got my note?”
“What note?”
“Why, my line ten minutes ago telling you that you could come on
deck now.”
“Thank you! I went to breakfast at seven in the main saloon—
about half an hour before you were up, I fancy. I tramped about a
while, and have been here since.”
“I see. So you heard that my substitute for you has been really
identified as you on board the Corinthian?”
“Nice of her to go through with it,” Roberta granted; “but I hadn’t
heard anything except that I hadn’t hurt that Reedy man and his wife
at all. They’ve both been found safe; so I only did what I had meant
to do.”
“You merely burned down the armory, you mean?”
“Yes—just property; so I saw no reason for keeping cooped up in
that stuffy cabin any longer.”
Andy angered. “What’s the game, Roberta?”
“Game?” in surprise.
“You’d better go down and read a few of the last bulletins—or, still
better, talk to the wireless operator and learn the more confidential
preparations for your reception and entertainment upon your return
to England—if you suppose that the British government is so
relieved to find that you didn’t burn Reedy and spouse that it’s going
to give you a vote of thanks for merely blowing up government
property. I told you that you might come on deck, if you took care not
to attract too much attention, because no one will be suspecting you
while the Corinthian is still at sea. Our friend, the sporty
schoolteacher, seems to have come through with an impersonation
which had convinced the officers of the Corinthian; but she can’t fool

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10. The three major processes of memory are ____.

11. Bits of information stored in our memory are called ____.

13. Explicit memory is ____.

14. What is the best example of the use of explicit memory?

16. Implicit memory is to ____ as explicit memory is to ____.

17. Implicit memory is ____.

20. What is an example of the use of implicit memory?

25. According to the three-stages model of memory, ____.

26. Which statement is TRUE regarding sensory memory?

31. Iconic memory is to ____ as echoic memory is to ____.

33. Echoic sensory memory encodes information from a ____.

34. Iconic sensory memory encodes information from a ____.

35. Sensory memories help us to ____.

36. Very brief memory for visual material is known as ____.

38. Echoic memories are a type of ____.

40. Which statement is TRUE about sensory memory?

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48. Which of the following is TRUE about short-term memory?

51. The phrase “7 ± 2 bits” describes the ____.

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55. Which statement is TRUE regarding chunking?

57. The duration of short-term memory is about ____.

61. Maintenance rehearsal describes the ____.

62. Maintenance rehearsal is ____.

64. Which statement is most accurate about maintenance rehearsal?

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88. Top-down perceptual processing provides a good example of how ____.

98. Short-term memory storage is to ____ as long-term memory storage is to ____.

99. Which statement is TRUE of long-term memory?

104. An organized, generalized knowledge structure in long-term memory is a(n) ____.

109. Which of the following is TRUE of declarative memory?

111. The two subtypes of declarative memory are ____.

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113. Episodic memory is ____.

114. Semantic memory and episodic memory are examples of ____.

115. Your memory of your first date is an example of a(n) ____.

116. A person’s memory of the psychology concept of motivation is an example of ____.

125. Females tend to be better than males at recalling ____ memories.

127. Semantic memories and episodic memories are subtypes of ____.

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131. Which statement is TRUE of procedural memories?

135. Retrograde amnesia is to ____ as anterograde amnesia is to ____.

139. Research on concussions in high school athletes found that ____.

140. Retrieval is the process of ____.

142. Recall is to ____ as recognition is to ____.

143. Two types of retrieval processes are ____.

148. The first step in getting information into memory is ____.

149. Which method is LEAST likely to improve your memory?

151. Which technique is generally an effective method of study efficiently?

16. Implicit memory is to as explicit memory is to .

31. Iconic memory is to as echoic memory is to .

98. Short-term memory storage is to as long-term memory storage is to .

135. Retrograde amnesia is to as anterograde amnesia is to .

142. Recall is to as recognition is to .

195. The hippocampus is to memory as the cerebellum is to memory.