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Chapter 06
Memory
Multiple Choice Questions
1. _____ refers to the retention of information or experience over time.

A. Learning
B. Memory
C. Priming
D. Amnesia
Accessibility: Keyboard Navigation

APA Learning Outcome: 1.1 Describe key concepts, principles, and overarching themes in psychology.
Bloom's: Remember
Difficulty: Low
Learning Objective: Define memory and identify its basic processes.
Topic: Memory
Feedback: The Nature of Memory, 202
2. _____ refers to the process by which information gets into memory storage.
A. Transmission
B. Retrieval
C. Decay
D. Encoding

Bloom's: Remember
Difficulty: Low
Learning Objective: Explain how memories are eccoded.
Topic: Encoding
Feedback: Memory Encoding, 203
3. Attention, deep processing, elaboration, and the use of mental imagery are _____ processes.
A. encoding
B. storage
C. retrieval
D. chunking

Bloom's: Remember
Difficulty: Low
Topic: Encoding
4. In the context of memory processes, which of the following scenarios best illustrates the process of encoding
information?
A. Alex, a five-year-old boy, is reciting his alphabets.
B. Deborah is watching a movie in the theater.
C. Daniel is writing an essay on the dinosaurs he learned about last week.
D. Mike is painting a picture of a woman he used to know.

APA Learning Outcome: 1.3 Describe applications of psychology.
Bloom's: Apply
Difficulty: High
Topic: Encoding
5. _____ is the ability to maintain attention to a selected stimulus for a prolonged period of time.
A. Divided attention
B. Elaboration
C. Multitasking
D. Sustained attention

Bloom's: Remember
Difficulty: Low
Topic: Encoding
6. Multitasking is an example of
A. mental imagery.
B. divided attention.
C. priming.
D. rehearsal.

APA Learning Outcome: 1.2 Develop a working knowledge of psychology’s content domains.
Bloom's: Understand
Difficulty: Medium
Topic: Encoding
7. The ability to listen to music while reading a magazine indicates

A. divided attention.
B. sustained attention.
C. vigilance.
D. chunking.

Bloom's: Understand
Difficulty: Medium
Topic: Encoding
8. Which of the following is true of divided attention in the context of memory encoding?
A. Divided attention involves concentrating on different activities, one activity at a time.
B. Divided attention is the ability to maintain attention to a selected stimulus for a prolonged period of time.
C. Divided attention is not likely to impede an individual's ability to pay attention to a specific aspect of an experience.
D. Divided attention can be especially detrimental to the process of encoding information.

Bloom's: Understand
Difficulty: Medium
Topic: Encoding
9. Elsa is studying for her psychology exam with the TV on in the background. Research on the effects of divided
attention suggests that watching TV while studying will _____ Elsa's exam performance.
A. slightly increase
B. strongly increase
C. decrease
D. have no effect on

Bloom's: Apply
Difficulty: High
Topic: Encoding
10. Fifteen-year-old Matt and his father are in an electronics store looking at video-game systems. Matt gives his father
a complete breakdown of the pros and cons of each of the different video-game systems on display. According to
research on encoding processes, Matt is able to accurately recall all this information because he
A. has shallowly processed this information.
B. has deeply processed this information.
C. has processed this information at an intermediate level.
D. used non-linguistic encoding processes.

Bloom's: Apply
Difficulty: High
Topic: Levels of Processing
11. Which of the following is true of the term “levels of processing” in memory?
A. It negates the role of deep processing in memory.
B. It emphasizes shallow processing as the key step in memory retrieval.
C. It asserts that deeper processing produces poorer memory.
D. It refers to a continuum of memory processing.

Bloom's: Understand
Difficulty: Medium
12. Which of the following is true of shallow processing in memory?

A. Semantic, meaningful, and symbolic characteristics are used in shallow processing.
B. Physical features are analyzed in the process of shallow processing.
C. A deeper level of understanding is gathered through shallow processing than through intermediate processing.
D. A stimulus is recognized and labeled in shallow processing.

Bloom's: Understand
Difficulty: Medium
13. Identify the true statement about intermediate processing.

A. The physical and perceptual features are analyzed predominantly in intermediate processing.
B. In intermediate processing, a stimulus is typically identified and labeled.
C. The semantic, meaningful, symbolic characteristics are used in intermediate processing.
D. In intermediate processing, meaning is assigned to a stimulus.

Bloom's: Understand
Difficulty: Medium
14. Which of the following is a feature of the deepest level of processing in memory?
A. It is usually confined to analyzing the physical features of a stimulus.
B. It deals with recognizing and labeling a stimulus.
C. It involves thinking about the meaning of a stimulus.
D. It predominantly uses the amygdala of the human brain.

Bloom's: Understand
Difficulty: Medium
15. Kevin is studying for a vocabulary test. When he studies the word “braggart,” he thinks of how his childhood friend
Billy acted whenever Billy was given a new toy. Which of the following is the highest level of processing Kevin has
engaged in while encoding the word “braggart”?
A. shallow
B. intermediate
C. deep
D. impersonal

Bloom's: Apply
Difficulty: High
16. _____ refers to the formation of a number of different connections around a stimulus at any given level of memory
encoding.
A. Imagery
B. Elaboration
C. Divided attention
D. Sustained attention

Bloom's: Remember
Difficulty: Low
Topic: Elaboration
17. Your roommate Chuck is having difficulty in his chemistry class. He asks you for advice on how to improve his
memory of the material. You suggest that rather than trying to memorize the definitions, he should learn the concept by
coming up with real-world examples. You tell Chuck to work on making links between new information and
everything he already knows. Which of the following memory strategies are you recommending to Chuck?
A. elaboration
B. imagery
C. chunking
D. selective attention

Bloom's: Apply
Difficulty: High
Topic: Elaboration
18. Which of the following is true of elaboration in memory?

A. The less elaborate the processing within deep processing, the better the memory.
B. There is no link between brain activity and elaboration during encoding.
C. Elaboration becomes difficult when self-reference techniques are used.
D. Elaboration can occur at any level of processing.

Bloom's: Understand
Difficulty: Medium
Topic: Elaboration
19. According to research, which of the following is an effective elaboration technique?

A. thinking of physical characteristics
B. thinking of smells
C. thinking of self-references
D. thinking of sounds

Bloom's: Understand
Difficulty: Medium
Topic: Elaboration
20. _____ of information is linked with neural activity, especially in the brain's left frontal lobe.
A. Self-reference
B. Forgetting
C. Chunking
D. Elaboration

Bloom's: Understand
Difficulty: Medium
Topic: Elaboration
21. According to _____, memory for pictures is better than memory for words.
A. Ebbinghau's curve of forgetting
B. the Atkinson-Shiffrin theory
C. the dual-code hypothesis
D. parallel distributed processing (PDP)

Bloom's: Remember
Difficulty: Low
Topic: Dual-Code Hypothesis
22. _____ states that memory storage involves three separate systems: sensory memory, short-term memory, and long-
term memory.
A. The dual-code hypothesis
B. The Atkinson-Shiffrin theory
C. Ebbinghau's curve of forgetting
D. Parallel distributed processing (PDP)

Bloom's: Remember
Difficulty: Low
Learning Objective: Discuss how memories are stored.
Topic: Atkinson-Shiffrin Theory of Memory
Feedback: Memory Storage, 207
23. How long does information last in sensory memory?

A. a fraction of a second to several seconds
B. 30–60 seconds
C. 2–3 minutes
D. 5 minutes

Bloom's: Remember
Difficulty: Low
24. According to the Atkinson-Shiffrin theory, which of the following memory systems has a time frame of up to 30
seconds?
A. sensory memory
B. short-term memory
C. long-term memory
D. schemas

Bloom's: Remember
Difficulty: Low
25. According to the Atkinson-Shiffrin theory, information can last up to a lifetime in

A. sensory memory.
B. short-term memory.
C. long-term memory.
D. working memory.

Bloom's: Remember
Difficulty: Low
26. Although _____ is rich and detailed, we lose the information in it quickly unless we use certain strategies that
transfer it into other memory systems.
A. sensory memory
B. selective memory
C. long-term memory
D. declarative memory

Bloom's: Understand
Difficulty: Medium
Topic: Sensory Memory
27. Which of the following is true of sensory memory?

A. Sensory memory is typically reflected in the sights and sounds one encounters in daily life.
B. Sensory memory is brief and without detail.
C. Sensory memory holds information in time frames of 30 seconds or more.
D. Sensory memory processes all the information encountered by a person.

Bloom's: Understand
Difficulty: Medium
28. Identify the element of sensory memory that would be most useful in quickly scanning a map of a country to learn
the geographical location of its states.
A. echoic memory
B. implicit memory
C. iconic memory
D. procedural memory

Bloom's: Understand
Difficulty: Medium
29. _____ refers to auditory sensory memory, whereas _____ refers to visual sensory memory.
A. Iconic memory/echoic memory
B. Declarative memory/nondeclarative memory
C. Echoic memory/iconic memory
D. Nondeclarative memory/declarative memory

Bloom's: Remember
Difficulty: Low
30. Which of the following correctly differentiates between sensory memory and short-term memory?
A. Compared with sensory memory, short-term memory is limited in capacity.
B. Compared with sensory memory, short-term memory stores information for a shorter time.
C. Compared with short-term memory, sensory memory retains all information from the environment.
D. Compared with short-term memory, sensory memory can store smaller amounts of information.

Bloom's: Understand
Difficulty: Medium
Topic: Short-Term Memory
31. When you are asked to recall your first day of kindergarten, you rely on _____, whereas when you are asked to
recall the name of a person you just met a few seconds ago, you rely on _____.
A. sensory memory/long-term memory
B. long-term memory/short-term memory
C. long-term memory/procedural memory
D. semantic memory/long-term memory

Bloom's: Understand
Difficulty: Medium
Topic: Memory Storage
32. A person is most likely to store a seven-digit phone number in his or her _____ memory.
A. sensory
B. short-term
C. implicit
D. echoic

Bloom's: Understand
Difficulty: Medium
33. Which of the following is true of short-term memory?

A. It is made up of explicit and implicit memory.
B. It is a relatively permanent type of memory.
C. It holds perceptions of the world for just an instant.
D. It is improved by chunking and rehearsal techniques.

Bloom's: Understand
Difficulty: Medium
34. George Miller's classic research showed that the average capacity of short-term is between _____ units of
information.
A. 2 and 7
B. 5 and 9
C. 7 and 12
D. 9 and 12

Bloom's: Remember
Difficulty: Low
35. After hearing a friend’s telephone number for the first time, Harold was immediately able to recite all seven digits
of the phone number in perfect order. Harold most likely used his _____ to recite these digits.
A. procedural memory
B. sensory memory
C. long-term memory
D. short-term memory

Bloom's: Apply
Difficulty: High
36. Chunking involves

A. quickly scanning information for relevant details.
B. immediately forgetting relevant information.
C. using Miller's framework for memory retrieval.
D. reorganizing information that exceeds the 7 plus or minus 2 rule into smaller more meaningful units.

Bloom's: Remember
Difficulty: Low
Topic: Chunking
37. When asked to memorize the 15 letters, C I A C B S A B C F B I I R S, Mary reorganizes them into CIA, CBS,
ABC, FBI, and IRS. Mary used the tactic of
A. mental structuring.
B. visual structuring.
C. chunking.
D. cueing.

Bloom's: Apply
Difficulty: High
Topic: Chunking
38. Jeff is trying to remember a list of 20 letters, grouped into the following chunks: OL DHA ROL DAN DYO UNG
BEN. In the context of chunking, which of the following is most likely to improve his recollection of the letters?
A. waiting at least a few hours before trying to recall the letters
B. reading them only once and trying to recall them later
C. re-chunking the letters to form meaningful words
D. removing the chunks and arranging the letters alphabetically

Bloom's: Apply
Difficulty: High
Topic: Chunking
39. Shannon is an excellent student. She rewrites her class notes after each class. Rewriting her notes is a form of
A. rehearsal.
B. priming.
C. chunking.
D. imagery.

Bloom's: Apply
Difficulty: High
Topic: Rehearsal
40. In the context of short-term memory, which of the following is true of rehearsal?
A. Information stored in short-term memory lasts half a minute or less with rehearsal.
B. Rehearsal can only be verbal, giving the impression of an inner voice.
C. Information can be retained indefinitely if rehearsal is not interrupted.
D. Rehearsal is the best strategy for retaining information over longer periods of time.

Bloom's: Understand
Difficulty: Medium
Topic: Rehearsal
41. Minutes before her biology test, Katie tries to learn the definition of “osmosis” from her class notes. She repeats the
definition over and over again in her mind until she is confident that she will remember it. Which of the following
methods is Katie using to help her memorize the definition?
A. chunking
B. rehearsal
C. mental imagery
D. elaboration

Bloom's: Apply
Difficulty: High
Topic: Rehearsal
42. Which of the following is the main reason that hampers the use of rehearsal as a tool for retaining information over
a long period of time?
A. It involves the unconscious repetition of information.
B. It can only be used to store verbal information for half a minute or less.
C. It always results in distortion of memories.
D. It involves mechanically repeating information, without imparting meaning to it.

Bloom's: Understand
Difficulty: Medium
Topic: Rehearsal
43. Working memory

A. has an unlimited capacity.
B. is the same thing as short-term memory.
C. is a passive memory system.
D. holds information temporarily while performing cognitive tasks.

Bloom's: Understand
Difficulty: Medium
Topic: Working Memory
44. If all of the information on the hard drive of your computer is like long-term memory, then _____, like RAM, is
comparable to what you actually have open and active at any given moment.
A. semantic memory
B. working memory
C. declarative memory
D. procedural memory

Bloom's: Understand
Difficulty: Medium
45. Identify a statement that accurately differentiates between short-term memory and working memory.
A. Short-term memory functions as an active memory system, while working memory functions as a passive
storehouse.
B. Short-term memory can be used to solve problems, while working memory can be used to rehearse information.
C. Measures of working memory capacity are strongly related to cognitive aptitudes, whereas measures of short-term
memory capacity are hardly related to cognitive aptitudes.
D. Working memory has a limited capacity, while short-term memory has a virtually unlimited capacity to store
information.

Bloom's: Understand
Difficulty: Medium
46. Which of the following is true of working memory?

A. Working memory allows individuals to hold information permanently as they perform cognitive tasks.
B. Working memory functions as a passive storehouse with shelves to store information until it moves to long-term
memory.
C. Working memory has a limited capacity, similar to the RAM of a computer.
D. Working memory’s storage capacity is virtually unlimited.

Bloom's: Understand
Difficulty: Medium
47. According to Baddeley's view of the three components of working memory, the _____ acts like a supervisor who
monitors which information deserves our attention and which we should ignore.
A. visuo-spatial working memory
B. central executive
C. phonological loop
D. amygdala

Bloom's: Remember
Difficulty: Low
48. Which of the following is true of the different components of Alan Baddeley's model of working memory?
A. The phonological loop stores visual and spatial information.
B. The phonological loop and the visuo-spatial sketchpad function independently.
C. The central executive integrates information only from the phonological loop and the visuo-spatial sketchpad and
not from long-term memory.
D. Unlike the phonological loop and the visuo-spatial sketchpad, the central executive has an unlimited capacity.

Bloom's: Understand
Difficulty: Medium
49. According to Baddeley, the _____ is specialized to briefly store speech-based information about the sounds of
language.
A. visuo-spatial sketchpad
C. phonological loop
D. amygdala

Bloom's: Remember
Difficulty: Low
50. According to Baddeley's view of the three components of working memory, which of the following contains two
separate components: an acoustic code and rehearsal?
A. phonological loop
C. visuo-spatial sketchpad
D. amygdala

Bloom's: Remember
Difficulty: Low
51. Which of the following is true of the visuo-spatial sketchpad?

A. When there are many items in the visuo-spatial sketchpad, one can represent them accurately enough to retrieve
them successfully.
B. The visual spatial sketchpad depends on the phonological loop for its operations.
C. The visuo-spatial sketchpad acts like a supervisor who monitors which information deserves attention and which
should be ignored.
D. The capacity of the visuo-spatial sketchpad is limited.

Bloom's: Understand
Difficulty: Medium

52. Which of the following is true of long-term memory?
A. Long-term memory is a temporary type of memory.
B. Long-term memory stores small amounts of information for long periods of time.
C. Long-term memory has a storage capacity that is virtually unlimited.
D. Long-term memory is relatively simple.

Bloom's: Understand
Difficulty: Medium
Topic: Long-Term Memory
53. _____ has to do with remembering who, what, where, when, and why. _____ has to do with remembering how.
A. Semantic memory/Episodic memory
B. Episodic memory/Semantic memory
C. Implicit memory/Explicit memory
D. Explicit memory/Implicit memory

Bloom's: Remember
Difficulty: Low
54. Which of the following is subdivided into episodic and semantic memory?
A. sensory memory
B. implicit memory
C. explicit memory
D. working memory

Bloom's: Remember
Difficulty: Low
55. _____ includes the systems involved in procedural memory, classical conditioning, and priming.
A. Explicit memory
B. Implicit memory
C. Episodic memory
D. Semantic memory

Bloom's: Remember
Difficulty: Low
56. Based on the famous case study of H.M., a patient who had severe epilepsy, H.M. underwent surgery that involved
removing the hippocampus and a portion of the temporal lobes of both hemispheres in his brain. After the surgery, his
epilepsy was cured, but his memory was impaired. Which of the following best describes the effect that surgery had on
H.M.'s memory?
A. H.M. developed an inability to form new memories that outlive working memory.
B. H.M. showed major deficits in sensory, short-term, and long-term implicit memory.
C. H.M.'s procedural memory suffered the most damage.
D. H.M. could not learn new physical tasks.

Bloom's: Remember
Difficulty: Low
57. Which of the following refers to the conscious recollection of information, such as specific facts and events and, at
least in humans, information that can be verbally communicated?
A. sensory memory
B. short-term memory
C. declarative memory
D. nondeclarative memory

Bloom's: Remember
Difficulty: Low
Topic: Declarative Memory
58. Recalling the names of the members of a famous football team is an example of
A. iconic memory.
B. implicit memory.
C. declarative memory.
D. procedural memory.

Bloom's: Understand
Difficulty: Medium
Topic: Declarative Memory
59. A person's knowledge about the world is known as _____ memory.

A. episodic
B. autobiographical
C. procedural
D. semantic

Bloom's: Remember
Difficulty: Low
Topic: Semantic Memory

60. Which of the following structures of memory is autobiographical?
A. sensory memory
B. implicit memory
C. nondeclarative memory
D. episodic memory

Bloom's: Remember
Difficulty: Low
Topic: Episodic Memory
61. Best friends Kate and Diana are at the park, watching their children play together. Kate reminds Diana about the
time that they had a big fight on the same playground as children and didn’t talk to each other for almost a week. In the
context of long-term memory, Kate’s recollection of this event best exemplifies the use of her _____ memory.
A. implicit
B. semantic
C. episodic
D. procedural

Bloom's: Apply
Difficulty: High
62. You go to a hypnotist to help you quit smoking. The hypnotist asks you to remember and describe things that you
did differently before you started smoking. Which memory system will you use most to comply with this request?
A. your procedural memory system
B. your permastore memory system
C. your episodic memory system
D. your nondeclarative memory system

Bloom's: Apply
Difficulty: High
63. Recollections of one's first family vacation to Disneyland are most likely part of one's
A. implicit memory.
B. nondeclarative memory.
C. episodic memory.
D. procedural memory.

Bloom's: Understand
Difficulty: Medium

64. Your knowledge of the alphabet and multiplication tables is most likely to be stored in your _____ memory.
A. episodic
B. semantic
C. autobiographical
D. implicit

Bloom's: Understand
Difficulty: Medium
65. Jacob asks his little brother Boris to play a game of chess with him. As Boris has never played chess before, Jacob
explains the rules of the game to him. What type of long-term memory has primarily helped Jacob to recount his
knowledge of chess to Boris?
A. semantic memory
B. flashbulb memory
C. episodic memory
D. sensory memory

Bloom's: Apply
Difficulty: High
66. Jillian was in a car accident and sustained a serious head trauma. Since the surgery, she has forgotten her name,
career, and other vital information about herself. Yet, she is still able to talk, know what words mean, and have general
knowledge about the world, such as what day it is or who currently is the president of the U.S. This behavior suggests
that Jillian's _____ is impaired, but her _____ is still functioning.
A. episodic memory/semantic memory
B. semantic memory/episodic memory
C. sensory memory/long-term memory
D. declarative memory/nondeclarative memory

Bloom's: Apply
Difficulty: High
67. In which subsystem of long-term memory is your knowledge of how to drive a car and how to ride a bike stored?
A. episodic memory
B. semantic memory
C. nondeclarative (implicit) memory
D. declarative (explicit) memory

Bloom's: Understand
Difficulty: Medium
Topic: Implicit Memory
68. Which of the following involves memory for skills?

A. semantic memory
B. working memory
C. procedural memory
D. schema

Bloom's: Remember
Difficulty: Low
Topic: Procedural Memory
69. _____ is the activation of information that people already have in storage to help them remember new information
better and faster.
A. Priming
B. Procedural memory
C. Classical conditioning
D. Skill memory

Bloom's: Remember
Difficulty: Low
70. Which of the following is true of implicit memory?

A. Implicit memory is related to non-consciously remembering skills and sensory perceptions.
B. Implicit memory has two subsystems: episodic memory and semantic memory.
C. Implicit memory is also known as declarative memory.
D. Implicit memory is a person’s knowledge about the world.

Bloom's: Understand
Difficulty: Medium
71. Jeremiah, an eight-year-old boy, did not learn to tie his shoelaces until he was six years old. Now, he ties them
expertly while talking to others and without looking at his feet. Such skills are associated with _____ memory.
A. flashbulb
B. procedural
C. episodic
D. semantic

Bloom's: Apply
Difficulty: High
Topic: Procedural Memory
72. Although you had never been to the Fancy Foods Restaurant in your town, you weren't at all surprised when the
hostess seated you, handed you the menu, and informed you that your server would soon be there to take your order.
Shortly after, a man in a tuxedo came to your table. You knew exactly what was going to happen because you
A. are a certified psychic.
B. have a script for what happens in a restaurant.
C. have been to similar Fancy Foods Restaurants in other towns.
D. have a friend who works there.

Bloom's: Apply
Difficulty: High
73. People very quickly adapt to the procedures and behaviors appropriate at a birthday party. General knowledge of
what to expect and how to behave at a birthday is called a(n)
A. script.
B. implicit memory.
C. discovered memory.
D. working memory.

Bloom's: Understand
Difficulty: Medium
74. In the context of how memory is organized, which of the following is true of schemas?
A. Schemas from prior encounters with the environment have no influence on the way individuals handle information.
B. Schemas support the reconstruction process, helping individuals fill in gaps between their fragmented memories.
C. According to the schema theory, memories cannot be viewed as large knowledge structures.
D. According to the schema theory, memories are organized sets of neurons that are routinely activated together.

Bloom's: Understand
Difficulty: Medium
75. The connectionist view of memory

A. suggests that memories are large knowledge structures.
B. advocates that people forget not because memories are lost from storage but because other information gets in the
way of what they want to remember.
C. proposes that memories are organized sets of neurons that are routinely activated together.
D. states that memory storage involves three separate systems: sensory memory, short-term memory, and long-term
memory.

Bloom's: Remember
Difficulty: Low
76. What has research in neuroscience revealed about where memories are stored and how they are processed?
A. Memories are stored in a single structure in the brain.
B. Neurons work independently to process memories and represent information.
C. Memory is located in specific sets or circuits of neurons.
D. Brain chemicals play little role in forging the connections that represent memory.

Bloom's: Understand
Difficulty: Medium
Topic: Neuroscience of Memory
77. The locations of neural activity, called _____, are interconnected.

A. scripts
B. phonological loops
C. chunks
D. nodes

Bloom's: Remember
Difficulty: Low
78. Long-term potentiation is a concept that explains

A. how people can remember material for several months.
B. how memory functions at the neuron level.
C. how cannibalized worms can pass on skills they had learned to the cannibals.
D. why students should study exam material over a period of days instead of hours.

Bloom's: Remember
Difficulty: Low
79. The hippocampus, the temporal lobes in the cerebral cortex, and other areas of the limbic system play a very
important role in _____ memory.
A. repressed
B. implicit
C. explicit
D. sensory

Bloom's: Remember
Difficulty: Low
Topic: Brain Function
80. Vince suffered serious brain injury to his cerebellum in a motorcycle accident. What effect will this have on Vince's
life?
A. He probably won't remember his name.
B. He probably won't remember how to ride his motorcycle.
C. He probably won't recognize his wife.
D. He probably won't remember where he lives.

Bloom's: Apply
Difficulty: High
81. The cerebellum and _____ play an important role in implicit memory.
A. cerebral cortex
B. frontal lobes
C. corpus callosum
D. hypothalamus

Bloom's: Remember
Difficulty: Low
82. Which of the following is true of brain structures and memory functions in long-term memory?
A. the amygdala, a part of the limbic system, is involved in emotional memories.
B. the hippocampus and the temporal lobes in the cerebral cortex play a role in implicit memory, not in explicit
memory.
C. the parietal lobes of the brain are involved in both retrospective memory and prospective memory.
D. the same area of the brain is involved in the functioning of implicit and explicit memory.

Bloom's: Understand
Difficulty: Medium
83. Jack doesn't need to look at his keyboard while typing. His fingers automatically move over the keys as he types
information into the computer. In the context of memory storage, which part of Jack's brain is active in the memory
required to perform these skills?
A. the temporal lobes
B. the hippocampus
C. the cerebellum
D. the amygdala

Bloom's: Apply
Difficulty: High
84. Margaret fell down her basement stairs and suffered serious injury to her amygdala. What memory problems is she
most likely to have now?
A. Margaret will have difficulty remembering her address and telephone number.
B. Margaret will have difficulty adding numbers.
C. Margaret will have difficulty with emotional memories.
D. Margaret will have difficulty with short-term memories.

Bloom's: Apply
Difficulty: High
85. Retrieval is the memory process that

A. transforms information into a form that can be stored in memory.
B. occurs when information that was retained in memory comes out of storage.
C. stores information so that it can be retained over time.
D. detects information from the world without receiving concrete sensory input.

Bloom's: Understand
Difficulty: Medium
Learning Objective: Summarize how memories are retrieved.
Topic: Memory Retrieval
Feedback: Memory Retrieval, 219
86. Which of the following statements about the retrieval of memory is true?
A. Retrieval precedes the process of information rehearsal.
B. Retrieval takes place after the information is encoded and before it is stored.
C. Retrieval of memory is a complex and sometimes imperfect process.
D. Retrieval is unaffected by how a memory was encodeD. Accessibility: Keyboard Navigation
Bloom's: Understand
Difficulty: Medium
Topic: Memory Retrieval
87. The _____ is the tendency to recall the items at the beginning and end of a list more readily than those in the
middle.
A. halo effect
B. ambiguity effect
C. serial position effect
D. framing effect

Bloom's: Remember
Difficulty: Low
Topic: Serial Position Effect
88. Kate is on the phone talking to her friend Paul, who is referring her for a job interview. Paul gives Kate a phone
number, but before Kate can write it down, the call is disconnected. Kate can only recall the last three digits of the
number that Paul gave her. This scenario best illustrates the _____ effect.
A. primacy
B. placebo
C. recency
D. echo

Bloom's: Apply
Difficulty: High
89. Having a better memory for items at the beginning of a list demonstrates the _____, whereas having a better
memory for items at the end of a list demonstrates the _____.
A. recency effect/primacy effect
B. primacy effect/recency effect
C. flashbulb memory effect/metamemory effect
D. metamemory effect/flashbulb memory effect

Bloom's: Remember
Difficulty: Low
90. George has just graduated from college and is going on his first big job interview. He has learned that there are 10
other applicants for the job. On account of information on the serial position effect that he learned in his psychology
class, George prefers to be either the first or the last candidate interviewed. Why does he want to be interviewed as the
first or last candidate?
A. The serial position effect predicts that either the first or the last job applicant interviewed will be remembered better
than the applicant interviewed second.
B. The serial position effect predicts that the candidate interviewed in the "middle" position will be viewed less
favorably than the other two applicants.
C. Research has shown that the serial position effect is used often by management to arbitrarily hire job applicants.
D. Research has shown that people interviewed either early or late in the day are evaluated most positively.

Bloom's: Apply
Difficulty: High
91. According to the serial position effect, if you are a waiter trying to remember all the orders for a table of seven, you
should pay particular attention to the _____ orders, because these are the ones you are most likely to forget.
A. first and second
B. sixth and seventh
C. third, fourth, and fifth
D. first, third, and seventh

Bloom's: Apply
Difficulty: High
92. Multiple choice exams involve testing a student's _____ abilities, whereas essay exams involve testing _____
abilities.
A. episodic memory/semantic memory
B. semantic memory/episodic memory
C. recall/recognition
D. recognition/recall

Bloom's: Remember
Difficulty: Low
Topic: Retrieval Cues
93. Asking an eyewitness to describe a suspect's physical appearance to a sketch artist would be an example of a _____
task, whereas asking an eyewitness to identify a suspect on the basis of a lineup of five possible assailants is an
example of a _____ task.
A. recognition/recall
B. recall/recognition
C. rehearsal/elaboration
D. chunking/rehearsal

Bloom's: Understand
Difficulty: Medium
94. Jennifer and Stacey go to different schools but study the same text books. Jennifer’s end-of-semester tests include
only essay questions, whereas Stacey’s end-of-semester tests include only multiple-choice questions. In the context of
memory retrieval, which of the following statements is accurate?
A. Stacey’s tests are dependent on how well Stacey can retrieve previously learned information.
B. Jennifer’s tests have poorer retrieval cues than Stacey’s tests.
C. Jennifer’s tests are based on recognition.
D. Stacey’s tests are based on recall.

Bloom's: Apply
Difficulty: High
95. In the context of memory retrieval, which of the following is true of recognition?
A. Recognition tests such as essay tests have poor retrieval cues.
B. In the task of recognition, an individual has to retrieve previously learned information.
C. In the task of recognition, an individual is typically confined to identify learned items.
D. Recognition of a stimulus is far more difficult than recall of a stimulus.

Bloom's: Understand
Difficulty: Medium
96. Samantha prides herself on "never forgetting a face," although she frequently cannot put the correct name with a
specific "face." This shows that Samantha is
A. better at recognition than at recall.
B. better at recall than at recognition.
C. better at memory retrieval than at memory reconstruction.
D. better at memory reconstruction than at memory recall.

Bloom's: Apply
Difficulty: High
97. Which of the following statements is true about autobiographical memory?

A. It is a special form of episodic memory.
B. Autobiographical memories are the simplest of all.
C. Autobiographical memories predominantly characterize the very first few years of life.
D. It is a special form of semantic memory.

Bloom's: Understand
Difficulty: Medium
Topic: Autobiographical Memory
98. Ashton is forty-five years old. He has vivid memories of the significant events that took place in his youth.
However, he finds it difficult to recollect the events that took place during the first few years of his life. In the context
of memory retrieval, this ability to recall events from certain phases of his life is known as
A. the reminiscence bump.
B. the serial position effect.
C. absentmindedness.
D. interference.

Bloom's: Apply
Difficulty: High
99. The memory of emotionally significant events that people often recall with more accuracy and vivid imagery than
everyday events is known as
A. precognition.
B. working memory.
C. procedural memory.
D. flashbulb memory.

Bloom's: Remember
Difficulty: Low
Topic: Flashbulb Memory
100. Elaine is writing a paper about reactions to the tragedy that occurred at the Twin Towers on September 11, 2001.
She interviews ten of her classmates and asks them to remember that day. She is surprised to learn that nearly all of the
students she interviewed offer very detailed, vivid accounts of where they were and what they were doing when they
first learned of the terrorist attacks. Elaine has discovered that most of her classmates have _____ of September 11,
2001.
A. a repressed memory
B. a flashbulb memory
C. implicit but not explicit memories
D. extrasensory perception

Bloom's: Apply
Difficulty: High
Topic: Flashbulb Memory
101. Motivated forgetting and repressed memories are usually associated with what type of memories?
A. procedural memories
B. traumatic memories
C. sensory memories
D. flashbulb memories

Bloom's: Remember
Difficulty: Low
Topic: Repression
102. Janel was sexually abused by her uncle when she was five years old. This experience was so devastating and
traumatic that she removed the memory from her conscious awareness. This is an example of a(n)
A. implicit memory.
B. schema.
C. repressed memory.
D. elaboration.

Bloom's: Apply
Difficulty: High
Topic: Repression
103. Which of the following advocates that repression's main function is to protect the individual from threatening
information?
A. the psychodynamic theory
B. the Atkinson-Shiffrin theory
C. connectionism
D. the interference theory

Bloom's: Remember
Difficulty: Low
Topic: Repression
104. Why did cognitive psychologist Jonathan Schooler suggest that the term recovered memories be replaced with the
term discovered memories?
A. Individuals with "discovered" memories experience them as real, whether or not the memories are accurate.
B. "Discovered" memories are more accurate and detailed than "recovered" memories.
C. The term discovered memories avoids the negative connotations of the term recovered memories.
D. Individuals with "discovered" memories realize that the memories may be inaccurate.

Bloom's: Understand
Difficulty: Medium
Topic: Repression
105. According to Hermann Ebbinghaus,

A. most forgetting occurs long after we originally learned something.
B. most forgetting occurs soon after we originally learned something.
C. motivated forgetting is a good treatment for overcoming traumatic events.
D. motivated forgetting is a poor treatment for overcoming traumatic events.

Bloom's: Remember
Difficulty: Low
Learning Objective: Describe causes of forgetting, including decay, interference, and failure of encoding.
Topic: Forgetting
Feedback: Forgetting, 229
106. An encoding failure occurs when

A. information was never entered into long-term memory.
B. newly learned information interferes with preexisting knowledge.
C. preexisting knowledge interferes with newly learned information.
D. the number of neural connections decreases over time.

Bloom's: Understand
Difficulty: Medium
Topic: Forgetting
107. Proactive and retroactive interference are examples of

A. encoding failures.
B. storage failures.
C. retrieval failures.
D. brain damage.

Bloom's: Remember
Difficulty: Low
Topic: Interference
108. Which of the following occurs when material that was learned earlier disrupts the recall of material learned later?
A. elaboration
B. proactive interference
C. transference
D. motivated forgetting

Bloom's: Remember
Difficulty: Low
Topic: Interference
109. Belinda and John were best friends through their school years. Belinda now works in a café and has become good
friends with her colleague, Jim. However, Belinda often finds herself referring to Jim as John, even though she has not
spoken to John for at least four years. Belinda’s confusion with these names may be attributed to the occurrence of
A. proactive interference.
B. retroactive interference.
C. retrograde amnesia.
D. anterograde amnesia.

Bloom's: Apply
Difficulty: High
Topic: Interference
110. _____ is a situation in which material that was learned later disrupts the retrieval of information that was learned
earlier.
A. Retroactive interference
B. Motivated forgetting
C. Transience
D. Transference
Bloom's: Remember
Difficulty: Low
Topic: Interference
111. You are taking both a Spanish and a French course this semester. As you study the vocabulary words for your
French test, you realize that the French words are disrupting the memory of the Spanish vocabulary words you studied
last week. This is an example of
A. retroactive interference.
B. proactive interference.
C. transience.
D. transference.

Bloom's: Apply
Difficulty: High
Topic: Interference
112. According to _____, when we learn something new, a neurochemical memory trace forms, but over time this trace
disintegrates.
A. tip-of-the-tongue phenomenon
B. decay theory
C. interference theory
D. psychodynamic theory

Bloom's: Remember
Difficulty: Low
Topic: Interference
113. According to decay theory, why do memories fade?

A. There is a limited amount of storage available for long-term memories, so older memories must decay and make
room for new memories.
B. The cerebellum cannot hold on to information long-term.
C. Synaptic connections become broken.
D. A neurochemical memory trace disintegrates over time.

Bloom's: Understand
Difficulty: Medium
Topic: Interference
114. Rachel remembers that she has an important meeting with her advisor right after her English class on Tuesday.
This is an example of _____ memory.
A. retrospective
B. prospective
C. procedural
D. autobiographical

Bloom's: Apply
Difficulty: High
Topic: Prospective Memory
115. The type of effortful retrieval associated with a person's feeling that he or she knows something (say, a word or a
name) but cannot quite pull it out of memory is known as
A. decay phenomenon.
B. tip-of-the-tongue phenomenon.
C. retroactive interference.
D. proactive interference.

Bloom's: Remember
Difficulty: Low
Topic: TOT Phenomenon
116. Lucy sustained a brain injury in a car accident. Although Lucy's memories of her life before the accident are
intact, she is no longer able to form new, long-term memories. Every night when she goes to bed, her memories of what
she had done that day are lost. Lucy suffers from
A. retrograde amnesia.
B. anterograde amnesia.
C. infantile amnesia.
D. displacement.

Bloom's: Apply
Difficulty: High
Topic: Amnesia
117. Ryan, a high-school football player, received a head injury during a game. Following recovery, Ryan was unable
to remember anything that happened before the injury. However, he was able to form new relationships and new
memories. In the context of forgetting, Ryan’s condition best exemplifies
A. anterograde amnesia.
B. retrograde amnesia.
C. the primacy effect.
D. the recency effect.

Bloom's: Apply
Difficulty: High
Topic: Amnesia

118. A person suffering from retrograde amnesia will
A. lose past memories and the retention of new memories will be severely impacted.
B. lose past memories and the ability to acquire new memories will remain unaffected.
C. recall past memories but not be able to make new ones.
D. lose some past memories but have only the sporadic ability to make new memories.

Bloom's: Remember
Difficulty: Low
Topic: Amnesia
119. Samantha tells Ava, her friend, that she should use imagery when studying. In the context of the science of
memory, this tip will be most useful to Ava when she is _____ information.
A. retrieving
B. encoding
C. organizing
D. rehearsing

Bloom's: Apply
Difficulty: High
Learning Objective: Evaluate study strategies based on an understanding of memory.
Topic: Memory Strategies
Feedback: Tips from the Science of Memory—for Studying and for Life, 235
120. An individual's autobiographical memory forms the core of the individual's

A. cognitive system.
B. emotional system.
C. personal identity.
D. brain.

Bloom's: Remember
Difficulty: Low
Learning Objective: Identify the multiple functions of memory in human life.
Essay Questions
121. The adage most appropriate to memory function and aging is

A. "Use it or lose it."
B. "Better late than never."
C. "A little goes a long way."
D. "Seize the moment."

Bloom's: Remember
Difficulty: Low
Learning Objective: Identify the multiple functions of memory in human life.
122. Your friend Jane is having difficulty "taking in" the information in her history class so she asks you to use your
expertise in psychology to offer some suggestions on how to improve her memory performance. Discuss how attention,
deep processing, elaboration, and the use of mental imagery can affect the encoding process.

Bloom's: Apply
Difficulty: High
Topic: Encoding
Answer: Being able to engage in selective perception and focus on the subject matter improves encoding. Deep-level
processing, or thinking about the meaning of the stimulus as opposed to merely noticing the physical features of the
stimulus, also improves memory. Elaboration involves making a number of different connections between new
information and information we already know. Typically, higher levels of elaboration are linked with better memory
performance. Finally, using visual imagery is one of the most powerful ways to make memories distinctive. Paivio's
dual-code hypothesis claims that memory for pictures is better than memory for words because pictures—at least those
that can be named—are stored as both image codes and verbal codes. Thus, when we use imagery to remember, we
have two potential avenues by which we can retrieve information. Given these results, you tell Jane that she should: (1)
not multitask or divide her attention when studying, (2) engage in deep-level processing by going above and beyond the
rote memorization of historical names and dates, (3) elaborate about how the historical figures and events she's learning
about relate to her own life, and (4) create a visual picture of every historical figure or event she needs to remember.
Feedback: Memory Encoding, 203-206
123. Describe the Atkinson-Shiffrin model of memory.
Bloom's: Understand
Difficulty: Medium
Answer: The Atkinson-Shiffrin theory states that memory storage involves three separate systems: Sensory memory:
time frames of a fraction of a second to several seconds; Short-term memory: time frames up to 30 seconds; Long-term
memory: time frames up to a lifetime. Sensory memory holds information from the world in its original sensory form
for only an instant, not much longer than the brief time it is exposed to the visual, auditory, and other senses. Compared
with sensory memory, short-term memory is limited in capacity, but it can store information for a longer time. Working
memory refers to a combination of components, including short-term memory and attention, that allow us to hold
information temporarily as we perform cognitive tasks. Long-term memory is a relatively permanent type of memory
that stores huge amounts of information for a long time.
Feedback: Memory Storage, 207-211
124. Compare and contrast the short-term memory system with the working memory system.
Bloom's: Understand
Difficulty: Medium
Answer: Short-term memory is passive, whereas working is an active memory system that allows us to hold
information temporarily as we perform cognitive tasks. Working memory is a kind of mental "workbench" on which
the brain manipulates and assembles information to help us understand, make decisions, and solve problems. Both
short-term and working memories have limited capacities.
Feedback: Memory Storage, 209-210
125. Describe Baddeley's view of the three components of working memory.
Bloom's: Understand
Difficulty: Medium
Answer: The three components of the working memory are the phonological loop, the visuo-spatial sketchpad, and the
central executives. The phonological loop is specialized to briefly store speech-based information about the sounds
of language. The phonological loop contains two separate components: an acoustic code (the sounds we heard),
which decays in a few seconds, and rehearsal, which allows us to repeat the words in the phonological store. The visuo-
spatial sketchpad stores visual and spatial information, including visual imagery. As in the case of the phonological
loop, the capacity of the visuo-spatial sketchpad is limited. If we try to put too many items in the visuo-spatial
sketchpad, we cannot represent them accurately enough to retrieve them successfully. The phonological loop and the
visuo-spatial sketchpad function independently. The central executive integrates information not only from the
phonological loop and the visuo-spatial sketchpad but also from long-term memory. In Baddeley's view, the central
executive plays important roles in attention, planning, and organizing. The central executive acts like a supervisor who
monitors which information deserves our attention and which we should ignore. It also selects which strategies to use
to process information and solve problems. Like the phonological loop and the visuo-spatial sketchpad, the central
executive has a limited capacity.
126. What are schemas and how are they relevant to memory?
Bloom's: Understand
Difficulty: Medium
Answer: A schema is a preexisting mental concept or framework that helps people to organize and interpret
information. Schemas from prior encounters with the environment influence the way we encode, make inferences
about, and retrieve information. Schemas can also be at work when we recall information. Schema theory holds that
long-term memory is not exact.
127. Describe the working of the connectionist process.
Bloom's: Understand
Difficulty: Medium
Answer: Connectionism, or parallel distributed processing (PDP), is the theory that memory is stored throughout the
brain in connections among neurons, several of which may work together to process a single memory. A neural activity
involving memory, such as remembering your dog's name, is spread across a number of areas of the cerebral cortex.
The locations of neural activity, called nodes, are interconnected. When a node reaches a critical level of activation,
it can affect another node across synapses. We know that the human cerebral cortex contains millions of neurons
that are richly interconnected through hundreds of millions of synapses. Because of these synaptic connections, the
activity of one neuron can be influenced by many other neurons. Owing to these simple reactions, the connectionist
view argues that changes in the strength of synaptic connections are the fundamental bases of memory. From the
connectionist network perspective, memories are organized sets of neurons that are routinely activated together.
Feedback: Memory Retrieval, 215-216
128. What is long-term potentiation and why is it important to the process of memory?
Bloom's: Understand
Difficulty: Medium
Answer: Long-term potentiation explains how memory functions at the neuron level. In line with connectionist theory,
this concept states that if two neurons are activated at the same time, the connection between them—and thus the
memory—may be strengthened.
129. Describe the distinction between recall and recognition, and give an example of each. Which process typically
yields better memory performance?
Bloom's: Understand
Difficulty: Medium
Answer: Recall is a memory task in which the individual has to retrieve previously learned information. Recognition is
a memory task in which the individual only has to identify (recognize) learned items. Multiple-choice tests assess
recognition (the student only has to recognize the answer with a given set of possible options), whereas essay tests
assess recall (the student has to retrieve the information "from scratch"). Recognition typically yields better memory
performance. For example, a witness who has to identify a suspect in a police lineup (recognition task) may find it
easier to point out the correct suspect than a witness who has to describe the characteristics of the suspect to a
police-sketch artist (recall task).
130. Define the distinction between proactive and retroactive interference.
Bloom's: Understand
Difficulty: Medium
Topic: Interference
Answer: According to interference theory, people forget, not because memories are lost from storage, but because other
information gets in the way of what they want to remember. There are two kinds of interference: proactive and
retroactive. Proactive interference occurs when material that was learned earlier disrupts the recall of material
learned later. Retroactive interference occurs when material learned later disrupts the retrieval of information
learned earlier.
131. Emily and Samantha were in a boating accident and both now suffer from amnesia. Emily has been diagnosed
with retrograde amnesia, whereas Samantha has been diagnosed with anterograde amnesia. Describe what Emily and
Samantha will likely forget.

Bloom's: Apply
Difficulty: High
Topic: Amnesia
Answer: Amnesia involves a loss of memory. Anterograde amnesia is a memory disorder that affects the retention of
new information and events. Retrograde amnesia involves memory loss for a segment of the past but not for new
events. Emily will lose memories that were formed before the boating accident (e.g., her name or phone number), but
will still have the ability to remember things that occurred after the accident. Samantha's memories of her life before
the accident will remain intact. However, Samantha will not be able to remember things that happened after the
accident. Like H.M., Samantha will lose the ability to form new long-term memories.
Feedback: Forgetting, 233-234

Another random document with
no related content on Scribd:
The two set about it.
“Where’s that damn ol’ reprobate?” inquired Billy, truculently,
looking about for Charley.
The patriarch had quietly slipped away.
“You kin drop them hands,” advised the stranger, lowering the
muzzles of his weapons. The leader started to say something.
“You shut up!” said Billy, selecting his own weapons from the
heap.
The stranger suddenly picked up one of the Colt’s single-action
revolvers which lay on the floor, and, holding the trigger back against
the guard, exploded the six charges by hitting the hammer smartly
with the palm of his hand. In the thrusting motion of this discharge he
evidently had design, for the first six wine-glasses on Billy’s bar were
shivered. It was wonderful work, rattling fire, quicker than a self-
cocker even. He selected another weapon. From a pile of tomato-
cans he took one and tossed it into the air. Before it had fallen he
had perforated it twice, and as it rolled along the floor he helped its
progression by four more bullets which left streams of tomato-juice
where they had hit. The room was full of smoke.
The group watched, fascinated.
Then the men against the wall grew rigid. Out of the film of smoke
long, vivid streams of fire flashed toward them, now right, now left,
like the alternating steam of a locomotive’s pistons. SMASH,
SMASH! SMASH, SMASH! hit the bullets with regular thud. With the
twelfth discharge the din ceased. Midway in the space between the
heads of each pair of men against the wall was a round hole. No one
was touched.
A silence fell. The smoke lightened and blew slowly through the
open door. The horses, long since deserted by their guardians in
favor of the excitement within, whinnied. The stranger dropped the
smoking Colts, and quietly reproduced his own short-barrelled arms
from his side-pockets, where he had thrust them. Billy broke the
silence at last.
“That’s shootin’!” he observed, with a sigh.
“Them fifty thousand is outside,” clicked the stranger. “Do you
want them?”
There was no reply.
“I aims to pull out on one of these-yere hosses of yours,” said he.
“Billy he’s all straight. He doesn’t know nothin’ about me.”
He collected the six-shooters from the floor.
“I jest takes these with me for a spell,” he continued. “You’ll find
them, if you look hard enough, along on th’ trail—also yore broncs.”
He backed toward the door.
“I’m layin’ fer th’ man that sticks his head out that door,” he
warned.
“Stranger,” said Black Hank as he neared the door.
The little man paused.
“Might I ask yore name?”
“My name is Alfred,” replied the latter.
Black Hank looked chagrined.
“I’ve hearn tell of you,” he acknowledged.
The stranger’s eye ran over the room, and encountered that of the
girl. He shrank into himself and blushed.
“Good-night,” he said, hastily, and disappeared. A moment later
the beat of hoofs became audible as he led the bunch of horses
away.
For a time there was silence. Then Billy, “By God, Hank, I means
to stand in with you, but you let that kid alone, or I plugs you!”
“Kid, huh!” grunted Hank. “Alfred a kid! I’ve hearn tell of him.”
“What’ve you heard?” inquired the girl.
“He’s th’ plumb best scout on th’ southern trail,” replied Black
Hank.
The year following, Billy Knapp, Alfred, and another man named
Jim Buckley took across to the hills the only wagon-train that dared
set out that summer.
XII
THE NIGHTINGALE AND THE ROSE
By Oscar Wilde
From “Fairy Tales,” copyright, 1913, by G. P. Putnam’s
Sons. By special permission from the publishers.
“She said that she would dance with me if I brought her red
roses,” cried the young Student; “but in all my garden there is no red
rose.”
From her nest in the Holm-oak tree the Nightingale heard him,
and she looked out through the leaves, and wondered.
“No red rose in all my garden!” he cried, and his beautiful eyes
filled with tears. “Ah, on what little things does happiness depend. I
have read all the wise men have written and all the secrets of
philosophy are mine, yet for want of a red rose is my life made
wretched.”
“Here at last is a true lover,” said the Nightingale. “Night after night
have I sung of him, though I knew him not; night after night have I
told his story to the stars, and now I see him. His hair is dark as the
hyacinth-blossom, and his lips as red as the rose of his desire; but
passion has made his face like pale ivory, and sorrow has set her
seal upon his brow.”
“The Prince gives a ball to-morrow night,” murmured the young
Student, “and my love will be of the company. If I bring her a red
rose, I shall hold her in my arms, and she will lean her head upon my
shoulder, and her hand will be clasped in mine. But there is no red
rose in my garden, so I shall sit lonely, and she will pass me by. She
will have no heed of me, and my heart will break.”
“Here indeed is the true lover,” said the Nightingale. “What I sing
of, he suffers; what is joy to me, to him is pain. Surely Love is a
wonderful thing. It is more precious than emeralds, and dearer than
fine opals. Pearls and pomegranates cannot buy it, nor is it set forth
in the market-place. It may not be purchased of the merchants, nor
can it be weighed out in the balance for gold.”
“The musicians will sit in their gallery,” said the young Student,
“and play upon their stringed instruments, and my love will dance to
the sound of the harp and violin. She will dance so lightly that her
feet will not touch the floor, and the courtiers in their gay dresses will
throng round her. But with me she will not dance, for I have no red
rose to give her”; and he flung himself down on the grass, and buried
his face in his hands, and wept.
“Why is he weeping?” asked a little Green Lizard, as he ran past
him with his tail in the air.
“Why, indeed?” said a Butterfly, who was fluttering after a
sunbeam.
“Why, indeed?” whispered a Daisy to his neighbor, in a soft low
voice.
“He is weeping for a red rose,” said the Nightingale.
“For a red rose!” they cried; “how very ridiculous!” and the Lizard,
who was something of a cynic, laughed outright.
But the Nightingale understood the secret of the Student’s sorrow,
and she sat silent in the Oak-tree, and thought about the mystery of
love.
Suddenly she spread her brown wings for flight and soared into
the air. She passed through the grove like a shadow, and like a
shadow she sailed across the garden.
In the center of the grass-plot was standing a beautiful Rose-tree,
and when she saw it she flew over to it, and lit upon a spray.
“Give me a red rose,” she cried, “and I will sing you my sweetest
song.”
But the Tree shook its head.
“My roses are white,” it answered; “as white as the foam of the
sea and whiter than the snow upon the mountain. But go to my
brother who grows round the sun-dial, and perhaps he will give you
what you want.”
So the Nightingale flew over to the Rose-tree that was growing
round the old sun-dial.
song.”
“My roses are yellow,” it answered; “as yellow as the hair of the
mermaiden who sits upon an amber throne, and yellower than the
daffodil that blooms in the meadow before the mower comes with his
scythe. But go to my brother who grows beneath the Student’s
window, and perhaps he will give you what you want.”
So the Nightingale flew over to the Rose-tree that was growing
beneath the Student’s window.
song.”
“My roses are red,” it answered, “as red as the feet of the dove,
and redder than the great fans of coral that wave and wave in the
ocean-cavern. But the winter has chilled my veins, and the frost has
nipped my buds, and the storm has broken my branches, and I shall
have no roses at all this year.”
“One red rose is all I want,” cried the Nightingale, “only one red
rose! Is there no way by which I can get it?”
“There is a way,” answered the Tree; “but it is so terrible that I
dare not tell it to you.”
“Tell it to me,” said the Nightingale; “I am not afraid.”
“If you want a red rose,” said the Tree, “you must build it out of
music by moonlight, and stain it with your own heart’s-blood. You
must sing to me with your breast against a thorn. All night long you
must sing to me, and the thorn must pierce your heart, and your life-
blood must flow into my veins, and become mine.”
“Death is a great price to pay for a red rose,” cried the Nightingale,
“and Life is very dear to all. It is pleasant to sit in the green wood,
and to watch the Sun in his chariot of gold, and the Moon in her
chariot of pearl. Sweet is the scent of the hawthorn, and sweet are
the bluebells that hide in the valley, and the heather that blows on
the hill. Yet Love is better than Life, and what is the heart of a bird
compared to the heart of a man?”
So she spread her brown wings for flight, and soared into the air.
She swept over the garden like a shadow, and like a shadow she
sailed through the grove.
The young Student was still lying on the grass, where she had left
him, and the tears were not yet dry in his beautiful eyes.
“Be happy,” cried the Nightingale, “be happy; you shall have your
red rose. I will build it out of music by moonlight, and stain it with my
own heart’s-blood. All that I ask of you in return is that you will be a
true lover, for Love is wiser than Philosophy, though she is wise, and
mightier than Power, though he is mighty. Flame-colored are his
wings, and colored like flame is his body. His lips are sweet as
honey, and his breath is like frankincense.”
The Student looked up from the grass, and listened, but he could
not understand what the Nightingale was saying to him, for he only
knew the things that are written down in books.
But the Oak-tree understood, and felt sad, for he was very fond of
the little Nightingale, who had built her nest in his branches.
“Sing me one last song,” he whispered; “I shall feel very lonely
when you are gone.”
So the Nightingale sang to the Oak-tree, and her voice was like
water bubbling from a silver jar.
When she had finished her song, the Student got up, and pulled a
note-book and a lead-pencil out of his pocket.
“She has form,” he said to himself, as he walked away through the
grove—“that cannot be denied to her; but has she got feeling? I am
afraid not. In fact, she is like most artists; she is all style, without any
sincerity. She would not sacrifice herself for others. She thinks
merely of music, and everybody knows that the arts are selfish. Still,
it must be admitted that she has some beautiful notes in her voice.
What a pity it is that they do not mean anything, or do any practical
good.” And he went into his room, and lay down on his little pallet-
bed, and began to think of his love; and, after a time, he fell asleep.
And when the Moon shone in the heavens the Nightingale flew to
the Rose-tree, and set her breast against the thorn. All night long
she sang with her breast against the thorn, and the cold crystal
Moon leaned down and listened. All night long she sang, and the
thorn went deeper and deeper into her breast, and her life blood
ebbed away from her.
She sang first of the birth of love in the heart of a boy and girl. And
on the topmost spray of the Rose-tree there blossomed a marvellous
rose, petal following petal, as song followed song. Pale was it, at
first, as the mist that hangs over the river—pale as the feet of the
morning, and silver as the wings of the dawn. As the shadow of a
rose in a mirror of silver, as the shadow of a rose in a water-pool, so
was the rose that blossomed on the topmost spray of the Tree.
But the Tree cried to the Nightingale to press closer against the
thorn. “Press closer, little Nightingale,” cried the Tree, “or the Day will
come before the rose is finished.”
So the Nightingale pressed closer against the thorn, and louder
and louder grew her song, for she sang of the birth of passion in the
soul of a man and a maid.
And a delicate flush of pink came into the leaves of the rose, like
the flush in the face of the bridegroom when he kisses the lips of the
bride. But the thorn had not yet reached her heart, so the rose’s
heart remained white, for only a Nightingale’s heart-blood can
crimson the heart of a rose.
And the Tree cried to the Nightingale to press closer against the
thorn. “Press closer, little Nightingale,” cried the Tree, “or the Day will
come before the rose is finished.”
So the Nightingale pressed closer against the thorn, and the thorn
touched her heart, and a fierce pang of pain shot through her. Bitter,
bitter was the pain, and wilder and wilder grew her song, for she
sang of the Love that is perfected by Death, of the Love that dies not
in the tomb.
And the marvellous rose became crimson, like the rose of the
eastern sky. Crimson was the girdle of petals, and crimson as a ruby
was the heart.
But the Nightingale’s voice grew fainter, and her little wings began
to beat, and a film came over her eyes. Fainter and fainter grew her
song, and she felt something choking her in her throat.
Then she gave one last burst of music. The white Moon heard it,
and she forgot the dawn, and lingered on in the sky. The red rose
heard it, and it trembled all over with ecstasy, and opened its petals
to the cold morning air. Echo bore it to her purple cavern in the hills,
and woke the sleeping shepherds from their dreams. It floated
through the reeds of the river, and they carried its message to the
sea.
“Look, look!” cried the Tree, “the rose is finished now”; but the
Nightingale made no answer, for she was lying dead in the long
grass, with the thorn in her heart.
And at noon the Student opened his window and looked out.
“Why, what a wonderful piece of luck!” he cried; “here is a red
rose! I have never seen any rose like it in all my life. It is so beautiful
that I am sure that it has a long Latin name”; and he leaned down
and plucked it.
Then he put on his hat, and ran up to the Professor’s house with
the rose in his hand.
The daughter of the Professor was sitting in the doorway winding
blue silk on a reel, and her little dog was lying at her feet.
“You said that you would dance with me if I brought you a red
rose,” cried the Student. “Here is the reddest rose in all the world.
You will wear it to-night next your heart, and as we dance together it
will tell you how I love you.”
But the girl frowned.
“I am afraid it will not go with my dress,” she answered; “and
besides, the Chamberlain’s nephew sent me some real jewels, and
everybody knows that jewels cost far more than flowers.”
“Well, upon my word, you are very ungrateful,” said the Student
angrily; and he threw the rose into the street, where it fell into the
gutter, and a cartwheel went over it
“Ungrateful!” said the girl. “I tell you what, you are very rude; and
after all, who are you? Only a Student. Why, I don’t believe you have
even got silver buckles to your shoes as the Chamberlain’s nephew
has”; and she got up from her chair and went into the house.
“What a silly thing Love is,” said the Student as he walked away.
“It is not half as useful as Logic, for it does not prove anything, and it
is always telling one of things that are not going to happen, and
making one believe things that are not true. In fact, it is quite
unpractical, and, as in this age to be practical is everything, I shall go
back to Philosophy and study Metaphysics.”
So he returned to his room and pulled out a great dusty book, and
began to read.
[Transcriber’s Note: The cover image was created by the transcriber

and is in the public domain.]
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Multiple Choice Questions

1. _____ refers to the retention of information or experience over time.

Accessibility: Keyboard Navigation

Feedback: The Nature of Memory, 202

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 203

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 203

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 203

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 203

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 203

7. The ability to listen to music while reading a magazine indicates

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 203

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 203

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

12. Which of the following is true of shallow processing in memory?

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

13. Identify the true statement about intermediate processing.

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

18. Which of the following is true of elaboration in memory?

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 204

19. According to research, which of the following is an effective elaboration technique?

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 205

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 205

Accessibility: Keyboard Navigation

Feedback: Memory Encoding, 206

Accessibility: Keyboard Navigation

Feedback: Memory Storage, 207

23. How long does information last in sensory memory?

Accessibility: Keyboard Navigation

Feedback: Memory Storage, 207