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Download Psychological Science Modeling Scientific Literacy 1st Edition Krause Test Bank all chapters
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Total Assessment Guide Krause and Corts
Chapter 7: Memory
468
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Total Assessment Guide Krause and Corts
Chapter 7: Memory
469
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 7: Memory
CHAPTER QUIZ
1. Which type of memory can hold information for only a few seconds?
a. Semantic memory
b. Short-term memory
c. Sensory memory
d. Long-term memory
Answer: C
Module 7.1
3. Latasha remembers visiting Gettysburg on a cloudy day when she was a child. She recalls being bored at the time,
but now wishes she had paid more attention. Latasha’s memory is an example of a(n )_____ memory.
a. episodic
b. semantic
c. sensory
d. nondeclarative
Answer: A
Module 7.1
6. According to the LOP framework, how well we encode long-term information is most directly related to:
a. how often we encounter the information.
b. how deeply we process the information.
c. how long we are exposed to the information.
d. how motivated we are to learn the information.
Answer: B
Module 7.2
470
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Chapter Quiz Krause and Corts
Chapter 7: Memory
8. Early research into forgetting by Hermann Ebbinghaus found that forgetting occurs:
a. slowly over a long period of time.
b. mostly between 12 and 24 hours after the learning event.
c. slowly at first, but the rate of forgetting increases over time.
d. quickly at first, but the rate of forgetting slows over time.
Answer: D
Module 7.2
10. Terri was mugged one night while she was walking home. Later that same night, a police officer called to tell
her that the police had arrested a man wearing a red baseball cap who was found in the area. Although Terri’s
mugger was not wearing a hat when she was mugged, she now recalls the hat when she remembers the mugging.
This is an example of the:
a. levels of processing effect.
b. imagination inflation effect.
c. DRM effect.
d. misinformation effect.
Answer: D
Module 7.3
471
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
1. According to the Atkinson-Shiffrin model, human memory consists of ____________ memory stores.
A) two
B) three
C) seven plus or minus two
D) a potentially infinite number of
Answer: B
Rationale: According to the Atkinson-Shiffrin model, human memory includes three memory stores: sensory
memory, short-term memory, and long-term memory.
Diff: 2 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
2. The Atkinson-Shiffrin model of memory consists of ____________, which retain information in memory without
using it for any specific purpose, and ____________, which shift information from one type of memory to another.
A) central executives; episodic buffers
B) episodic buffers; central executives
C) stores; control processes
D) control processes; stores
Answer: C
Rationale: According to the Atkinson-Shiffrin model, human memory includes three memory stores: sensory
memory, short-term memory, and long-term memory. Stores retain information in memory without using it
for any specific purpose. In addition, control processes shift information from one memory store to another.
Diff: 2 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.
472
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
3. Carlos finds a friend on Facebook that he has not talked to in years. As they reminisce about things that
happened 10 years ago, the information from old memories is transferred from Carlos’ long-term memory into his
short-term memory. This process is known as
A) storage.
B) retrieval.
C) recovering memories
D) encoding
Answer: B
Rationale: Retrieval brings information from LTM back into STM; this happens when you become aware of
existing memories. In contrast, recovered memories refer to memories of a traumatic event that are suddenly
recovered after blocking the memory of that event for a long period of time, which is not what Carlos is
experiencing.
Diff: 2 Page Ref: 237
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
4. Using the terminology of computer science, _____________ is the input process to long-term memory and
____________ is the output.
A) encoding; storage
B) encoding; retrieval
C) storage; retrieval
D) chunking; storage
Answer: B
Rationale: Encoding is the process of storing information in the LTM system. Retrieval brings information
from LTM back into STM. These processes are analogous to the inputting and outputting of information for
a computer’s memory.
Diff: 2 Page Ref: 237
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
5. Which memory system provides us with a very brief image of all the stimuli present at a particular moment?
A) long-term memory
B) sensory memory
C) primary memory
D) short-term memory
Answer: B
Rationale: Sensory memory is a memory store that accurately holds perceptual information for a very brief
amount of time. For example, when we see something, that visual information is held for about one-half
second in sensory memory.
Diff: 2 Page Ref: 237
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 87 a= 0 b= 87 c= 2 d= 10 r = .35
473
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
474
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
10. Conrad is a participant in a memory experiment. He is shown a grid of letters for a fraction of a second, and then
quickly asked to report the letters he saw in the top, middle, or bottom row. The researchers conducting this
experiment are most likely measuring Conrad’s _____________ memory.
A) short-term
B) long-term
C) sensory
D) echoic
Answer: C
Rationale: This experiment is similar experiments conducted by George Sperling to investigate sensory
memory. Echoic memory is the auditory form of sensory memory, not the visual.
Diff: 3 Page Ref: 237
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
11. In the partial report method of Sperling’s study of sensory memory, the participants were to report
A) one of three lines of letters as indicated by the sound of a tone immediately presented after the letters had
disappeared.
B) only one or two of the letters in the cued line.
C) the first letter of each line only.
D) the middle letter of each line.
Answer: A
Rationale: In the partial report condition devised by Sperling, researchers flash a set of letters on the screen,
but the display is followed immediately by a tone that is randomly chosen to be low, medium, or high. After
hearing the tone, participants are to report the corresponding line—bottom, middle, or top. Under these
conditions, participants still report only three or four of the letters, but they can report them from any
randomly selected line.
Diff: 3 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 68 a= 68 b= 4 c= 11 d= 17 r = .42
% correct 89 a= 89 b= 3 c= 5 d= 3 r = .35
475
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
12. Using the partial report method, Sperling found the capacity of iconic memory could hold
A) about four or five letters.
B) about nine or ten letters.
C) all the letters present.
D) about one to two letters.
Answer: C
Rationale: Using the partial report method, participants were only asked to report only three or four of the
letters they had seen, but they could report them from any randomly selected line. Thus Sperling argued that
iconic memory had to hold all 12 letters as a mental image.
Diff: 3 Page Ref: 237
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
14. Alice was distracted when her friend asked her a question. She started to ask her friend to repeat the question,
when she suddenly realized what her friend had been asking her. This is likely because the question was still stored
in her
A) working memory.
B) short-term memory.
C) long-term memory.
D) sensory memory.
Answer: D
Rationale: Sensory memory is a memory store that accurately holds perceptual information for a very brief
amount of time. The fact that auditory information is briefly held in sensory memory allows us to access
information for a few seconds after we hear it.
Diff: 3 Page Ref: 238
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.
476
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
16. Steve just joined a fraternity. He was introduced to 55 new “brothers.” If asked to recall all of their names, which
ones would he be most likely to struggle with?
A) the names of brothers in the middle of the group
B) the names of brothers at the beginning of the group
C) the names of brothers at the end of the group
D) any names that were strange or peculiar
Answer: A
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list and the last few items, but only an item or two from the middle. This finding holds true for many types of
information, ranging from simple strings of letters to the ads you might recall after watching the Super Bowl.
Diff: 2 Page Ref: 238-239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 88 a= 88 b= 7 c= 5 d= 0 r = .49
17. According to the serial-position effect, if you are shown a list of items and then asked to immediately recall them
A) you will most easily recall items from the beginning and the middle of the list.
B) you will most easily recall items from the beginning and the end of the list.
C) you will most easily recall items from the middle and the end of the list.
D) retention of any particular item is based on emotional valence, not its position in the list.
Answer: B
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list and the last few items, but only an item or two from the middle.
Diff: 1 Page Ref: 238-239
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
477
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
18. Margeaux is introduced to the following people when she arrives at the party: Derek, Kayla, Calvin, Debbie,
Rose, Melanie, Garrett, Tom, Francis, Jane, and Vincent. According to the serial-position effect, it will be most
DIFFICULT to remember the names of
A) Derek, Kayla, Jane, and Vincent.
B) Tom, Francis, Jane, and Vincent.
C) Derek, Kayla, Melanie, and Garrett.
D) Debbie, Rose, Melanie, and Garrett.
Answer: D
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list and the last few items, but only an item or two from the middle. This finding holds true for many types of
information, ranging from simple strings of letters to the ads you might recall after watching the Super Bowl.
Diff: 2 Page Ref: 238-239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
19. The tendency to recall items at the beginning of a list is known as the ___________ effect, and the tendency to
recall of items at the end of a list is known as the ___________ effect.
A) recency; primacy
B) primacy; recency
C) serial-position; primacy
D) serial-position; recency
Answer: B
Rationale: According to the serial position effect, in general, most people will recall the first few items from a
list (the primacy effect) and the last few items (the recency effect), but only an item or two from the middle.
Diff: 2 Page Ref: 239
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
20. Adrianna is trying to memorize the names of the bones in the hand. She had gone through a list of them when
her phone rang. After she gets off the phone, she is MOST likely to remember the first few bone names because of
the
A) elaboration effect.
B) recency effect.
C) primacy effect.
D) maintenance effect.
Answer: C
Rationale: The first few items of a long list are remembered relatively easily. This is known as the primacy
effect.
Diff: 2 Page Ref: 239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
478
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
21. According to the primacy effect, if your father read you a list of 10 items to pick up at the hardware store you
would most easily recall those items
A) from early in the list.
B) in the middle of the list.
C) from the end of the list.
D) that are most distinctive.
Answer: A
Rationale: The first few items of a long list are remembered relatively easily. This is known as the primacy
effect.
Diff: 1 Page Ref: 239
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 72 a= 72 b= 7 c= 21 d= 0 r = .40
23. _______________ is defined as forgetting that occurs when previously stored material interferes with the ability
to remember similar, more recently stored material.
A) Recency effect
B) Proactive interference
C) Decay
D) Retroactive interference
Answer: B
Rationale: Proactive interference occurs when the first information learned interferes with the learning of
newer information.
Diff: 3 Page Ref: 239
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 43 a= 6 b= 43 c= 3 d= 46 r = .57
479
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
25. __________ occurs when recently learned material interferes with the ability to remember older information.
A) Replacement
B) Retroactive interference
C) The primacy effect
D) Proactive interference
Answer: B
Rationale: Retroactive interference occurs when recently learned information overshadows some older
memories.
Diff: 3 Page Ref: 239
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
26. All night, Pedro has been staring at Samantha from across the dance floor. At the end of the night, he finally gets
the courage to ask her for her telephone number. His mental repetition of the number on the drive home is one
example of
A) chunking.
B) the power of suggestion.
C) rehearsal.
D) transference of memory.
Answer: C
Rationale: Rehearsal is the repeating information until you do not need to remember it anymore. In this
example, Pedro is using rehearsal to keep the phone number in his short-term memory until he has an
opportunity to write it down. Rehearsal can also sometimes help memories transfer to long-term memory.
Diff: 2 Page Ref: 240
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.
480
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
27. After you finish reading this sentence, the information will remain in your ________ as you consider each of the
answers below.
A) long-term memory
B) photographic memory
C) sensory memory
D) working memory
Answer: D
Rationale: Working memory is a model of short-term remembering that includes a combination of memory
components that can temporarily store small amounts of information for a short period of time while you use
or work with it. Sensory memory only lasts for a few seconds, therefore sensory memory is too short to be
useful while trying to solve a multiple choice problem.
Diff: 2 Page Ref: 240
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 83 a= 0 b= 0 c= 17 d= 83 r = .20
28. Sarah is doing an arithmetic problem, and this component of her memory contains the numbers and the
instructions for doing the necessary operations for each step as she goes through the problem.
A) serial-position memory
B) tool-box memory
C) working memory
D) episodic memory
Answer: C
Rationale: Working memory is a model of short-term remembering that includes a combination of memory
components that can temporarily store small amounts of information for a short period of time while you use
it or work with it.
Diff: 2 Page Ref: 240
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
29. Which memory system can be divided into four interrelated systems: central executive, visual sketchpad,
episodic buffer, and the phonological loop?
A) sensory memory
B) working memory
C) long-term memory
D) procedural memory
Answer: B
Rationale: The working memory model for short-term remembering can be subdivided into three storage
components—the phonological loop, visuospatial sketchpad, and an episodic buffer. In addition, working
memory includes one component that is not primarily used for storing information. Instead, the central
executive is the control center of working memory; it coordinates attention and the exchange of information
among the three storage components.
Diff: 1 Page Ref: 240
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
481
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
30. The _______________is a storage component of working memory that relies on rehearsal and stores information
as sounds, or an auditory code.
A) phonological loop
B) central executive
C) episodic buffer
D) visuospatial sketchpad
Answer: A
Rationale: The phonological loop is a storage component of working memory that relies on rehearsal and
stores information as sounds, or an auditory code. It engages some portions of the brain that specialize in
speech and hearing, and it can be very active without affecting memory for visual and spatial information.
Diff: 1 Page Ref: 240
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
31. Recent research suggests that working memory includes a(n) _______________, which acts as a storage
component of working memory that combines the images and sounds from the other two components into coherent,
story-like episodes.
A) phonological loop
B) central executive
C) episodic buffer
D) visuospatial sketchpad
Answer: C
Rationale: The episodic buffer is a storage component of working memory that combines the images and
sounds from the other two components into coherent, story-like episodes. These episodes include the relevant
information to make sense of the images and sounds.
Diff: 1 Page Ref: 240
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
32. When an individual repeats a piece of information to themselves so they don’t forget it, which part of working
memory are they making use of?
A) the phonological loop
B) the central executive
C) the episodic buffer
D) the visuospatial sketchpad
Answer: A
Rationale: The phonological loop is a storage component of working memory that relies on rehearsal and
stores information as sounds, or an auditory code. It engages some portions of the brain that specialize in
speech and hearing. When an individual repeats information—such as a telephone number—to themselves,
they are using the phonological loop.
Diff: 2 Page Ref: 240
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
482
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
33. Gillian is assembling a bookcase. She studies one of the diagrams in the instructions and then looks for the parts
she needs and begins to put them together. According to the working memory model discussed in your textbook,
which part of Gillian’s memory remembers what the parts in the diagram looked like while she works?
A) the phonological loop
B) the central executive
C) the episodic buffer
D) the visuospatial sketchpad
Answer: D
Rationale: The visuospatial sketchpad is a storage component of working memory that maintains visual
images and spatial layouts in a visuospatial code. In this example, the visuospatial sketchpad stores the image
of the diagram, so Gillian can compare it to the parts she is actually looking at.
Diff: 2 Page Ref: 240
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
34. Which part of working memory does not actually store information, but instead guides attention and ensures that
the other components are working on the appropriate task?
A) the phonological loop
B) the central executive
C) the episodic buffer
D) the visuospatial sketchpad
Answer: B
Rationale: The central executive is the control center of working memory; it coordinates attention and the
exchange of information among the three storage components.
Diff: 2 Page Ref: 240-241
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
483
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
36. When asked to recall single-digit numbers presented in various digit span sizes, the typical adult would
probably start to encounter difficulty once they got past ________ digits.
A) 3
B) 4
C) 5
D) 7
Answer: D
Rationale: The average capacity of short-term memory is general thought to be around 7 items.
Diff: 2 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
37. The system of memory that can hold approximately 7 "chunks" of information is called
A) long-term memory.
B) permastore memory.
C) sensory memory.
D) short-term memory.
Answer: D
Rationale: The average capacity of short-term memory is general thought to be around 7 items.
Diff: 2 Page Ref: 241
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 83 a= 3 b= 0 c= 14 d= 83 r = .22
38. One way to store more information in short-term memory is called ____________, which involves organizing
smaller units of information into larger, more meaningful units.
A) rehearsal
B) consolidation
C) chunking
D) dual coding
Answer: C
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
484
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
39. If one wants to increase the capacity of short-term memory, more items can be held through the process of
A) chunking.
B) decoding.
C) rote rehearsal.
D) data compression.
Answer: A
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 96 a= 96 b= 0 c= 0 d= 4 r = .30
% correct 97 a= 97 b= 0 c= 0 d= 3 r = .27
41. Loni is asked to memorize the letters I K T E A L N in no particular order. She memorizes them by reorganizing
them into the words INK and LATE. This tactic is called
A) cueing.
B) shadowing.
C) rote rehearsal.
D) chunking.
Answer: D
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 95 a= 2 b= 2 c= 1 d= 95 r = .21
485
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
42. Maria finds that it is easier to remember her student ID number if she thinks of it in segments, such as the first
three digits, then the next two, and then the final four. Each of these short segments of the number are called
A) codes.
B) cues.
C) chunks.
D) stores.
Answer: C
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 2 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
43. Most people cannot store the following list of letters in short-term memory.
G O T O Y O U R B E D R O O M
However, if the letters are grouped meaningfully into words, they fit short-term's memory span: Go to your
bedroom. This illustrates
A) chunking.
B) backward masking.
C) verbal coding.
D) selective attention.
Answer: A
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 1 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
% correct 89 a= 89 b= 1 c= 9 d= 1 r = .39
44. Telo convinces a woman he finds attractive to give him her telephone number. Unfortunately, the number is ten
digits long with the area code, and Telo cannot find a place to write it down. As he looks for a pen and paper, what
can Telo do to help him remember the number?
A) Nothing will help because 10 digits is beyond short-term memory capability.
B) Thinking of something else will help Telo.
C) “Chunking” the numbers into fewer units will help Telo.
D) Using his sensory memory will help Telo
Answer: C
Rationale: Because the average capacity of short-term memory is 7 “units” of items, one way to store more
information is to rearrange smaller units into larger “chunks” of information, a process known as chunking.
Diff: 2 Page Ref: 241
Skill: Applied
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.
486
Copyright © 2013 Pearson Education, Inc. All rights reserved.
Main Test Bank Krause and Corts
Chapter 7: Memory
45. Which fact does NOT support the idea that the amount of information that can be stored in short-term memory
(STM) is determined by the number of chunks?
A) Organizing digits into larger numbers allows people to remember more digits at one time.
B) There is a limit to the number of units of information that can be stored in STM at one time.
C) Chunking can increase the amount of information people can place in STM.
D) Individuals can remember more words from a list of single-syllable words than they can from a list of four- or
five-syllable words.
Answer: D
Rationale: People remember more one-syllable words (sum , pay , bar, …) than four- or five-syllable words
(helicopter, university, alligator, …) in a short-term task. This is known as the word-length effect. This
conflicts with the idea that the capacity of STM is determined by the number of “chunks” of information
because, although both “bar” and “alligator” are single chunks, you remember more chunks if they are
single syllables.
Diff: 3 Page Ref: 241-242
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
46. If research participants are not allowed to rehearse the information, about how long can they keep a meaningless
trigram in phonological memory?
A) 2 seconds
B) 15 seconds
C) 1 minute
D) 20 minutes
Answer: B
Rationale: With this particular kind of stimulus and interference to prevent rehearsal, the forgetting takes
place within 15 to 18 seconds. Thus the duration of the phonological memory is believed to be approximately
15 seconds.
Diff: 3 Page Ref: 242
Skill: Factual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in
selected content areas of psychology: theory and research representing general domains, the history of
psychology, relevant levels of analysis, the overarching themes, and relevant ethical issues.
47. In the Brown-Peterson test, subjects read a trigram (an unpronounceable series of three letters), and are then
asked to count backwards by threes from a given number. What is the purpose of having the subjects count
backward?
A) To test if the subject can multitask.
B) To test if they can remember how to subtract.
C) To interfere with the subject’s ability to rehearse the trigram.
D) To determine if numerical and phonetic memories are stored in different areas of the brain.
Answer: C
Rationale: In the Brown-Peterson test, subjects are asked to count backwards from a given number so that
they cannot repeat the trigram they are trying to remember to themselves.
Diff: 3 Page Ref: 242
Skill: Conceptual
Objective: Know the key terminology of memory systems.
APA SLO: 1.2—Demonstrate knowledge and understanding representing appropriate breadth and depth in selected
content areas of psychology: theory and research representing general domains, the history of psychology, relevant
levels of analysis, the overarching themes, and relevant ethical issues.
487
Copyright © 2013 Pearson Education, Inc. All rights reserved.
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Liliaceæ, the present species of Colchicum offers, I believe, the only
known example. Yet this remarkable character is here so little
influential, if I may so speak, that Hypoxis fascicularis very closely
resembles some states of Colchicum Ritchii, and in the Banksian
herbarium has actually been confounded with another species of the
first or trigynous section of the genus.
To the first section, which includes Colchicum Ritchii, the
subgeneric name Hermodactylum may, perhaps, be applied; while
that established on Hypoxis fascicularis may be called Monocaryum.
The position of the pistillum in Colchicum (Monocaryum)
fasciculare is not easily determined. I believe it to be placed within
the anterior segment of the outer series of the perianthium, but, from
the great length of the tube, it is difficult to ascertain such a point in
dried specimens. This, however, is the position in which I should
expect it, both in reference to the usual relation of the solitary simple
pistillum to the axis of the spike, or to the subtending bractea in all
phænogamous plants; and also with regard to the constant relation
of the parts of the compound pistillum to the divisions of the
perianthium in Monocotyledones: for it is worthy of remark, that a
difference in this relation may be said to exist in the two primary
divisions of phænogamous plants—the pistilla when distinct, or their
component parts when united, being in Dicotyledones usually placed
opposite to the petals, when these are of equal number; while in
Monocotyledones the cells of the trilocular ovarium are, I believe,
uniformly opposite to the divisions of the outer series of the
perianthium.
Cyperaceæ. Of twelve species of this family existing in the
herbarium, six are referrible to Cyperus, three to Fimbristylis, and
three to Scirpus. Among these there is no remarkable, nor, I believe,
any undescribed species. Of C. Papyrus, which, according to
Captain Clapperton, grows in the Shary, there is no specimen in the
collection.
Gramineæ. Of this extensive family, with which Dr. Oudney was
more conversant than with any other, and to which, therefore, during
the expedition, he probably paid greater attention, the herbarium
contains forty-five species: and in dividing the order into two great
tribes, as I have formerly proposed[121], thirty of these species
belong to Poaceæ, and fifteen to Paniceæ. This relative proportion of
these two tribes is considerably different from what might have been
expected, in the climates in which the collection was formed: it
seems, however, to be connected with the nature of the surface, for
in the Great Desert the reduction of Paniceæ is still more
remarkable; this tribe being to Poaceæ, in that region, in the
proportion of only five to eighteen.
Dr. Oudney remarks with respect to the grasses of the desert, that
he observed no species with creeping roots; for a species of Arundo
related to Phragmites, which he notices as the only exception, is not
properly a desert plant.
Among the very few Gramineæ deserving particular notice, the
first is Avena Forskalii of Vahl. The specimens in the herbarium
which were collected in the desert of Tintuma in some respects differ
from all the others that I have seen of this variable species. In the
Banksian herbarium there is an authentic specimen from Forskal; I
have received from M. Delile specimens both of his A. Forskalii and
arundinacea, described and figured in his Flore d’Egypte; and am
also in possession of others in somewhat different states, collected
in Egypt by M. Nectoux and Dr. Sieber. From a comparison of all
these specimens, I am led to believe, that A. Forskalii and
arundinacea are not specifically distinct; and it is at least evident,
that arundinacea more nearly approaches to the plant of Forskal
than that to which M. Delile has applied the name Forskalii.
This grass, which does not belong to Avena, is referrible to
Danthonia, from the structure of the outer valve of its perianthium.
But Danthonia requires subdivision into several sections, of which,
perhaps, our plant may be considered as forming one.
The character of the section established on Danthonia Forskalii
would chiefly consist in the very remarkable obliquity of the joints of
the locusta, which is, indeed, so great, that after their separation
each flower seems to have at the base an almost vertically
descendent spur; and as the inferior extremity of the upper joint is
produced beyond the lower, a short calcar actually exists before
separation, and this calcar is equally manifest in the terminal
rudiment of the locusta. The present, therefore, is a case of more
remarkably oblique articulation in grasses than even that existing in
Holcus acicularis (Andropogon acicularis, Retz) which led to the
formation of Centrophorum; a genus still admitted by Professor
Sprengel[122], and respecting the structure of which a very singular
explanation has been lately offered by M. Raspail[123]. In one
respect, the two cases differ. In Danthonia (Centropodia) Forskalii,
the articulations being in the axis of the locusta or spicula, each
flower appears to have this spur-like process; while in Holcus
(Rhaphis) acicularis, the joint being in the peduncle or branch of the
racemus, the spur is common to three locustæ.
Dr. Fischer, in whose herbarium the specimen was observed
which led to the formation of Centrophorum, will probably recollect
the communication made to him on the subject of that plant, of which
Dr. Trinius himself has since corrected the characters. He retains it,
however, as a distinct genus, for which he has adopted the name
Rhaphis, given to it by Loureiro, by whom it was originally proposed,
on other, but not more satisfactory grounds.
Triraphis Pumilio is the second plant of this family to be
noticed. It is undescribed, and belongs to a genus of which the only
two published species were found in the intratropical part of New
Holland[124]. In several points of structure the African plant is very
different from T. pungens, the first of these species; in some respects
it approaches to mollis, the second species, especially in the
inequality of its setæ or aristæ, but it differs from both in habit, and in
having only one perfect flower in each locusta[125].
Of Pennisetum dichotomum, (Delile, Flore d’Egypte, p. 15, tab.
8, f. 1.), which, in several different states, is in the collection, it is
remarked by Dr. Oudney, that “it is a great annoyance to man and
beast, from the prickly calyx (involucrum);” and by Major Denham,
that from Aghedem to Woodie “it covered the surface of the country,
and annoyed the travellers to misery;” he observes, also, that the
seed is called Kasheia, and is eaten.
Panicum turgidum, (Forsk. Arab. p. 18; Delile, Flore d’Egypte,
p. 19, tab. 19, f. 2.), is also one of the most common grasses from
Tripoli to Bornou.
Of Acotyledones, the only plant in the collection is Acrostichum
velleum, found on the Tarhona mountains. Mr. Ritchie’s herbarium
contains, also, a single plant of the same family, namely Grammitis
Ceterach.