Professional Documents
Culture Documents
Download Learning and Memory 2nd Edition Gluck Test Bank all chapters
Download Learning and Memory 2nd Edition Gluck Test Bank all chapters
Download Learning and Memory 2nd Edition Gluck Test Bank all chapters
https://testbankfan.com/product/learning-and-memory-3rd-edition-
gluck-test-bank/
https://testbankfan.com/product/human-memory-2nd-edition-
radvansky-test-bank/
https://testbankfan.com/product/memory-foundations-and-
applications-3rd-edition-schwartz-test-bank/
https://testbankfan.com/product/content-area-reading-teaching-
and-learning-for-college-and-career-readiness-2nd-edition-
mclaughlin-solutions-manual/
Learning and Behavior 7th Edition Mazur Test Bank
https://testbankfan.com/product/learning-and-behavior-7th-
edition-mazur-test-bank/
https://testbankfan.com/product/introduction-to-statistics-an-
active-learning-approach-2nd-edition-carlson-test-bank/
https://testbankfan.com/product/statistics-learning-from-
data-2nd-edition-peck-solutions-manual/
https://testbankfan.com/product/learning-and-behavior-7th-
edition-paul-chance-test-bank/
https://testbankfan.com/product/learning-principles-and-
applications-7th-edition-klein-test-bank/
1. The famous patient known as H.M.:
A) continued to have severe and frequent epileptic seizures after his surgery.
B) suffered from severe anterograde amnesia.
C) lost several IQ points.
D) was able to recognize only those researchers who have been working with him for
many years.
3. According to Endel Tulving, which type of memory stores facts and general world
knowledge?
A) episodic
B) semantic
C) implicit
D) nondeclarative
6. One can remember what happened on one's first day of school by using _____ memory.
A) episodic
B) semantic
C) implicit
D) nondeclarative
Page 1
7. Which statement is FALSE regarding semantic memory?
A) It can be communicated in a format other than that in which it was acquired.
B) It is consciously accessible.
C) It is tagged with spatial and temporal context.
D) It can be strengthened with repetition.
9. If one were shown a picture of graduation taken from a different vantage point from
where one was seated, one would likely still be able to recognize the scene. This
demonstrates that memories:
A) are consciously accessible.
B) are tagged with spatial and temporal context.
C) can be communicated flexibly.
D) can be acquired in a single exposure.
11. The types of memories that are NOT always consciously accessible and are difficult to
verbalize are called _____ memories.
A) episodic
B) explicit
C) declarative
D) nondeclarative
Page 2
12. Episodic memories are _____ memories, and semantic memories are _____ memories.
A) declarative; nondeclarative
B) nondeclarative; declarative
C) nondeclarative; nondeclarative
D) declarative; declarative
13. H.M. could learn to read mirror-reversed text. This is an example of:
A) implicit memory.
B) explicit memory.
C) declarative memory.
D) metamemory.
14. One difference between episodic and semantic memory is that episodic memory _____,
while semantic memory _____.
A) is part of declarative memory; is part of nondeclarative memory
B) does not have autobiographical content; has autobiographical content
C) is acquired in a single exposure; usually requires several exposures
D) is part of explicit memory; is part of implicit memory
15. If one has recently attended several parties, one may have a hard time remembering the
details of the events that occurred at any one particular party. That person's difficulty
demonstrates that a(n) _____ memory can be _____ by exposure to similar information.
A) semantic; weakened
B) semantic; strengthened
C) episodic; weakened
D) episodic; strengthened
17. Which statement demonstrates Tulving's idea about when episodic and semantic
memories develop?
A) One must go on a picnic before one can learn what a picnic is.
B) One must know what a picnic is before one can remember going on a picnic.
C) One learns what a picnic is at the same time as one experiences going on a picnic.
D) One can remember going on a picnic without having to know what a picnic is.
Page 3
18. One knows that cows produce milk. If this knowledge has grown out of one's repeated
experiences observing cows being milked, this would suggest that:
A) episodic memory grows out of semantic memory.
B) semantic memory grows out of episodic memory.
C) episodic memories are learned in a single exposure.
D) semantic memories are learned in a single exposure.
19. Which statement explains the relationship between episodic and semantic memory?
A) Episodic memory grows out of semantic memory.
B) Semantic memory grows out of episodic memory.
C) Episodic and semantic memories are interdependent.
D) All of the statements are correct.
20. According to Tulving and other researchers the ability to maintain episodic memories
requires the ability to:
A) remember how to escape an unpleasant situation such as avoiding shock.
B) remember spatial layout such as in a maze.
C) express knowledge in a nonverbal way.
D) perform "mental time-travel" to relive and review past experiences.
21. According to Tulving, animals cannot maintain episodic memories because animals:
A) are usually unable to remember where food is located.
B) cannot learn how to avoid electric shock.
C) do not have a sense of self.
D) have a keen sense of the passage of time.
22. Which statement demonstrates that nonhuman animals may possess episodic memory?
A) Gorillas can learn to name fruits by using cards with pictures of the fruits on them.
B) Gorillas can remember which fruit they ate yesterday and who gave it to them.
C) Rats can learn that pressing a bar produces a food reward.
D) Rats can learn that pressing a bar will prevent them from receiving an electric
shock.
Page 4
24. When the BBC played an announcement 25 times a day for several weeks, listeners'
memories for the announcement _____, demonstrating that mere exposure to
information _____.
A) improved; does not improve memory
B) did not improve; improves memory
C) improved; improves memory
D) did not improve; does not improve memory
26. In a 1972 study, Bransford and Johnson read an abstract passage aloud to participants
who then had to recall as much information as possible. Some participants were also
shown a picture that was described by the passage either before or after they heard the
passage read. The results of this study demonstrated that memory is better when the
information:
A) can be interpreted in the context of things one already knows.
B) is presented multiple times.
C) is presented as a verbal description rather than as a picture.
D) is presented as a picture rather than as a verbal description.
27. In a 1972 study, Bransford and Johnson read an abstract passage aloud to participants
who then had to recall as much information as possible. Some participants were also
shown a picture that was described by the passage either before or after they heard the
passage read. Which group remembered the MOST information?
A) people who saw the picture after hearing the passage
B) people who saw the picture before hearing the passage
C) people who did not see any picture
D) people who drew their own picture while the passage was being read
28. According to the findings of Bransford and Johnson regarding the effects of context on
memory, one will remember material from the course lectures BEST if he:
A) studies it immediately after the lecture.
B) draws pictures of the lecture material.
C) reads the assigned chapter before attending the lecture.
D) processes the material at a deep level.
Page 5
29. Which of these states that the more deeply one analyzes information, the more likely
one is to encode the information in memory and subsequently remember it later?
A) transfer-appropriate processing
B) cryptomnesia
C) levels of processing
D) consolidation period
30. According to level of processing idea which decision would lead to the BEST memory
for a word?
A) deciding whether the word contains the letter "e"
B) deciding how the word would sound when pronounced backwards
C) deciding whether the word rhymes with another word
D) deciding whether the word makes sense in a sentence
31. What did Davachi et al. find when they used fMRI to examine brain activity during a
levels-of-processing task?
A) Brain activation did not differ for tasks that involved different levels of processing.
B) There was differential brain activation for tasks that involved different levels of
processing.
C) Brain activation depended more on how often the participants rehearsed the
material than on how deeply it was processed.
D) The results were inconclusive.
32. _____ states that retrieval is MORE likely if the cues available at recall are similar to
those that were available at encoding.
A) Consolidation period
B) Depth of processing
C) Transfer-appropriate processing
D) Proactive interference
33. If one runs into a professor in the grocery store, one may be less likely to recognize her
than when one sees her in a regular classroom. This demonstrates the phenomenon of:
A) transfer-appropriate processing.
B) proactive interference.
C) retroactive interference.
D) source amnesia.
Page 6
34. According to the phenomenon of transfer-appropriate processing, if one encodes a list of
words by thinking about whether they rhyme with other words, one will recall the list
BEST if the test requires one to recognize words that:
A) start with the same letter as the words one learned.
B) rhyme with the words one learned.
C) are synonyms for the words one learned.
D) are antonyms for the words one learned.
36. Godden and Baddeley (1975) found that the divers who remembered the most were the
ones who:
A) learned and were tested in different environments.
B) learned and were tested in the same environment.
C) learned underwater.
D) were tested underwater.
37. Many students consider multiple-choice exams to be easier than essay exams. This is
because multiple-choice test items:
A) contain more memory cues than essay exams.
B) contain fewer memory cues than essay exams.
C) involve free recall rather than recognition.
D) involve free recall rather than cued recall.
38. Which type of exam question is the BEST example of a free-recall question?
A) essay
B) multiple-choice
C) fill-in-the-blank
D) matching
Page 7
39. The memory test that involves generating information from memory is called _____,
while the memory test that involves picking the correct answer from a list of possible
options is called _____.
A) free recall; cued recall
B) free recall; recognition
C) recognition; free recall
D) recognition; cued recall
40. Strategies for making information more memorable and easier to recall are known as:
A) declarative cues.
B) transient cues.
C) mnemonics.
D) Ribot gradients.
42. The research on how quickly people forget after having learned something has shown
that:
A) material is forgotten at a fairly constant rate.
B) forgetting is most rapid during the first few days after learning.
C) forgetting is slow during the first few days after learning and gradually increases
over time.
D) forgetting is rapid during the first few days after learning, then slows down, and
eventually increases again.
Page 8
45. When two memories overlap in content, the strength of either or both memories may be
reduced. This is known as:
A) interference.
B) false memory.
C) source amnesia.
D) consolidation.
47. Suppose a person buys a new remote control for the television, and the person is having
a hard time remembering where the buttons are because they are arranged differently
than they were on the old remote control. This is an example of:
A) retroactive interference.
B) proactive interference.
C) source amnesia.
D) false memory.
48. Suppose one meets two new people at a party. One has trouble remembering the name
of the first person one met because the name of the second person keeps coming to mind
instead. This is an example of:
A) retroactive interference.
B) proactive interference.
C) source amnesia.
D) false memory.
49. When one remembers information but is mistaken about the specific episode that is the
source, this is known as:
A) retroactive interference.
B) proactive interference.
C) source monitoring error.
D) source amnesia.
Page 9
50. To create a memorable yet secure password one should:
A) make one's password relatively short.
B) create a password that is not meaningful to one.
C) write one's password on a piece of paper.
D) write a hint or clue on a piece of paper.
52. When Loftus tried to implant false memories of being lost in a shopping mall, she found
that:
A) nearly everyone formed a false memory.
B) nobody formed a false memory.
C) about 25 percent of people formed a false memory.
D) most people formed a false memory of a hot-air balloon ride instead of being lost
in a mall.
53. In several studies, participants were given a list of related words to learn, such as
DREAM, AWAKE, REST, and TIRED. When later asked if they recognized the
"theme" word (e.g., SLEEP), which had never been presented, it was found that they:
A) often falsely recognized the theme word.
B) usually correctly rejected the theme word.
C) falsely recognized the theme word but failed to recognize the studied words.
D) falsely recognized novel, unrelated words.
54. In general, the research on false memory has shown that false memories can be created
in:
A) the laboratory but not in the real world.
B) the real world but not in the laboratory.
C) both the real world and the laboratory.
D) neither the real world nor the laboratory.
Page 10
55. The time period during which new memories are vulnerable and easily lost is called a(n)
_____ period.
A) interference
B) electroconvulsive
C) consolidation
D) forgetting
57. Duncan (1949) demonstrated that _____ has an impact on rats' memory depending on
the time it is administered after training.
A) electroconvulsive shock
B) a narcotic
C) magnetic resonance imaging
D) transfer-appropriate processing
59. Research on memory consolidation suggests that, when one retrieves an old memory:
A) one cannot update it even if one has newer information.
B) it will become harder to remember in the future.
C) it is maintained exactly as it was when it was encoded and stored.
D) one can modify it by integrating new information into it.
60. The process whereby each time an old memory is recalled or reactivated may become
vulnerable to modification is known as:
A) false memory.
B) electroconvulsive shock.
C) consolidation.
D) reconsolidation.
Page 11
61. _____ is the knowledge of and ability to think about one's own memories that includes
both feeling of knowing and judgment of learning.
A) Metamemory
B) Semantic memory
C) Consolidation
D) Reconsolidation
62. When one remembers information but cannot remember where one learned it, this is
known as:
A) retroactive interference.
B) proactive interference.
C) anterograde amnesia.
D) source amnesia.
64. The part of the brain involved in coordinating information within and across sensory
modalities is the:
A) diencephalon.
B) basal forebrain.
C) association cortex.
D) sensory cortex.
65. When one hears the word "piano," which part of one's brain helps to link the word with
a visual image of a piano, the sound of a piano, and other knowledge one has about
pianos?
A) the diencephalon
B) the basal forebrain
C) the association cortex
D) the sensory cortex
Page 12
66. A person who has anterograde amnesia has difficulty with:
A) recognizing common objects.
B) understanding the meaning of spoken words.
C) naming living things.
D) learning new information.
68. Lesions of the hippocampal region have been shown to disrupt an organism's ability to:
A) remember where food is stored in a radial arm maze.
B) locate food that the organism previously stored.
C) recall a list of words.
D) All of the answers are correct.
69. The results of studies using the subsequent memory paradigm have demonstrated that
the medial temporal lobes are MOST active during _____ of information.
A) encoding
B) retention
C) consolidation
D) retrieval
Page 13
72. Which theory is supported by studies that show that hippocampal activity is highest for
recent memory and decreases as memories get older?
A) multiple trace theory
B) standard consolidation theory
C) depth-of-processing theory
D) Korsakoff's theory
73. Joe just suffered a head injury in a motorcycle accident. According to the Ribot
gradient, Joe will probably:
A) lose all memories of events that occurred during the hours leading up to the
accident.
B) remember almost everything that happened during the accident.
C) lose all memories of the accident itself.
D) have good memory for events leading up to the accident and poorer memory for
earlier events.
74. Which theory states that the medial temporal lobe structures are needed initially for
encoding and retrieval, but their role diminishes over time?
A) multiple trace theory
B) standard consolidation theory
C) depth-of-processing theory
D) Korsakoff's theory
75. According to standard consolidation theory, patients with brain damage that is limited to
the hippocampus should have _____ anterograde amnesia and _____ retrograde
amnesia.
A) a lot of; a lot of
B) very little; very little
C) a lot of; very little
D) very little; a lot of
76. Which theory is supported by the finding that some people can have retrograde memory
loss extending all the way back to their childhood?
A) multiple trace theory
B) standard consolidation theory
C) depth-of-processing theory
D) Korsakoff's theory
Page 14
77. The frontal cortex:
A) is critical for the consolidation of memories into long-term storage.
B) helps determine what one stores and what one doesn't store.
C) is less active when people are trying to forget something.
D) seems to be involved in semantic memory but not in episodic memory.
79. The brain area that appears to be responsible for determining whether and, if so, when
new information is processed is the:
A) basal forebrain.
B) hippocampus.
C) diencephalons.
D) temporal lobes.
82. The existence of Korsakoff's disease demonstrates the importance of the _____ in
memory.
A) medial temporal lobes
B) hippocampus
C) diencephalon
D) basal forebrain
Page 15
83. Korsakoff's disease:
A) usually results from damage to the medial temporal lobes.
B) is often accompanied by confabulation.
C) is associated with a vitamin C deficiency.
D) typically involves retrograde amnesia but not anterograde amnesia.
84. The type of amnesia in which a person has a temporary memory loss, usually lasting a
day or less, is called:
A) transient global amnesia (TGA).
B) functional amnesia.
C) infantile amnesia.
D) source amnesia.
85. Jenny suffered a heart attack, after which she experienced memory loss that lasted about
24 hours. From what type of amnesia did Jenny suffer?
A) transient global amnesia (TGA)
B) functional amnesia
C) infantile amnesia
D) source amnesia
86. Research suggests that transient global amnesia may be due to:
A) a traumatic event that occurred in a person's past.
B) the effects of prolonged retrograde amnesia.
C) permanent damage to the hippocampus.
D) temporary disruption of blood flow to the brain.
87. The type of amnesia that results from psychological causes rather than from any obvious
physical causes is called:
A) transient global amnesia (TGA).
B) functional amnesia.
C) retrograde amnesia.
D) source amnesia.
Page 16
89. Maya showed up at a police station one day claiming she could not recall who she was.
After being examined by a doctor she was found to have no obvious injury or brain
damage. From what type of amnesia did Maya suffer?
A) transient global amnesia (TGA)
B) dissociative fugue
C) dissociative amnesia
D) source amnesia
Page 17
Answer Key
1. B
2. A
3. B
4. A
5. D
6. A
7. C
8. B
9. C
10. A
11. D
12. D
13. A
14. C
15. C
16. A
17. B
18. B
19. D
20. D
21. C
22. B
23. C
24. D
25. C
26. A
27. B
28. C
29. C
30. D
31. B
32. C
33. A
34. B
35. D
36. B
37. A
38. A
39. B
40. C
41. D
42. B
43. D
44. B
Page 18
45. A
46. C
47. B
48. A
49. C
50. D
51. A
52. C
53. A
54. C
55. C
56. B
57. A
58. B
59. D
60. D
61. A
62. D
63. D
64. C
65. C
66. D
67. C
68. D
69. A
70. A
71. C
72. B
73. C
74. B
75. C
76. A
77. B
78. D
79. A
80. D
81. A
82. C
83. B
84. A
85. A
86. D
87. B
88. D
89. B
90. D
Page 19
Page 20
Another random document with
no related content on Scribd:
koskaan kädet ristissä; milloin meillä ei ole muuta työtä, pyyhkii ja
puhdistaa hän huonoja huonekalujamme, että ne ovat kirkkaat kuin
peili. Se tyttö maksaa painonsa kultaa, ja minä olisin paljon
mieluisemmin suonut hänen tulevan paimeneksi teille kuin
muuttavan niin etäälle tuntemattomien ihmisten luo. Te olisitte kyllä
ottaneet hänet kesällä, jos olisimme voineet silloin päättää erota;
mutta nyt te jo olette pestanneet kylliksi palvelijoita eikä sitä nyt käy
ajatteleminen ennen kuin tulevana juhannuksena."
Pikku Petter.
"Niin, hyvä poika hän on, enkä minä oikein tiedä, mitä minä
saisinkaan tehdyksi hänen hyväksensä. Jos hänen mummollaan ei
olisi enempi ymmärrystä kuin minulla, minä en suinkaan olisi voinut
olla ottamatta häntä kanssani, kun näin hänen itkevän niin katkerasti
ja olevan niin pahoillaan."
"No, miksi ette sitte ottaneet häntä? Eihän hänestä olisi ollut teille
mitään vastusta, hän kun on niin hiljainen ja kiltti, kun tehdään hänen
mielensä mukaan."
"Ehkäpä ei olisi ollut sopiva ottaa häntä mukaan sinne, johon olen
matkalla. Niin ainakin appeni ajatteli. Minun mielestäni olisi juuri ollut
sopiva nähdä, miten lapsi olisi otettu vastaan, ja mitäpä he muuta
olisivat voineet olla kuin ystävälliset hänelle. Mutta kotiväki sanoi,
että aluksi ei pidä näytellä juuri sitä, josta voi tulla vastusta vaimolle.
Vaan mitä varten minä oikeastaan puhelenkaan tätä sinulle, pikku
Marie; ethän sinä käsitä sitä ollenkaan."
"Siinä teetkin oikein, sillä ei asia vielä ole päätetty; ehkäpä aiottu
morsian ei huolikaan minusta."
"Toivoaksemme hän kyllä huolii. Miksikäpä hän ei huolisi?"
"Mitenkä niin?"
"Ne ovat kauniit kuin pikku enkelit ja niin hyvin kasvatetut, että
siivompia lapsia ei ole missään."
"On hän viisas poika ja niin rohkea sitte. Ei hän pelkää lehmiä eikä
härkiä, ja jos annettaisiin hänen tehdä mielensä mukaan, niin kyllä
hän jo kipuaisi hevosen selkään kuten vanhinkin."
"Kas niin, samaa vanhaa virttä! Mitä sinä täällä teet, paha poika?"
"Minä odotin sinua ajamaan tästä ohitse", sanoi lapsi, "ja katselin
pitkin tietä niin kauan, että viimein nukuin."
"Kyllä minä tiesin, että sinä näet minut", vastasi pikku Petter ihan
luottavasti.
"Kas niin, suutele nyt minua, Petter, sano hyvästi ja palaa heti
kotiin, jos et tahdo jäädä illallisetta."
"Enkö minä sitte pääse teidän kanssanne?" valitti poikanen ja alkoi
hieroa silmiään, näyttääkseen, että hän aikoi itkeä.
"Kas niin", sanoi tyttö ja nosti hänet ylös, "nyt meidän pitää
rauhoittaa tätä pikku sydäntä, joka hyppii kuin lintunen, ja jos sinusta
tuntuu kylmältä, kun tulee pimeä, niin sano vain minulle, pikku Petter,
minä käärin kappani sinun ympärillesi. Suutele nyt isääsi ja pyydä
anteeksi, että olit häijy. Sano, että sitä ei koskaan enää tapahdu, ei
koskaan, kuuletko?"
"Tietysti sitä ei tapahdu, jos minä vain aina annan pojan tahdon
tapahtua", sanoi Germain, pyyhkien nenäliinallaan pienokaisen
silmiä. "Sinä, Marie, aivan hemmoittelet turmiolle tämän pikku
huimapään. Sinä olet tosiaankin oikein kelpo tyttö, pikku Marie. Minä
en käsitä, miksi sinä et ruvennut kesällä meille paimeneksi. Sinä
olisit hoidellut minun lapsiani ja minä olisin mieluisemmin maksanut
sinulle hyvän palkan heidän katsomisestaan kuin tällä tavalla
matkustanut hankkimaan vaimoa, joka ehkä katsoo tekevänsä
minulle erittäin hyvän työn, jos ei heitä ihan ilmeisesti inhoa."
Suolla.
"Ja hänhän asuu aivan lähellä teitä, niin että hän kyllä toimittaa
sen asian."
"Ei, ei, minä en tarvitse mitään", sanoi hän; "minä pidän hevosta
sill'aikaa, kuin viivytte siellä pojan kanssa."
"Oletpa ihan oikeassa! Jos nyt vain saamme kokoon kuivia puita,
niin voimme kuivaella ja lämmitellä itseämme."
"Kyllä niitä saadaan, ratiseehan kuivia oksia kaikkialla jaloissa;
mutta antakaahan ensin satula tänne."
"Se kelpaa sängyksi pojalle; ei, ei niin päin, kääntäkää alas suin;
ojassa makaa hän paremmin hiljaa ja se on vielä lämmin hevosen
seljästä. Pankaa nyt kiviä kummallekin puolelle tueksi, tuolla niitä
on."
"Vähän omiksi tarpeiksi; kas niin, nyt se pysyy hyvin. Antakaa nyt
kappanne, minä käärin hänen jalkansa siihen, ja sitte minun kappani
peitteeksi. Katsokaas, eikö hän makaa yhtä hyvin kuin omassa
sängyssään? Ja tunnustelkaa, miten lämmin hänellä on."
"Sinä olet tosiaankin viisas ja järkevä tyttö ja osaat tehdä tulta kuin
pikku noita. Minä aivan virkistyn ja saan takaisin rohkeuteni; äsken
kun olin läpimärkä polviin asti ja luulin saavani olla siten aina päivän
tuloon asti, tuntui se minusta hyvin pahalta."
"No, tietysti siitä ei ole mitään apua, mutta mihinpä siitä pääsee,
kun on huolia. Totta tosiaan, niitä on sinullakin ollut, tyttö parka, sillä
eipä sinulla ole aina ollut varsin hauska."
"Ah, Germain, kyllä minä olen hyvin surrut häntä, hän oli niin hyvä.
Ei, älkäämme puhuko hänestä enää, muuten minulle tulee itku;
tänään pitääkin nyt kaikkein surujeni kaivautuman esiin."
"Niin, hän tosiaankin rakasti sinua suuresti, pikku Marie; hän piti
sangen paljon sinusta ja äidistäsi. Mitä nyt, itketkö? joutavia, pikku
ystävä, minä puolestani en tahdo itkeä."