The Many Types of Memories

Directions:
Select the BEST response alternative for each of the questions below.


1. If Korsakoff's patients are asked, "Have you ever seen a puzzle like this one before?" they'll rightly say no. But if we ask them to solve the puzzle, their speed will be much faster the second time (even though they believe it is the first time they have ever seen the puzzle) and their speed will be even faster the third time they solve the puzzle and the fourth, all the while each time believing that they are seeing the puzzle for the very first time. This finding strongly suggests that:
A) there must be different types of memory.
B) puzzle tasks are easier to complete than other tasks.
C) memory can never be trusted.
D) All of the above.
2. There are different ways to retrieve information from memory. For instance, "What was the name of your tenth-grade homeroom teacher?" would be an example of:
A) encoding.
B) recall.
C) recognition.
D) access.
3. There are different ways to retrieve information from memory. For instance, "Was the name of your tenth-grade homeroom teacher, Agnes Fitzmartin?" would be an example of:
A) encoding.
B) recall.
C) recognition.
D) access.
4. Godden and Baddeley (1975) asked scuba divers to learn various materials. Some divers learned the material while sitting on dry land; others learned it while underwater. Within each group, half of the divers were then tested while above water, and half were tested below water. It was found that memory was best when the conditions of testing matched the conditions of learning. This phenomenon is called:
A) encoding variability.
B) the retrieval path reconstruction bias.
C) recall with impunity.
D) context dependent learning.
5. Smith, Glenberg, and Bjork (1978) found that when students studied in a specific room, their memory for the material was better if they were tested in the same room than if they were tested in a different room. In one version of the procedure, the participants who studied in one room and were tested in a different room were asked to think about the room in which they had studied, what it looked like and how it made them feel. When tested, these participants:
A) still did more poorly than students who were allowed to be tested in the same room they studied.
B) performed just as well as students who were tested in the same room that they had studied.
C) outperformed the students who were tested in the same room that they had studied.
D) did worse than the students who were tested in the same room that they had studied, but they believed they had done better.
6. An example of encoding specificity would be:
A) focusing on a learning task deciding by eliminating as many distractions as possible from a learning environment.
B) emphasizing some portions of to-be-learned material rather than trying to learn all of it at once.
C) remembering part of a phone message rather than the entire phone message.
D) forgetting that you saw the word "city" because it was part of the larger word "specificity" above.
7. Memory network theories hold that when a node of a network becomes activated, neighboring nodes will also become activated through a process called:
A) spreading activation.
B) parallel inhibition.
C) simultaneous activation.
D) distributed processing.
8. The finding that seing something like "DOCTOR" followed by "NURSE" produces faster recognition of "NURSE" than if the first word was "BUTTER" (followed by "NURSE") is an example of:
A) parallel inhibition.
B) distributed processing.
C) semantic priming.
D) All of the above.
9. Not being able to remember where you acquired the information about the capital of Austria, yet still being able to remember that the captial is Vienna, is an example of:
A) amnesia.
B) a source memory failure.
C) context dependent retrieval.
D) parallel inhibition.
10. Another term for implicit memory is:
A) memory without awareness.
B) working memory.
C) the illusion of truth.
D) memory for decisions.
11. When the processing of a stimulus is particularly fluent we seek an attribution for this fluency which results in our thinking that the stimulus is:
A) inaccessible to working memory.
B) accessible to working memory.
C) familiar.
D) unfamiliar.
12. According to the text, there are two different kinds of memory: one type is conscious and deliberate, called ________ memory and the other is typically unconscious and automatic, called ________ memory.
A) episodic; semantic
B) repetition; elaborative
C) long-term; sensory
D) explicit; implicit
13. A disruption of memory for things learned prior to an event (e.g., an accident) that caused the amnesia is called ________ amnesia.
A) anterograde
B) retrograde
C) specific
D) non-specific
14. A disruption of memory for experiences occurring after the onset of amnesia is called ________ amnesia.
A) anterograde
B) retrograde
C) specific
D) non-specific
15. According to the text, Korsakoff’s patients are unable to recall episodes they’ve experienced but if they’re tested indirectly, we see clear indications of memory. These observations suggest that Korsakoff’s patients have a poorly functioning ________, yet reasonably well functioning ________.
A) explicit memory; implicit memory
B) implicit memory; explicit memory
C) working memory; sensory memory
D) sensory memory; working memory


End of Quiz!

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The correct answers are marked by a "C" in the box before each question. The incorrect questions are marked by an "X".