• Home
  • Textbooks
  • Psychology in Everyday Life
  • Memory

Psychology in Everyday Life

David G. Myers

Chapter 7

Memory - all with Video Answers

Educators

MF

Chapter Questions

01:08

Problem 1

The psychological terms for taking in in for mation, retaining it, and later getting it back out are
a. retrieval, encoding, and storage.
b. encoding, storage, and retrieval.
c. storage, encoding, and retrieval.
d. retrieval, storage, and encoding.

Emily Himsel
Emily Himsel
Numerade Educator
01:28

Problem 2

In what order do our brains process an external event into a memory that can last a lifetime?
a. Long-term memory, sensory memory, short-term memory
b. Short-term memory, sensory memory. Iong-term memory
c. Short-term memory, long-term memory, sensory memory
d. Sensory memory, short-term memory. Iong-term memory

Emily Himsel
Emily Himsel
Numerade Educator
01:00

Problem 3

Rehearsal-the conscious repetition of information you want to remember-is part of
a. automatic processing.
b. effortful processing.
c. forgetting.
d. retrieval.

Emily Himsel
Emily Himsel
Numerade Educator
01:04

Problem 4

When we are tested immediately after viewing a list of words, we tend to recall the first and last items more readily than those in the middle. This tendency is called the __________ effect.
a. serial position
b. spacing
c. rehearsal
d. effortful processing

Emily Himsel
Emily Himsel
Numerade Educator
01:06

Problem 5

The process of forming mental images as we encode information in memory is called
a. picturing.
b. visual encoding.
c. rehearsing.
d. imagining.

Emily Himsel
Emily Himsel
Numerade Educator
01:14

Problem 6

Our short-term memory capacity is about
a. 20 items.
b 18 items.
c. 7 items.
d. 3 items.

Emily Himsel
Emily Himsel
Numerade Educator
01:31

Problem 7

A neural basis for learning and memory is LTP, which refers to
a. emotion-triggered hormonal changes.
b. the role of the hippocampus in processing explicit memories.
c. an increase in a synapse's firing potential.
d. aging people's potential for learning.

Emily Himsel
Emily Himsel
Numerade Educator
01:06

Problem 8

Hippocampus damage will typically not affect the ability to learn new skills, such as riding a bike, which is an example of
a. explicit memory.
b. implicit memory.
c. operant conditioning.
d. classical conditioning.

Emily Himsel
Emily Himsel
Numerade Educator
01:06

Problem 9

The cerebellum plays an important role in forming and storing implicit memories created by
a. classical conditioning.
b. effortful processing.
c. explicit memory
d. flashbulb memories.

Emily Himsel
Emily Himsel
Numerade Educator
01:02

Problem 10

To access a memory, we think of things associated with that memory, such as odors, images, or emotions, which are all examples of
a. relearning.
b. storage.
c. imagery.
d. retrieval cues.

Emily Himsel
Emily Himsel
Numerade Educator
01:02

Problem 11

The feeling that "I've been here before" is known as
a. déjà vu.
b. retrieval.
c. relearning.
d. an explicit memory.

Emily Himsel
Emily Himsel
Numerade Educator
01:05

Problem 12

The tendency to recall experiences consistent with our current emotions is called
a. emotional memory.
b. déjà vu.
c. automatic processing.
d. mood-congruent memory.

Emily Himsel
Emily Himsel
Numerade Educator
01:07

Problem 13

Which of the following is NOT one of Schacter's seven sins of memory?
a. Misattribution
b. Persistence
c. Mood congruence
d. Absent-mindedness

Emily Himsel
Emily Himsel
Numerade Educator
01:04

Problem 14

Ebbinghaus' "forgetting curve" shows that after an initial decline, memory for new information tends to
a. increase slightly.
b. decrease noticeably.
c. decrease greatly.
d. level out.

Emily Himsel
Emily Himsel
Numerade Educator
01:13

Problem 15

Experiments show that the hour before sleep is a good time to memorize information because
a. our minds are clearer at night.
b. we'll dream about what we learned.
c. fewer distractions interfere with our learning.
d. we're too tired in the morning to memorize anything.

Emily Himsel
Emily Himsel
Numerade Educator
01:01

Problem 16

5. Sigmund Freud believed that we block painful or unacceptable memories from consciousness, through a mechanism called
a. repression.
b. interference.
c. effortful processing.
d. blocking of recall.

Emily Himsel
Emily Himsel
Numerade Educator
01:02

Problem 17

The tendency to alter information as we encode it, and to fill in gaps when we try to recall something, is known as
a. interference.
b. memory construction.
c. the déjà vu effect.
d. the eyewitness recall effect.

Emily Himsel
Emily Himsel
Numerade Educator
01:04

Problem 18

You recognize a face in a crowd, but you can't recall how you know this person. This is an example of
a. the misinformation effect.
b. interference.
c. source amnesia.
d. repression.

Emily Himsel
Emily Himsel
Numerade Educator
01:25

Problem 19

Children may be accurate eyewitnesses if
a. interviewers use suggestive interviewing techniques.
b. a neutral person asks nonleading questions in words the children can understand.
c. the children have talked with involved adults before the interview.
d. interviewers use words that are slightly beyond the children's vocabulary.

Emily Himsel
Emily Himsel
Numerade Educator
01:35

Problem 20

Psychologists involved in the study of memories of abuse tend to disagree about which of the following statements?
a. Memories for things that happened before age 3 are not reliable.
b. We tend to repress extremely upsetting memories.
c. Memories can be emotionally upsetting.
d. Incest and sexual abuse happen.

Emily Himsel
Emily Himsel
Numerade Educator
01:25

Problem 21

Which of the following is NOT a good suggestion for improving your memory?
a. Cram just before a test rather than spacing out your studying.
b. Make the material you are reading as personally meaningful as possible.
c. Overlearn by studying repeatedly.
d. Study in a way that reduces the interference of other topics and distractions.

Emily Himsel
Emily Himsel
Numerade Educator