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Long-Term Memory (6) - Statistics
General Stats
- This quiz has been taken 5 times
- The average score is 13 of 27
Answer Stats
| Hint | Answer | % Correct |
|---|---|---|
| Example for how semantic memory affects episodic memory: if you know the ___ of a game, you remember the game quite differently as someone who doesn't know them (e.g. Baseball) | rules | 100%
|
| Semantic memory increases until about ___ years of age, deteriorates ___ with old age, episodic memory shows little change from early to late adulthood, deteriorates more ___ with old age --> memory types are differently affected by advancing age | 60, slowly, rapidly | 50%
|
| Primacy effect: participants are more likely to remember words presented at the ___ of a sequence, explanation; participants had time to ___ the words and transfer them to ___ | beginning, rehearse, LTM | 50%
|
| LTM is either explicit (___) or implicit (___) | conscious, unconscious | 50%
|
| Encoding specificity: matching the ___ (e.g. environment) in which encoding and retrieval occur | context | 50%
|
| Levels of processing theory: memory depends on the ___ of processing that an item receives, distinguishes between ___ processing (involves little attention to ___, as when a phone number is repeated over and over) and ___ processing (close attention, focusing on an item's ___ and relating it something else, results in better ___) | depth, shallow, meaning, deep, meaning, memory | 50%
|
| Recency effect: better memory for the stimuli presented at the ___ of a sequence, explanation; most recently presented words are still in ___ | end, STM | 50%
|
| Generating Information: participants who had ___ the second word in each pair were able to reproduce 28% ___ word pairs than participants who had just ___ the word pairs | generated, more, read | 50%
|
| Retrieval cues: words or other stimuli that ___ us remember information stored in our memory, people remember information ___ if ___-generated cues are presented, compared to other-person generated cues | help, better, self | 50%
|
| STM vs. LTM Auditory coding: representing the sounds of letters in your mind ___ after hearing them vs. remembering a song from a ___ time ago | just, long | 50%
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| Double Dissociation for STM & LTM: damage to medial temporal lobe eliminated the ability to form new ___-term memories but ___ remained intact, damage to parietal lobe lead to poor ___ but intact ___ | long, STM, STM, LTM | 50%
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| Encoding: the ability of getting information into ___, different ways, can influence the ability to ___ memories | LTM, retrieve | 50%
|
| State-dependent learning: matching the internal ___ present during encoding and retrieval | mood | 50%
|
| Classical Conditioning: occurs when the following two stimuli are paired; 1) a ___ stimulus that doesn't result in a response, and 2) a ___ stimulus that does result in a ___ | neutral, conditioning, response | 50%
|
| Organizing Information: studying information that is ___, as in a tree, results in better memory | organized | 50%
|
| Explicit LTM is either episodic memory (___ events, involves mental ___ travel) or semantic memory (facts, ___) | personal, time, knowledge | 50%
|
| Linking words to yourself (Classic Study): presented words and asked different questions, 1. printed in small case? (___ characteristics), 2. rhymes with happy?, 3. means the same as happy?, 4. describes you? (___-reference) participants were more ___ to remember words they had rates as describing themselves | physical, self, likely | 50%
|
| Implicit LTM is either procedural memory, ___ or classical ___ | priming, conditioning | 50%
|
| Priming: occurs when the presentation of one stimulus (the ___ stimulus) changed the way a person ___ to another stimulus (the ___ stimulus), people may not remember the original ___ of the priming stimuli but might still respond to it more ___ the second time | priming, responds, test, presentation, quickly | 50%
|
| Levels of processing theory (Classic Study): presented words to participants and asked them three different types of questions, 1. about the physical features of the word (___ processing), 2. about rhyming (___ processing), fill-in-the-blanks question (___ processing), deeper processing was associated with ___ memory performance | shallow, deeper, deepest, better | 50%
|
| Forming visual images (Classic Study): paired-associate learning, 1. list of word pairs is presented (either ___ repeat the pairs or form a mental ___ in which the two items were interacting), 2. the first word of each pair is presented and the participant's task is to remember the words it was ___ with, imagery group remembered twice as much | silently, image, paired | 50%
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| LTM is a system responsible for ___ information for ___ periods of time | storing, long | 50%
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| Transfer-appropriate processing: matching the ___ involved in encoding and retrieval (e.g. meaning --> rhyming vs. rhyming --> rhyming) | task | 50%
|
| Hippocampus and other medial ___ lobe structures are involved in both ___ and ___ --> overlap | temporal, LTM, STM | 50%
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| Retrieval Practice: ___ following the learning phase results in better memory than re-___ material after learning | testing,reading | 50%
|
| STM vs. LTM Visual coding: holding an image in your mind to ___ a visual pattern that was ___ seen vs. visualizing an event that happened ___ ago | reproduce, just, long | 0%
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| STM vs. LTM Semantic coding: placing words in an ___ task into categories based on their meaning vs. recalling the ___ of a novel you read last week | STM, plot | 0%
|
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