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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.
Ans: B Difficulty: Medium Page: 259
Section: Memory for Facts and Events
2. According to Endel Tulving, which type of memory stores specific autobiographical events?
A) episodic memory
B) semantic memory
C) implicit memory
D) nondeclarative memory
Ans: A Difficulty: Easy Page: 261 Section: Behavioral Processes
3 According to Endel Tulving, which type of memory stores facts and general world knowledge?
A) episodic memory
B) semantic memory
C) implicit memory
D) nondeclarative memory
Ans: B Difficulty: Easy Page: 261 Section: Behavioral Processes
4. Which of the following is an example of an episodic memory?
A) remembering the details of your first date
B) remembering how to tie your shoes
C) knowing that birds fly
D) knowing the name of your state capitol
Ans: A Difficulty: Medium Page: 261 Section: Behavioral Processes
5. Which of the following is an example of semantic memory?
A) I remember eating chicken last night for dinner.
B) I remember learning how to ride a bicycle.
C) I remember seeing the word “giraffe” in Chapter 7.
D) I know that lemons have a sour taste.
Ans: D Difficulty: Medium Page: 261 Section: Behavioral Processes
6. If you can remember what happened on your first day of school, you are using your:
A) episodic memory.
C) implicit memory.
B) semantic memory. D) nondeclarative memory.
Ans: A Difficulty: Medium Page: 261 Section: Behavioral Processes
7. Which of the following statements demonstrates that some memories are accessible to conscious recollection?
A) “I am able to describe what my new house looks like, even if I've never described it before.”
B) “I know that I have the knowledge that the Earth is round.”
C) “Amnesiacs are able to learn a new skill without realizing they have learned it.”
D) “I can read even though I can't remember learning this skill.”
Ans: B Difficulty: Difficult Page: 262
Section: Features of Episodic and Semantic Memories
8. Which of the following 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.
Ans: C Difficulty: Medium Page: 262
Section: Features of Episodic and Semantic Memories
9. If you were shown a picture of your graduation taken from a different vantage point from where you were seated, you 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.
Ans: C Difficulty: Medium Page: 261
Section: Features of Episodic and Semantic Memories
10. Which of the following is true regarding episodic memory?
A) It can be communicated in a format other than that in which it was acquired.
B) It involves memories for factual, rather than autobiographical, information.
C) It is independent of spatial and temporal context.
D) Several exposures to the information are necessary in order for it to be learned.
Ans: A Difficulty: Medium Pages: 261-262
Section: Features of Episodic and Semantic Memories
11. The types of memories that are NOT always consciously accessible and are difficult to verbalize are called:
A) episodic memories.
C) declarative memories.
B) explicit memories. D) nondeclarative memories.
Ans: D Difficulty: Easy Page: 262
Section: Features of Episodic and Semantic Memories
12. Episodic memories are _____ memories, and semantic memories are ____memories .
A) declarative; nondeclarative
C) nondeclarative; nondeclarative
B) nondeclarative; declarative D) declarative; declarative
Ans: D Difficulty: Easy Page: 262
Section: Features of Episodic and Semantic Memories
13. H. M. could learn to read mirror-reversed text. This is an example of:
A) implicit memory.
B) explicit memory.
Ans: A Difficulty: Medium Page: 262
C) declarative memory.
D) metamemory.
Section: Features of Episodic and Semantic Memories
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
Ans: C Difficulty: Medium Page: 263
Section: What Distinguishes Episodic from Semantic Memory?
15. If you have recently attended several parties, you may have a hard time remembering the details of the events that occurred at any one particular party. Your difficulty demonstrates that a(n) _______ can be ______ by exposure to similar information.
A) semantic memory; weakened C) episodic memory; weakened
B) semantic memory; strengthened D) episodic memory; strengthened
Ans: C Difficulty: Difficult Page: 263
Section: What Distinguishes Episodic from Semantic Memory?
16. Tulving proposed that:
A) episodic memory grows out of semantic memory.
B) semantic memory grows out of episodic memory.
C) episodic and semantic memories arise at the same time.
D) whether episodic or semantic memory comes first depends on the age at which the memory is acquired.
Ans: A Difficulty: Medium Page: 263
Section: Which Comes First, Episodic or Semantic Memory?
17. Which of the following demonstrates Tulving’s idea about when episodic and semantic memories develop?
A) You must go on a picnic before you can learn what a picnic is.
B) You must know what a picnic is before you can remember going on one.
C) You learn what a picnic is at the same time as you experience going on a picnic.
D) You can remember going on a picnic without having to know what a picnic is.
Ans: B Difficulty: Medium Page: 263
Section: Which Comes First, Episodic or Semantic Memory?
18 You know that cows produce milk. If this knowledge has grown out of your 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.
Ans: B Difficulty: Difficult Page: 263
Section: Which Comes First, Episodic or Semantic Memory?
19. Which of the following 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 answers are plausible explanations.
Ans: D Difficulty: Easy Page: 264
Section: Which Comes First, Episodic or Semantic Memory?
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.
Ans: D Difficulty: Easy Page: 264
Section: Can Nonhumans Have Episodic and Semantic Memory?
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.
Ans: C Difficulty: Medium Page: 264
Section: Can Nonhumans Have Episodic and Semantic Memory?
22. Which of the following 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.
Ans: B Difficulty: Medium Pages: 264-265
Section: Can Nonhumans Have Episodic and Semantic Memory?
23 Evidence suggests that nonhuman animals probably have:
A) episodic but not semantic memory.
B) semantic but not episodic memory.
C) semantic and episodic memory.
D) neither semantic nor episodic memory.
Ans: C Difficulty: Easy Page: 265
Section: Can Nonhumans Have Episodic and Semantic Memory?
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
Ans: D Difficulty: Easy Page: 266 Section: Mere Exposure to Information
Does Not Guarantee Memory
25. Mere exposure to visual details on coins:
A) increased memory for the details.
B) decreased memory for the details.
C) had no impact on memory for the details.
D) increased the perceived value of the coins.
Ans: C Difficulty: Easy Page: 266 Section: Mere Exposure to Information Does Not Guarantee 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.
Ans: A Difficulty: Easy Page: 267
Section: Memory Is Better for Information That Relates to Prior Knowledge
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
Ans: B Difficulty: Medium Pages: 267-268
Section: Memory Is Better for Information That Relates to Prior Knowledge
28 According to the findings of Bransford and Johnson regarding the effects of context on memory, you will remember material from your course lectures best if you:
A) study it immediately after the lecture.
B) draw pictures of the lecture material.
C) read the assigned chapter before attending the lecture.
D) process the material at a deep level.
Ans: C Difficulty: Medium Page: 268
Section: Memory Is Better for Information That Relates to Prior Knowledge
29. Which of the following states that the more deeply you analyze information, the more likely you are to encode the information in memory and subsequently remember it later?
A) transfer-appropriate processing
B) cryptomnesia
Ans: C Difficulty: Easy Page: 268
C) depth of processing
D) consolidation period
Section: Deeper Processing at Encoding Improves Recognition Later
30. According to the depth of processing idea, which of the following 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
Ans: D Difficulty: Medium Page: 268
Section: Deeper Processing at Encoding Improves Recognition Later
31. Which of the following is true regarding depth of processing?
A) It has been criticized for being too vague.
B) There seems to be no difference in brain activity for tasks requiring different amounts of processing.
C) It suggests that rote memorization is the best way to remember something.
D) It suggests that you should study in the same classroom in which you will be tested.
Ans: A Difficulty: Easy Page: 269
Section: Deeper Processing at Encoding Improves Recognition Later
32. 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.
Ans: B Difficulty: Easy Page: 269
Section: Deeper Processing at Encoding Improves Recognition Later
33. Which of the following states that retrieval is MORE likely if the cues available at recall are similar to those that were available at encoding?
A) Consolidation
B) depth of processing
C) transfer-appropriate processing
D) proactive interference
Ans: C Difficulty: Easy Pages: 269-270
Section: Memory Retrieval Is Better When Study and Test Conditions Match
34. If you run into your professor in the grocery store, you may be less likely to recognize her than when you see her in your regular classroom. This demonstrates the phenomenon of:
A) transfer-appropriate processing. C) retroactive interference.
B) proactive interference.
D) source amnesia.
Ans: A Difficulty: Medium Pages: 269-270
Section: Memory Retrieval Is Better When Study and Test Conditions Match
35. According to the phenomenon of transfer-appropriate processing, if you encode a list of words by thinking about whether they rhyme with other words, you will recall the list best if the test requires you to recognize words that:
A) start with the same letter as the words you learned.
B) rhyme with the words you learned.
C) are synonyms for the words you learned.
D) are antonyms for the words you learned.
Ans: B Difficulty: Medium Page: 270
Section: Memory Retrieval Is Better When Study and Test Conditions Match
36 The phenomenon of transfer-appropriate processing suggests that:
A) deep processing is always the best way to remember things.
B) deep processing will work only if the test requires attention to physical attributes of the stimuli.
C) shallow processing is always the best way to remember things.
D) the best way to remember something will depend on the type of test that is used.
Ans: D Difficulty: Medium Page: 270
Section: Memory Retrieval Is Better When Study and Test Conditions Match
37 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.
Ans: B Difficulty: Medium Page: 270
Section: Memory Retrieval Is Better When Study and Test Conditions Match
38. 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.
Ans: A Difficulty: Difficult Page: 271 Section: More Cues Mean Better Recall
39. Which type of exam question is the best example of a free recall question?
A) essay question
B) multiple-choice question
C) fill-in-the-blank question
D) matching question
Ans: A Difficulty: Medium Page: 271 Section: More Cues Mean Better Recall
40. 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
Ans: B Difficulty: Easy Page: 271 Section: More Cues Mean Better Recall
41. Strategies for making information more memorable and easier to recall are known as:
A) declarative cues.
B) transient cues.
C) mnemonics.
D) Ribot gradients.
Ans: C Difficulty: Easy Page: 271 Section: Total Recall! The Truth about Extraordinary Memorizers
42 People who have extraordinary memory abilities:
A) are also better at remembering everyday things such as where they left their keys.
B) do not use mnemonics to help them remember things.
C) have a larger hippocampus than people with ordinary memories.
D) show similar brain anatomy to people with ordinary memories.
Ans: D Difficulty: Medium Page: 271 Section: Total Recall! The Truth about Extraordinary Memorizers
43. The research on how quickly we 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.
Ans: B Difficulty: Easy Page: 272 Section: Forgetting
44. In the directed forgetting task, participants are asked to:
A) encode information at different levels.
B) try to recall a childhood event that they had forgotten about.
C) recall a list of words that are related to a “theme” word.
D) try to forget something they've learned.
Ans: D Difficulty: Easy Page: 273 Section: Forgetting
45. In the directed forgetting task, participants can typically:
A) forget all of the information they are instructed to.
B) forget much of the information they are instructed to forget.
C) recall less of the information they are instructed to remember.
D) recall all of the information they are instructed to forget.
Ans: B Difficulty: Medium Page: 273 Section: Forgetting
46. 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.
Ans: A Difficulty: Easy Page: 273 Section: Interference
47 Proactive interference is when:
A) you remember a fact but attribute it to the wrong source.
B) you remember something that never happened.
C) old information disrupts new learning.
D) new information disrupts old learning.
Ans: C Difficulty: Easy Page: 273 Section: Interference
48 Suppose you buy a new remote control for your television, and you are having a hard time remembering where the buttons are because they are arranged differently than they were on your old remote control. This is an example of:
A) retroactive interference.
B) proactive interference.
C) source amnesia.
D) false memory.
Ans: B Difficulty: Medium Page: 273 Section: Interference
49 Suppose you meet two new people at a party. You have trouble remembering the name of the first person you 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.
Ans: A Difficulty: Medium Page: 274 Section: Interference
50 When you remember information but mistakenly associate it with an incorrect source, this is known as:
A) retroactive interference.
B) proactive interference.
C) misattribution.
D) source amnesia.
Ans: C Difficulty: Easy Page: 274 Section: Memory Misattribution
51. When you remember information but cannot remember where you learned it, this is known as:
A) retroactive interference.
B) proactive interference.
C) misattribution
D) source amnesia.
Ans: D Difficulty: Easy Page: 274 Section: Memory Misattribution
52. Which of the following is an example of source amnesia?
A) having difficulty remembering information for your history class because you are also trying to study for your English class
B) remembering burning your hand on a hot stove as a child, when this never actually happened
C) your old phone number interfering with you remembering your new one
D) thinking you remember playing in a particular park as a young child, but actually only remembering the pictures your parents took of you playing in that park
Ans: D Difficulty: Medium Page: 274 Section: Memory Misattribution
53. Students sometimes inadvertently plagiarize when they read something in a textbook but later think the idea is their own, forgetting that they read it in the textbook. This is known as:
A) retroactive interference.
B) proactive interference.
C) false memory.
D) cryptomnesia.
Ans: D Difficulty: Easy Page: 275 Section: Memory Misattribution
54. To create a memorable yet secure password, you should:
A) make your password relatively short.
B) create a password that is not meaningful to you.
C) write your password on a piece of paper.
D) write a hint or cue on a piece of paper.
Ans: D Difficulty: Easy Page: 275 Section: Remembering Computer
Passwords
55 Remembering an event that never actually happened is known as:
A) false memory. B) source amnesia. C) cryptomnesia. D) interference.
Ans: A Difficulty: Easy Page: 276 Section: False memory
56. 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% 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.
Ans: C Difficulty: Easy Page: 276 Section: False Memory
57. In several studies, participants were given a list of related words to learn, such as DREAM, AWAKE, REST, 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.
Ans: A Difficulty: Easy Page: 277 Section: False Memory
58. 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.
Ans: C Difficulty: Easy Page: 277 Section: False Memory
59. 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
Ans: C Difficulty: Easy Page: 278 Section: Memory Consolidation and Reconsolidation
60. Electroconvulsive shock:
A) is not used on humans.
B) disrupts memory if given soon after learning.
C) has been shown to be ineffective for treating depression.
D) improves memory if given an hour or more after learning.
Ans: B Difficulty: Easy Page: 278 Section: Memory Consolidation and Reconsolidation
61. Duncan (1949) demonstrated that _______ has an impact on rats’ memory that depending on the time it is administered after training.
A) electroconvulsive shock
B) narcotics
C) magnetic resonance imaging
D) transfer-appropriate processing
Ans: A Difficulty: Easy Page: 278 Section: Memory Consolidation and Reconsolidation
62. Electroconvulsive therapy has been shown to:
A) disrupt older memories the most.
B) disrupt recently-acquired memories the most.
C) disrupt all memories about equally.
D) have no effect on memory.
Ans: B Difficulty: Easy Page: 278 Section: Memory Consolidation and Reconsolidation
63. Research on memory consolidation suggests that when we retrieve an old memory:
A) we cannot update it even if we have 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) we can modify it by integrating new information into it.
Ans: D Difficulty: Medium Page: 279 Section: Memory Consolidation and Reconsolidation
64. The part of the brain involved in coordinating information within and across sensory modalities is the:
A) diencephalon.
B) basal forebrain.
Ans: C Difficulty: Easy Page: 280
C) association cortex.
D) sensory cortex.
Section: The Cerebral Cortex and Semantic Memory
65. When I hear the word “piano”, which part of my brain helps me to link the word with a visual image of a piano, the sound of a piano, and other knowledge I have about pianos?
A) diencephalon
B) basal forebrain
Ans: C Difficulty: Easy Page: 280
C) association cortex
D) sensory cortex
Section: The Cerebral Cortex and Semantic Memory
66. A disruption of the ability to process a particular kind of information, such as difficulty recognizing an object by sight but not by touch, is known as:
A) retrograde amnesia
B) functional amnesia.
Ans: D Difficulty: Easy Page: 281
C) anterograde amnesia.
D) agnosia.
Section: The Cerebral Cortex and Semantic Memory
67. A person who can recognize an object by sight or verbal description but not by touch has:
A) auditory agnosia.
B) tactile agnosia.
Ans: B Difficulty: Easy Page: 281
C) associative visual agnosia..
D) functional amnesia.
Section: The Cerebral Cortex and Semantic Memory
68. The existence of different types of agnosia suggests that:
A) semantic knowledge is stored mainly in parts of the brainstem.
B) each category of semantic knowledge is stored in a particular neuron.
C) specific categories of semantic knowledge are distributed broadly across the brain.
D) specific categories of semantic knowledge are stored in unique places in the brain.
Ans: D Difficulty: Easy Page: 281
Section: The Cerebral Cortex and Semantic Memory
69. 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.
Ans: D Difficulty: Easy Page: 284 Section: The Hippocampus Is Critical for Forming New Episodic Memory
70. Patients such as H. M. and E. P.:
A) could not learn new skills.
B) had retrograde but not anterograde amnesia.
C) would repeat the same stories over and over.
D) All of the answers are correct.
Ans: C Difficulty: Easy Page: 284
Section: The Hippocampus Is Critical for Forming New Episodic Memory
71 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.
Ans: D Difficulty: Easy Pages: 284-285
Section: The Hippocampus Is Critical for Forming New Episodic Memory
72. The case of Beth, the child whose hippocampus did not develop fully due to problems associated with her birth, demonstrated that the hippocampus seems to be:
A) necessary for the formation of episodic but not for semantic memories.
B) necessary for the formation of semantic but not or episodic memories.
C) necessary for the formation of both episodic and semantic memories.
D) unnecessary for the formation of episodic and semantic memories.
Ans: A Difficulty: Medium Page: 285
Section: Are There Different Substrates for Episodic and Semantic Memory?
73. 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
Ans: A Difficulty: Medium Page: 286
Section: Functional Neuroimaging of the Healthy Hippocampal Region
74. The hippocampus:
A) is most active when people recall a word along with where they learned it
B) may be important for distinguishing a real memory from a false memory.
C) does not seem to be important for episodic memory.
D) All of the answers are correct.
Ans: A Difficulty: Medium Page: 287
Section: Functional Neuroimaging of the Healthy Hippocampal Region
75. Retrograde amnesia involves:
A) forgetting one's identity.
B) difficulty learning new material after sustaining a head injury.
C) the loss of memories for events that occurred before a head injury.
D) problems remembering one's childhood but no trouble remembering recent events.
Ans: C Difficulty: Easy Page: 287
Section: The Hippocampus and Cortex Interact during Memory Consolidation
76. 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.
Ans: C Difficulty: Easy Page: 287
Section: The Hippocampus and Cortex Interact during Memory Consolidation
77 Which theory states that the medial temporal lobe structures are needed initially for encoding and retrieval, but their role diminishes over time?
A) multiple memory trace theory C) depth-of-processing theory
B) standard consolidation theory D) Korsakoff's theory
Ans: B Difficulty: Easy Page: 288
Section: The Hippocampus and Cortex Interact during Memory Consolidation
78 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
Ans: C Difficulty: Medium Page: 288
C) a lot of; very little
D) very little; a lot of
Section: The Hippocampus and Cortex Interact during Memory Consolidation
79. 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-memory trace theory C) depth-of-processing theory
B) standard consolidation theory D) Korsakoff's theory
Ans: A Difficulty: Medium Page: 289
Section: The Hippocampus and Cortex Interact during Memory Consolidation
80. Which theory is supported by studies that show that hippocampal activity is highest for recent memory and decreases as memories get older?
A) multiple-memory trace theory C) depth-of-processing theory
B) standard consolidation theory D) Korsakoff's theory
Ans: B Difficulty: Medium Page: 290
Section: The Hippocampus and Cortex Interact during Memory Consolidation
81. The frontal cortex:
A) is critical for the consolidation of memories into long-term storage.
B) helps determine what we store and what we don'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.
Ans: B Difficulty: Medium Page: 291
Section: The Frontal Cortex and Memory Storage and Retrieval
82. People with frontal lob damage would have trouble:
A) creating a story.
B) retrieving a story they heard as a child.
C) remembering a simple story.
D) remembering whether a story was on TV or in a magazine.
Ans: D Difficulty: Medium Page: 291
Section: The Frontal Cortex and Memory Storage and Retrieval
83 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.
Ans: A Difficulty: Medium Page: 292
Section: The Basal Forebrain May Help Determine What the Hippocampus Stores
84. The basal forebrain appears to be involved in:
A) determining whether something is old or new.
B) directly storing new episodic memories.
C) remembering source information.
D) determining what the hippocampus stores.
Ans: D Difficulty: Easy Page: 292
Section: The Basal Forebrain May Help Determine What the Hippocampus Stores
85 Providing highly detailed yet false memories is known as:
A) confabulation.
B) retrograde amnesia.
C) anterograde amnesia.
D) consolidation.
Ans: A Difficulty: Easy Page: 292
Section: The Basal Forebrain May Help Determine What the Hippocampus Stores
86. The existence of Korsakoff's disease demonstrates the importance of the______ in memory.
A) medial temporal lobes C) diencephalon
B) hippocampus
Ans: C Difficulty: Medium Page: 293
D) basal forebrain
Section: The Diencephalon May Help Guide Consolidation
87. 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.
Ans: B Difficulty: Medium Page: 293
Section: The Diencephalon May Help Guide Consolidation
88 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). C) infantile amnesia.
B) functional amnesia. D) source amnesia.
Ans: A Difficulty: Easy Page: 294 Section: Transient Global Amnesia
89. Jenny suffered a heart attack, after which she experienced memory loss that lasted about 24 hours. What type of amnesia did Jenny suffer from?
A) transient global amnesia (TGA). C) infantile amnesia.
B) functional amnesia. D) source amnesia.
Ans: A Difficulty: Easy Page: 294 Section: Transient Global Amnesia
90. 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 the hippocampus.
Ans: D Difficulty: Medium Page: 295
Section: Transient Global Amnesia
91. 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.
Ans: B Difficulty: Easy Page: 296 Section: Functional Amnesia
92. 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. What type of amnesia did Maya suffer from?
A) transient global amnesia (TGA)
B) dissociative fugue
C) dissociative amnesia
D) source amnesia
Ans: B Difficulty: Easy Page: 296 Section: Functional Amnesia
93. Functional amnesia may be associated with:
A) an underdeveloped hippocampus and frontal cortex.
B) abuse of alcohol and tranquilizers.
C) a severe head injury.
D) abnormalities in the medial temporal lobe and diencephalon.
Ans: D Difficulty: Medium Page: 296 Section: Functional Amnesia
1. Knowing that the speed limit on the highway is 65 mph is an example of a(n):
A) nondeclarative memory.
B) implicit memory.
C) semantic memory.
D) episodic memory.
Ans: C Difficulty: Medium Page: 261
Section: Behavioral Processes
2. Remembering that you received a B on your last math test is an example of a(n):
A) nondeclarative memory.
B) implicit memory.
C) semantic memory.
D) episodic memory.
Ans: D Difficulty: Medium Page: 261
Section: Behavioral Processes
3. Declarative memory:
A) includes both semantic and episodic memory.
B) is the same as implicit memory.
C) is not consciously accessible.
D) includes semantic memory but not episodic memory.
Ans: A Difficulty: Medium Page: 262
Section: Features of Episodic and Semantic Memories
4. Which of the following is true regarding episodic and semantic memory?
A) Semantic memory has autobiographical content, while episodic memory does not.
B) Episodic memory is acquired in a single exposure, while semantic memory usually requires multiple exposures.
C) Semantic memory is accessible to conscious recall, while episodic memory is not.
D) Episodic memory can be communicated in a format other than that in which it was acquired, while semantic memory cannot be communicated in a different format
Ans: B Difficulty: Medium Page: 262
Section: Features of Episodic and Semantic Memories
5. The finding that scrub jays can remember what type of food they stored in different locations as well as how long ago it was stored demonstrates that scrub jays may have:
A) episodic memory.
B) semantic memory.
C) a conscious sense of self.
D) the ability to communicate their memories flexibly.
Ans: A Difficulty: Medium Page: 264
Section: Can Nonhumans Have Episodic and Semantic Memory?
6. Which of the following is true regarding the depth of processing idea?
A) We remember information better when we think about its meaning than when we focus on more superficial characteristics.
B) It is clear how to determine whether information is processed deeply.
C) We remember information best when it is presented multiple times.
D) There does not seem to be any difference in brain activity during “deep” versus. “superficial” processing of information.
Ans: A Difficulty: Easy Page: 268
Section: Deeper Processing at Encoding Improves Recognition Later
7. Which principle was demonstrated by Godden and Baddeley’s finding that divers remembered material best if they learned and were tested in the same environment?
A) interference
B) transfer-appropriate processing
C) consolidation
D) false memory
Ans: B Difficulty: Easy Page: 270
Section: Memory Retrieval Is Better When Study and Test Conditions Match
8. If you study for a psychology test, then study for a biology test, your memory for the biology material can make it harder for you to remember the psychology material. This is an example of:
A) false memory.
B) transfer-appropriate processing.
C) proactive interference.
D) retroactive interference.
Ans: D Difficulty: Medium Pages: 273-274
Section: Interference
9. Tanya remembers that her favorite celebrity is going to have twins, but she can’t recall where she heard this bit of gossip. This is an example of:
A) proactive interference.
B) retroactive interference
C) source amnesia.
D) false memory.
Ans:C Difficulty: Medium Page: 274
Section: Memory Misattribution
10. The findings regarding the effect of electroconvulsive shock on memory have been used to support the idea that:
A) information is remembered best when it can be related to prior knowledge.
B) memory is best when the encoding and retrieval contexts are the same.
C) memories have a consolidation period.
D) memory is better when more cues are present.
Ans: C Difficulty: Medium Pages: 278-279
Section: Memory Consolidation and Reconsolidation
11. Francis has no memory for what he did today, although he can remember his childhood well. Which type of amnesia is Francis suffering from?
A) Source
B) Infantile
C) Anterograde
D) Retrograde
Ans: C Difficulty: Easy Page: 284
Section: The Hippocampus Is Critical for Forming New Episodic Memory
12. Which brain area is involved in forming new episodic and semantic memories?
A) hippocampus
B) frontal cortex
C) diencephalon
D) basal forebrain
Ans: A Difficulty: Medium Pages: 284-285
Section: The Hippocampus Is Critical for Forming New Episodic Memory
13. Which brain area is involved in determining where information was learned?
A) Hippocampus
B) frontal cortex
C) Diencephalon
D) basal forebrain
Ans: B Difficulty: Medium Pages: 290-291
Section: The Frontal Cortex and Memory Storage and Retrieval
14. Damage to the diencephalon can lead to:
sA) retrograde amnesia, but not anterograde amnesia.
B) difficulty determining what information to store.
C) difficulty consolidating memories.
D) difficulty remembering one’s identity.
Ans: C Difficulty: Medium Page: 293
Section: The Diencephalon May Help Guide Consolidation
15. Transient global amnesia:
A) is one of the rarest forms of amnesia.
B) is psychological in nature.
C) usually lasts a few hours or days.
D) involves forgetting your identity.
Ans: C Difficulty: Easy Page: 294
Section: Transient Global Amnesia
1. Describe the case of H. M. Explain how he acquired his memory problems, and discuss the types of deficits he experienced and the functions of his that were spared.
Ans: Grading criteria: Acquiring memory problems: He had his temporal lobes removed at age 27 in order to treat severe epilepsy. Deficits: severe anterograde and retrograde amnesia (give examples); Spared: intelligence, ability to learn new skill memories
2. Give an example of an episodic memory related to the experience of driving a car. Ans: Grading criteria: Examples may include: remembering being in an accident, remembering your first driving lesson, remembering getting a speeding ticket, and so forth. Answer must be specific enough to demonstrate understanding of the distinction between episodic and semantic memory.
3. Give an example of a semantic memory related to the experience of playing a sport. Ans: Grading criteria: Examples may include: knowing the rules of the game, knowing that there are X number of people on each team, and so forth. Answer must not be a procedural/skill memory, such as knowing how to kick/bat/etc.
4. According to the textbook, what are two similarities between episodic and semantic memory? Describe each one.
Ans: Grading criteria: Describe (1) flexible communication, and (2) conscious accessibility of the two types of memory.
5. Describe the effect of repeated exposure on semantic memory and on episodic memory. Ans: Grading criteria: Semantic memory requires repeated exposure; episodic memory requires single exposure. A particular episodic memory can be weakened with multiple exposures to similar events.
6. Describe how episodic memory was demonstrated in either gorillas or scrub jays,. Ans: Grading criteria: Clearly describe the procedure used and the results obtained for either of them, as discussed in the text.
7. Bransford and Johnson (1972) read an abstract passage aloud to participants, who then had to recall as much information as possible. Some participants were first shown a picture that was described by the passage. How did the memory of these participants compare to the memory of participants who did not see any picture beforehand? What does the result demonstrate about memory?
Ans: Grading criteria: First part: memory was better when a picture was presented first. Second part: The result demonstrates that memory is better when the information can be encoded in a particular context, or that memory is better when it can be related to prior knowledge.
8. Describe how functional magnetic resonance imaging has been used to study brain activity during a depth-of-processing task. What has been found regarding brain activity during depth-of-processing?
Ans: Grading criteria: Measure activity during the “image” and “pronounce” conditions; subtract these from each other; brains were more active during the “image” than the “pronounce” condition.
9 Imagine you meet someone at a party at a friend's house. When you see her on the street the next day, you are unable to recall her name. Yet when you see her again at your friend's house, you have no trouble recalling her name. How can transfer-appropriate processing explain this?
Ans: Grading criteria: Demonstrate understanding that when the encoding and retrieval contexts are the same (at the friend's house), memory is best.
10. How do free recall, cued recall, and recognition differ in terms of the number of memory cues available?
Ans: Grading criteria: Indicate that recognition provides the most cues, followed by cued recall, then free recall.
11. Give an example of retroactive interference occurring in everyday life.
Ans: Grading criteria: Difficulty remembering your old phone number or address after moving to a new place is one example; must provide more than a simple definition.
12. Give an example of proactive interference occurring in everyday life.
Ans: Grading criteria: Difficulty remembering your new phone number or address after moving to a new place is one example; must provide more than a simple definition.
13. What is the difference between memory misattribution and false memory?
Ans: Grading criteria: The main issue is that in memory misattribution, the memory is of something that did actually happen, whereas in false memory, the memory is of something that did not happen.
14. Describe any one study that demonstrated false memories.
Ans: Grading criteria: Studies include Loftus (lost in a mall), Wade (hot-air balloon), Deese (theme words), Donald Thompson (wrongful accusation).
15. Explain why the shape of the typical forgetting curve implies that there is a consolidation period for memories.
Ans: Grading criteria: Explain that the forgetting curve shows that information that stays in memory longer is less likely to be forgotten later; consolidation also occurs over time the longer something is in memory, the more consolidation has occurred.
16. What seems to be the role of the hippocampus in episodic memory? Describe one study that demonstrated this role.
Ans: Grading criteria: The hippocampus appears to be important for the formation of new episodic memories. Several studies/examples can be described to support this: Examples of H. M., E. P., and Beth from the book; Functional neuroimaging studies can be discussed.
17. Draw a graph showing the Ribot gradient.
Ans: Grading criteria: Should look like Figure 3.15 in the text; check proper labeling of axes, curve shape should generally mimic that of Figure 3.15.
18. What seems to be the role of the basal forebrain and diencephalon in episodic memory?
Ans: Grading criteria: The basal forebrain appears to be important for directing the hippocampus. The diencephalon may be useful for guiding consolidation.
19. What is functional amnesia? Describe two specific types. Ans: Grading criteria: It is amnesia that does not have an obvious physical cause; a “psychological” amnesia. One type: dissociative amnesia--forgetting a specific traumatic episode, such as a soldier forgetting a battle. Second type: dissociative fugue forgetting your identity.