Title: Memory
Course: Question Banks

Q: Samantha needs to remember a string of numbers, and does so by associating each set of numbers with the jersey numbers worn by her favorite football players. This is an example of ________ encoding.
- acoustic (Incorrect. Samantha is not considering the input of sound, words, or music.)
- visual (Incorrect. Samantha is not considering the input of images.)
- automatic (Incorrect. Samantha is not processing information automatically, without thinking about it.)
- semantic (Correct. Samantha considered the meaning of words, which is semantic coding.)
A: semantic

Q: The processes used to encode, store, and retrieve information over time is known as
- automatic processing. (Incorrect. Automatic processing happens when we encode information automatically, or without thinking.)
- effortful processing. (Incorrect. When we have to pay attention and exert effort to encode information, we are using effortful processing.)
- visual encoding. (Incorrect. Visual encoding involves an input of images.)
- memory. (Correct. Memory allows us to store and use information over time.)
A: memory.

Q: Zahara asks Blake how many times he ate pizza in the last week, and he’s quickly able to respond with “twice.” This is an example of
- effortful processing. (Incorrect. Blake did not have to use much effort to respond.)
- automatic storing. (Incorrect. By answering a question, Blake was demonstrating the retrieval of information.)
- encoding. (Incorrect. Blake was answering a question, retrieving information, not processing it.)
- automatic processing. (Correct. Blake did not have to think about his answer and used automatic processing.)
A: automatic processing.

Q: Malik is memorizing some lines for his school play and struggles with, “Tut, I have lost myself; I am not here; This is not Romeo, he's some other where.” To practice, he writes it out emphasizing words with capital letters: “Tut, I have lost myself; I AM NOT HERE; This is not Romeo, he's some OTHER WHERE.” He is utilizing principles of ________ encoding.
- semantic (Incorrect. Malik is not using the meaning of words to help him memorize.)
- sensory (Incorrect. Malik is not using sensory encoding.)
- acoustic (Incorrect. Malik is not using sounds or music to help him remember.)
- visual (Correct. Malik is using the image of capitalizing words to help him remember.)
A: visual

Q: What are the three types of encoding?
- visual, sensory, and auditory (Incorrect. Sensory and auditory are not types of encoding.)
- semantic, visual, and sensory (Incorrect. Though senses are often used in encoding, sensory is not a type of encoding.)
- visual, auditory, acoustic (Incorrect. Use of auditory information is referred to as acoustic encoding.)
- semantic, acoustic, and visual (Correct. Semantic, acoustic, and visual are three types of encoding.)
A: semantic, acoustic, and visual

Q: Thinking about the meaning of a word and categorizing it into the context of other words you already know is an example of ________ encoding.
- acoustic (Incorrect. Acoustic encoding takes into account sounds and music.)
- effortful (Incorrect. Effortful processing involves processing that takes effort, that is not done automatically.)
- visual (Incorrect. Visual encoding involves the use of images.)
- semantic (Correct. Semantic encoding takes into consideration the meaning and context of words.)
A: semantic

Q: Jane writes a song to help her remember all of her terms for anatomy class. She is utilizing ________ encoding.
- semantic (Incorrect. Jane is not using the meaning or context of words to aid in memorizing.)
- sensory (Incorrect. We use various senses in different types of encoding.)
- visual (Incorrect. Jane is not using images to help remember anatomy terms.)
- acoustic (Correct. Jane is using words and songs to assist in memorizing terms.)
A: acoustic

Q: Raul can remember exactly where on the page in his textbook he saw a picture of a pie chart about the percentages of the U.S. population that say their favorite colors are either red, yellow, green, blue, or purple. This is an example of ________ encoding.
- acoustic (Incorrect. Raul is not using sounds, words, or music to aid in memorizing.)
- semantic (Incorrect. Raul is not using context to aid in memorizing.)
- automatic (Incorrect. Automatic processing occurs when we process information without thought or effort.)
- visual (Correct. Raul is using images in a text book to be able to aid in memorizing.)
A: visual

Q: Before a memory makes it to long-term memory, it must first pass through ________ and short-term memory.
- encoding (Incorrect. Encoding is the process by which we transfer information into our memory.)
- semantic (Incorrect. Semantic encoding uses context as cues to aid in memory.)
- implicit (Incorrect. Implicit memories are memories that are are not part of our conscious.)
- sensory (Correct. The input of sensory events occurs initially.)
A: sensory

Q: The ________ says that memories are processed the same way that a computer processes information.
- Baddeley-Hitch model (Incorrect. The Baddeley-Hitch model proposed a model of working memory.)
- Stroop model (Incorrect. The Stroop Effect states that a person will name colors more easily when the word is printed in that color.)
- Self-Reference Effect (Incorrect. The self-reference effect refers to the effect that an individual will have an easier time remembering information that relates to him/her in some way.)
- Atkinson-Shiffrin model (Correct. According to the A-S model, memories are processed through sensory, short-term, and long-term memory.)
A: Atkinson-Shiffrin model

Q: Who developed the idea that short-term memories get “filed away” in three different areas of the brain: a visuo-spatial area, a phonological loop for auditory memories, and an episodic buffer for multi-modal memories with storylines?
- Stroop (Incorrect. Stroop described the phenomenon that a person can identify a color more quickly when the name and color are paired via printed word.)
- Atkinson and Shiffrin (Incorrect. Atkinson and Shiffrin’s model memory processing described computer-like processing of information.)
- Tulving (Incorrect. Tulving described episodic memory, or memories of events that we’ve personally experienced.)
- Baddeley and Hitch (Correct. Baddeley and Hitch first described their model of short-term memory in the 1970s.)
A: Baddeley and Hitch

Q: Memory of brief events, like the smell of french fries you pass on the way to the corner store, are stored in ________ memory.
- effortful (Incorrect. Effortful processing requires attention and effort, not a passing recognition.)
- procedural (Incorrect. We would be using procedural memory if we were storing information on how to make french fries.)
- declarative (Incorrect. Declarative memory is used to store facts about events that we experience.)
- sensory (Correct. Sensory memory is developed around brief sensory events, like smelling french fries as we pass by.)
A: sensory

Q: Arianna was an accomplished gymnast in her youth but hasn’t been to the gym for nearly 10 years. Despite this, with some prompting from her old coach, she’s able to do almost her entire uneven bar routine. This is an example of
- explicit memory. (Incorrect. Arianna was not working to consciously retrieve information.)
- sensory memory. (Incorrect. The memory of the smell of the gym, or the feel of the bar would be a sensory memory.)
- episodic memory. (Incorrect. The memory of the last time Arianna performed the routine would be an example of episodic memory.)
- procedural memory. (Correct. With prompting, Arianna was able to remember “how-to” do her routine.)
A: procedural memory.

Q: Long-term memories you have to consciously think about are
- implicit memories (Incorrect. Implicit memories are passive, and are not part of our conscious.)
- sensory memories (Incorrect. Sensory memories are memories that are developed around sensory information like taste or smell.)
- semantic memories (Incorrect. Semantic memories involve declarative memories about facts, they are a type of explicit memory.)
- explicit memories (Correct. When we have to actively work to remember, we call these explicit memories.)
A: explicit memories

Q: Episodic memories and semantic memories are both examples of ________ memory.
- Implicit (Incorrect. Implicit memories are passive memories that we do not have to work to remember.)
- short-term (Incorrect. Short-term memory can hold bits of information before it is forgotten or stored.)
- sensory (Incorrect. Sensory memory involves the storage of brief sensory events.)
- explicit (Correct. We have to work to remember events and facts.)
A: explicit

Q: Which type of memory is tested on a multiple choice test?
- recall (Incorrect. Because cues are present with the use of multiple choice answers, this would not be recall.)
- relearning (Incorrect. The testing of knowledge is not the process of learning something that was previously learned.)
- storage (Incorrect. Storage is the creation of a permanent record of information.)
- recognition (Correct. Multiple choice tests present cues, which allows for recognition.)
A: recognition

Q: Gabe was essentially fluent in French in elementary school when he lived in Canada, but then moved away until he got a job offer to work in Paris during his 20s. He picks it up again surprisingly fast. This is an example of ________, a means of retrieving information out of your long-term memory storage system.
- effortless processing (Incorrect. Gabe is learning to speak French again after a number of years of not using it.)
- encoding (Incorrect. Though Gabe is putting information back into his memory, what he’s doing is more specific.)
- recall (Incorrect. Gabe is not accessing his knowledge of French without prompting, he is learning it again.)
- relearning (Correct. Gabe is learning to speak French again, after a number of years of not using it.)
A: relearning

Q: The fact that Elon can remember more words on his German test while taking the exam inside his classroom (instead of the testing center) can be explained by the
- recall effect. (Incorrect. Recall occurs when memories are accessed without prompting.)
- cue overload principle (Incorrect. Cue overload would mean that being in the classroom would be less efficient for Elon when it came to remembering words.)
- relearning (Incorrect. In this example, Elon is remembering words for his German test, not learning something that he had previously learned.)
- encoding specificity principle. (Correct. There are more overlaps in cues when Elon is in the room that he learned in.)
A: encoding specificity principle.

Q: When rats had their ________ removed, they no longer experienced their fear memory.
- cerebellum (Incorrect. Removal of the cerebellum would result in a decrease of procedural memory and motor learning.)
- hippocampus (Incorrect. Removal of the hippocampus would result in a decrease in recognition and spatial memory.)
- prefrontal cortex (Incorrect. Removal of the prefrontal cortex would result in a decrease in retrieval and semantic memory.)
- amygdala (Correct. The amygdala helps to regulate emotions.)
A: amygdala

Q: When H.M. had his hippocampus removed, he was
- unable to retrieve any semantic memories prior to the surgery. (Incorrect. H.M. was able to clearly recall memories from prior to his surgery.)
- unable to experience fear. (Incorrect. H.M. did not have his amygdala removed.)
- still able to form new memories. (Incorrect. The removal of the hippocampus affected his memory.)
- unable to form new semantic memories. (Correct. With the removal of his hippocampus, he could remember things that had happened prior to his surgery, but he was not able to form new semantic memories.)
A: unable to form new semantic memories.

Q: An exceptionally clear recollection of an important event, such as 9/11, is a ________.
- arousal memory (Incorrect. According to the arousal theory, formation of memories are tied to emotional triggers.)
- sensory memory (Incorrect. While you may remember specific sensory information, the clear recollection of significant events involves more than just sensory memory.)
- engram (Incorrect. And engram refers to the physical trace or structure of a memory.)
- flashbulb memory (Correct. Flashbulb memories form clear memories of significant events.)
A: flashbulb memory

Q: Bryson remembers nothing before his concussion happened, meaning he has ________ amnesia. If he were unable to learn new things, he would have ________ amnesia.
- anterograde; retrograde (Incorrect. Bryson remembering nothing before his concussion happened means that he’s unable to recall memories from before his trauma.)
- flashbulb; retro-antero (Incorrect. Bryson does not remember specific details about a significant event.)
- short-term; long-term (Incorrect. Amnesia is thought to come in two major forms and can have effects on both short and long-term memory.)
- retrograde; anterograde (Correct. Bryson is not able to recall memories from prior to his injury and therefore has retrograde amnesia.)
A: retrograde; anterograde

Q: Shaquallah suffered a head injury in a soccer game and can remember everything from her past, but can no longer make new memories. What type of amnesia does she have?
- flashbulb (Incorrect. Shaquallah is not demonstrating an ability to recall specific details about a major event.)
- retrograde (Incorrect. Shaquallah is having issues developing new memories, not recalling those that were developed prior to her injury.)
- sensory (Incorrect. Shaquallah is demonstrating issues with a form of amnesia.)
- anterograde (Correct. Shaquallah sustained an injury in an area of her brain that prevents her from forming new memories.)
A: anterograde

Q: In the movie “50 First Dates,” the main character wakes up each day not remembering the day before or having met her new boyfriend. She suffers from ________ amnesia.
- graduated (Incorrect. She is suffering from a form of amnesia.)
- retrograde (Incorrect. Drew Barrymore’s character does not have problems recalling things that occurred prior to her accident.)
- full (Incorrect. Drew Barrymore’s character has the ability to access prior memories, she has problems forming new ones.)
- anterograde (Correct. Drew Barrymore’s character is unable to form new memories due to trauma in the structures of her brain that are responsible for creating new memories.)
A: anterograde

Q: Demarcus suffered a concussion in his first lacrosse match, causing him to forget everything that happened prior to the match. He has ________ amnesia.
- anterograde (Incorrect. Demarcus is not demonstrating issues with forming new memories.)
- flashbulb (Incorrect. Demarcus is not demonstrating issues with recalling specific details about an important event.)
- graduated (Incorrect. Demarcus is suffering from a form of amnesia.)
- retrograde (Correct. Demarcus is struggling with remembering what happened prior to his injury.)
A: retrograde

Q: When a memory fades over time, it is called
- Absentmindedness. (Incorrect. Absentmindedness has more to do with a break in attention or a lack of focus.)
- blocking. (Incorrect. Blocking does not result in memories fading over time.)
- misattribution (Incorrect. Misattribution occurs when we confuse the source of a memory.)
- transience. (Correct. We often lose details and memories over time.)
A: transience.

Q: When the source of a memory is confused, like you think the storyline of a t.v. show you watched actually happened to you in real life, it is called
- transience. (Incorrect. In this case, the error in memory is not related to the passage of time.)
- absentmindedness. (Incorrect. The error in memory is not related to a lapse of attention.)
- suggestibility (Incorrect. In this case, the error in memory is not related to being presented with false information.)
- misattribution. (Correct. In this case, you’re misattributing something that happened on t.v. as something that you experienced personally.)
A: misattribution.

Q: Doug cannot find his keys, but cannot remember where. This is an example of
- blocking (Incorrect. If Doug was telling his friend where his keys were, but had the location stuck on the “tip-of-the-tongue” that would be an example of blocking.)
- transience (Incorrect. Doug’s inability to find his keys is not related to the deterioration of his memory based on the passage of time.)
- bias (Incorrect. Doug’s inability to find his keys is not related to a distortion based on his belief system.)
- absentmindedness (Correct. Not being able to find your keys is an example of a lapse of attention.)
A: absentmindedness

Q: If your memory of the home run you hit in the softball game becomes exaggerated to enhance your own performance, then you have fallen prey to a common memory tendency to distort your memories to fit your feelings about the world. This is called
- blocking (Incorrect. Blocking occurs when a piece of information is temporarily stuck, or on the “tip-of-the-tongue.”)
- transience (Incorrect. Transience occurs when details of memories fade with the passage of time.)
- suggestibility (Incorrect. Suggestibility occurs when your error in memory is related to the introduction of false information.)
- bias (Correct. Sometimes bias can enhance our memories to make us believe that we performed better than we actually did.)
A: bias

Q: The “I knew it all along” phenomenon is known as
- persistence. (Incorrect. Persistence is the intrusion of memory, often related to traumatic events.)
- egocentric bias. (Incorrect. Egocentric bias often results in a person creating a memory that makes themselves look better.)
- suggestibility (Incorrect. Suggestibility occurs when false information is later introduced, affecting the validity of the memory.)
- hindsight bias. (Correct. Hindsight bias occurs when people falsely believe that they “knew something was going to happen.”)
A: hindsight bias.

Q: Derek’s email log-in forced him to create a new password, but now when he logs on, he only remembers his old password. This is an example of ________ interference.
- inactive (Incorrect. There are two types of interference that affect the ability to access information stored in our memory.)
- retroactive (Incorrect. Derek is not having difficulty remembering old information.)
- inaccessible (Incorrect. Accessibility of information is affected by proactive and retroactive interference.)
- proactive (Correct. Derek is having difficulty creating memories about new information.)
A: proactive

Q: ________ interference occurs when old information hinders the recall of newly learned information, while ________ interference happens when information learned more recently hinders the recall of older information.
- retroactive; proactive (Incorrect. Retroactive interference does not hinder the recall of new information, proactive interference does not hinder the recall of older information.)
- inactive; active (Incorrect. There are two types of interference that hinder the recall of information.)
- active; inactive (Incorrect. Proactive and retroactive interference are the two types of interference that hinder the recall of information.)
- proactive; retroactive (Correct. Proactive interference hinders recall of new information, retroactive interference hinders recall of older information.)
A: proactive; retroactive

Q: When questioning a victim about the perpetrator of a crime, the police should
- give a lineup of potential suspects and ask which one is the culprit. (Incorrect. Lineups may not be effective, and can introduce bias.)
- ask specific questions, like, “where did he hurt you?” instead of “did he hurt you?” (Incorrect. Asking leading questions can increase the error of memories.)
- make sure to praise the eyewitness when they identify the suspect (Incorrect. Statements such as praise can introduce suggestion by providing cues as to what the investigators want to hear.)
- be intentionally vague and provide opportunities for the victim to offer information. (Correct. Being vague and not introducing new ideas through questioning can lead to greater accuracy of testimony.)
A: be intentionally vague and provide opportunities for the victim to offer information.

Q: Students were asked about the speed of cars involved in an accident. When the verb was changed from “contacted” to “smashed”, ________.
- it had no effect on the participant's’ estimate of the speed of the vehicle involved in the crash (Incorrect. When the verb was “contacted”, the speed was estimated to be the lowest. It increased when the verb was changed to “hit” and again when it was changed to “smashed”.)
- participants estimated the speed of the vehicle involved in the crash to be lower when the verb was “smashed.” (Incorrect. When the verb was “contacted”, the speed was estimated to be the lowest. It increased when the verb was changed to “hit” and again when it was changed to “smashed”.)
- it had no effect on estimates. (Incorrect. The verb change in the study impacted student estimates of speed.)
- participants estimated the speed of the vehicle involved in the crash to be higher. (Correct. When the verb was “contacted”, the speed was estimated to be the lowest. It increased when the verb was changed to “hit” and again when it was changed to “smashed”.)
A: participants estimated the speed of the vehicle involved in the crash to be higher.

Q: Confusing the source of information is called
- false construction. (Incorrect. Construction of memories can be impacted by a number of variables.)
- suggestibility. (Incorrect. Suggestibility occurs when misinformation from external sources are introduced.)
- reconstruction. (Incorrect. Reconstruction occurs when old memories are distorted by new information.)
- misattribution. (Correct. Misattribution happens when a person confuses the source of their information.)
A: misattribution.

Q: The recall of false autobiographical memories is known as
- memory construction. (Incorrect. We often use the term construction to describe how memories are formed.)
- misinformation effect paradigm. (Incorrect. Misinformation effect paradigm relates to the introduction of false information.)
- suggestibility. (Incorrect. Suggestibility occurs when external sources introduce information.)
- false memory syndrome. (Correct. When people create false autobiographical memories, this is known as false memory syndrome.)
A: false memory syndrome.

Q: If co-witnesses of a crime are permitted to talk to each other, they are prone to contaminate each other’s memories. This is an example of
- source amnesia. (Incorrect. Source amnesia occurs when a person is unable to remember where, when, or how their memory was acquired.)
- the misattribution effect. (Incorrect. Though the memories may be overlapped between witnesses, misattribution occurs when a person distorts memories by overlapping a number of their own memories.)
- false memory syndrome (Incorrect. False memories are created when people develop false autobiographical memories.)
- the misinformation effect. (Correct. Co-witnesses can have differing memories, and sharing of that information can contaminate their memories.)
A: the misinformation effect.

Q: Cillian can remember a great deal of numbers because he groups them all in sets of 3 and thinks of them as batting averages. He is using the technique of ________.
- elaborative rehearsal (Incorrect. Cillian is not relating what he is trying to learn to what he has learned previously.)
- mnemonic device (Incorrect. Mnemonic devices help to organize information, making it easier to remember.)
- memory-enhancing strategy (Incorrect. Cillian is using a specific type of strategy that helps break up information into smaller chunks.)
- chunking (Correct. Cillian is breaking information down into smaller groups to help him memorize.)
A: chunking

Q: Caroline met a new friend named Wendy. Wendy was wearing a green shirt, which reminded Caroline of Peter Pan, so Caroline plans to remember Peter Pan when she thinks about her new friend’s name. This is an example of
- chunking. (Incorrect. Caroline is not breaking down information into series of smaller groupings.)
- using peg-words. (Incorrect. Peg-words are cues that we use to “hang” memories.)
- rehearsing (Incorrect. Caroline is organizing information in a creative way to remember a name.)
- a mnemonic device. (Correct. Caroline is using a creative way to remember her new friend’s name.)
A: a mnemonic device.

Q: If you need to remember the names of all 50 states, the most recommended technique would be for you to
- stay up the night before your exam to maximize the amount of time you have to study. (Incorrect. It has been shown that sleep deprivation actually decreases your capacity to recall memories.)
- repeat the list 5 times from start to finish (Incorrect. Rehearsal can be an effective way to memorize information, but this would not be the most efficient.)
- think of your favorite animals from each state. (Incorrect. Elaborating on the information you know, and creating connections to other information, can work. But this is not the most efficient way to memorize 50 states.)
- memorize five states at a time—group the information into a more manageable size. (Correct. Chunking the states into smaller groups can be an effective way to memorize them.)
A: memorize five states at a time—group the information into a more manageable size.

Q: Which idea says that if you want to remember a piece of information, you should think about it more deeply and link it to other information?
- memory enhancing strategy (Incorrect. There are many types of memory enhancing strategies.)
- chunking (Incorrect. Chunking refers to breaking down large groups of information into smaller pieces.)
- peg-words (Incorrect. Peg-words are retrieval cues that are paired with information we want to remember.)
- levels of processing theory (Correct. Information that is thought of more deeply and linked to other previously learned information is known as levels of processing.)
A: levels of processing theory

Q: Memory aids that help us organize information for encoding are called
- chunks. (Incorrect. Chunking breaks large groups of information into smaller ones.)
- peg-words. (Incorrect. Peg words are a set of cues that help us to remember new information.)
- elaborative rehearsal (Incorrect. Elaborative rehearsal involves making connections to information that has already been learned.)
- mnemonic devices. (Correct. Mnemonic devices help us to organize information in a way that makes it easier to remember.)
A: mnemonic devices.

Q: Martha needs 3 eggs from the store, so she thinks of a shoe filled with 3 eggs. This is an example the ________ technique.
- word aid (Incorrect. Though she uses a funny word association, this technique is not referred to as word aid.)
- mnemonic word (Incorrect. She has not organized this information in a new way to aide in memory.)
- elaborative rehearsal (Incorrect. Martha is not making connections between her grocery list and previously learned information.)
- peg-word (Correct. Her peg-word was shoe.)
A: peg-word