Ebbinghaus used nonsense syllables in his experiments on memory because nonsense syllables are       
 highly interesting to most people.      
 immune to the von Restorff effect.      
 * unfamiliar.      
 easier to remember than real words.      
    

In Ebbinghaus's studies of memorization of nonsense syllables, who did the memorizing?       
 students in Ebbinghaus's General Psychology course      
 mentally retarded adults B     
 Ebbinghaus's children      
 * Ebbinghaus himself      
    

When Ebbinghaus pioneered the experimental study of memory, the information he memorized was       
 poetry.      
 scripture verses.      
 * nonsense syllables.      
 word pairs.      
    

Ebbinghaus memorized several meaningless lists of 13 items each and then tested his memory after various delays. During which time period did he forget the MOST material?      
 * during the first hour after memorization      
 between the 8th and 12th hours after memorization      
 between the 12th and 24th hours after memorization      
 during the 2nd and 3rd days after memorization      
    

When modern-day college students memorize one of the lists that Ebbinghaus memorized, what is generally true about the rate of forgetting?      
 College students forget the items on the list much quicker than Ebbinghaus did.     
 College students forget at about the same rate Ebbinghaus did.     
 * College students remember the items better than Ebbinghaus did.     
 College students forget at a faster rate than Ebbinghaus, but show more spontaneous recovery.     
    

You learn how to operate machine a. Later you learn to operate machine B. You may forget how to operate B faster than does your friend, who learned only B. Why?      
 serial-order effect      
 von Restorff effect      
 retroactive interference      
 * proactive interference      
    

Sports announcer Barry Ballbouncer has repeatedly had to memorize the names and statistics of football and basketball players. What should we expect about his ability to memorize still more names and statistics?     
 * He will forget new names rapidly because of proactive interference.     
 He will forget new names rapidly because of retroactive interference.     
 He will learn slowly but forget normally.      
 He will learn rapidly but forget slowly.      
    

In high school you and your twin sister both studied the geography of Africa. In college you studied the geography of Asia and your sister did not. You will probably forget the African geography faster than your sister does. Why?     
 repression      
 proactive interference      
 extinction      
 * retroactive interference      
    

Proactive interference and retroactive interference are mechanisms that contribute to       
 level of processing.      
 Korsakoff's syndrome.      
 encoding specificity.      
 * forgetting.      
    

After two classes of ninth-grade students memorize the same set of materials, one class forgets the material faster than the other does. One possible explanation is that the class that forgot faster     
 found the material more meaningful.      
 had never memorized similar lists before.      
 * had previously memorized similar lists.      
 processed the material more deeply.      
    

Which of the following is an example of retroactive interference?        
 An experimenter tells you to remember "HIZNF," but then asks A you to count backward by threes from 227. Twenty seconds later you cannot remember HIZNF.    
 You read a story but when you try to tell it you leave out several unimportant details and you distort some others.     
 You have changed your telephone number three times this year. As a result, you keep forgetting your new number.     
 * You have had a new combination lock each of the last 3 years. As a result, you can no longer remember the combination you had 3 years ago.    
    

Hermann Ebbinghaus forgot the lists he learned faster than did most college students who participated in later experiments. Why did Ebbinghaus forget so rapidly?      
 repression      
 encoding specificity      
 retroactive interference      
 * proactive interference      
    

Professor Nebulus tries to learn the names of all her students every semester. As the years go by, she finds that she learns the names just as easily but forgets them faster. Why?      
 retrograde amnesia      
 state-dependent memory B     
 * proactive interference      
 retroactive interference      
    

Spontaneous recovery of a classically conditioned response, in which a response is learned, extinguished, and later reappears, can be explained in terms of      
 * proactive interference.      
 retroactive interference.      
 levels of processing.      
 chunking.      
    

Kristin read two paragraphs: one that was highly meaningful and the other that was complete nonsense. When later tested on the material, we would expect her to do      
 better on the nonsense paragraph, because of retroactive interference.     
 better on the nonsense paragraph, because of proactive interference.     
 * better on the meaningful paragraph.      
 equally well on the two paragraphs, assuming she paid equal attention to them both.     
    

Willem Wagenaar (1986) recorded 2,400 personal events in his life over a period of 6 years. When he tested himself his results indicated      
 * we remember meaningful information better than the nonsense information used in some experiments.     
 we don't remember meaningful information as well as we do the nonsense information used in some experiments.     
 the degree of meaningfulness of information has no bearing on how likely we are to remember it.     
 that any memory over 2 years old is a complete fabrication.      
    

At Lev Mishkin High School, the teachers always call the roll of students in alphabetic order. Which names are they probably SLOWEST to learn?      
 * common names such as Susan Brown      
 unusual names such as Bunny Easter      
 names near the beginning of the alphabet such as Ann Abrams      
 names near the end of the alphabet such as Zoe Zynchburg      
    

After reading the list "potato, asparagus, cauliflower, turnip, Egypt, beans, corn, cabbage" you are asked to recall as many of the words as you can. Which of the following would most likely occur?     
 You would remember turnip better than potato, because of the serial-order effect.     
 You would remember beans better than cabbage, because of the serial-order effect.     
 * You would remember Egypt better than turnip, because of the von Restorff effect.     
 You would remember beans better than Alabama, because of the von Restorff effect.     
    

The von Restorff effect refers to the tendency to remember        
 items in the middle of a list better than items at the beginning or end.     
 items at the beginning of a list better than items in the middle.     
 * unusual items better than more common ones.      
 common items better than unusual ones.      
    

Professor Yawnmore asks you to write by memory a list of all the recipients of the Nobel Peace Prize. What kind of memory test is this?      
 * recall      
 cued recall      
 recognition      
 savings      
    

Your friend asks you the names of the seven dwarves from "Snow White". This is a memory test that psychologists would call a ______ test      
 * recall      
 cued recall      
 recognition      
 relearning      
    

An essay or short-answer test is best described as a ______ test of memory.       
 cued recall A     
 * recall      
 recognition      
 relearning      
    

Which kind of memory test are you taking right now?        
 recall      
 cued recall      
 * recognition      
 savings      
    

Suppose you were given a list of names that included (among others) people who had been in your fourth-grade class. If you were asked to check off the names of those who were in your class, this would be a ______ test of memory.     
 recall      
 cued recall B     
 * recognition      
 savings      
    

You say you cannot remember the geography you learned in junior high school. Someone tests whether you can relearn it faster than you learned it the first time. Which method of testing memory is this?     
 * savings      
 recognition      
 recall      
 cued recall      
    

The savings method of testing memory        
 is similar to the recall method.      
 requires physiological monitoring of brain activity.      
 can be completed in less time than other methods of testing memory.     
 * can detect weaker memories than the recall method can.      
    

If a memory is very weak, which method of testing memory is MOST likely to detect that memory?       
 recall      
 cued recall      
 recognition      
 * savings      
    

People who seem to have forgotten some information may be able to remember that same information if you       
 change the environment to one less similar to the original learning environment.     
 * change the method of testing.      
 decrease the levels of available glucose to the brain.      
 change from deep to shallow processing.      
    

You don't have a telephone directory and you are trying to remember the phone number of the local pizza parlor. You must rely on      
 recognition.      
 * recall.      
 savings.      
 implicit memory.      
    

After you witness a robbery, you have trouble describing the thief. The police show you several photographs and ask whether any of them was the guilty person. They are checking your memory by which method?     
 implicit memory      
 recall      
 savings      
 * recognition      
    

You go to a restaurant that you say you do not remember, although you went there in early childhood. To your surprise, you find your way to the restroom without directions. You are displaying which type of memory?     
 recall      
 recognition      
 savings      
 * implicit memory      
    

Your friend asks, "What's the name of our biology lab instructor? I think it's Kathy or Karen something." If you answer correctly that it is Kathy Katzenjammer, which kind of memory are you displaying?     
 implicit memory      
 source amnesia      
 savings      
 * cued recall      
    

According to the information-processing model of memory, human memory is most analogous to       
 * a computer. A     
 a food processor.      
 an encyclopedia set.      
 a library classification system.      
    

Everything you see or hear first enters a "sensory store." If you do not attend to it, about how long will the information stay there?      
 * less than a second      
 10-20 seconds      
 about an hour      
 until you use it in some way      
    

An experimenter flashes an array of nine numbers or letters on a screen for a split second and asks a person to recall them. Most people can recall only about four items. Why can't they recall the others?     
 * Their memory of the others fades while they name the first four.     
 The "sensory store" has a capacity of only about four items. B     
 About half of all sensory information enters the unconscious mind.     
 In a split second people can focus on only one part of the array.     
    

In the traditional information-processing model, one difference between short-term memory and long-term memory is that       
 * you forget many short-term memories almost as soon as your attention is distracted; long-term memories can be available at any time.    
 your short-term memories pertain mostly to meanings, while your long-term memories pertain mostly to sounds.     
 you can store an almost unlimited amount of information in short-term memory but your long-term memory has a limited capacity.    
 you need reminders or "retrieval cues" to find information stored in short-term memory; you need no such help for long-term memory.    
    

In the traditional information-processing model, one difference between long-term memory and short-term memory is that long-term memory      
 * lasts longer.      
 Hint: "A" is the correct answer.      
 Uhhh... I forget.      
 What was that question again?      
    

An association that facilitates remembering information in long-term memory is known as a/an ______ cue.       
 encoding      
 rehearsal      
 * retrieval      
 consolodation      
    

Research in the 1950's suggested that the capacity of short-term memory is       
 one or two items.      
 * about seven items.      
 about the same as long-term memory.      
 unlimited.      
    

One difference between short-term memory and long-term memory is that short-term memory       
 depends more heavily on retrieval cues.      
 is less likely to be forgotten.      
 * has a more limited capacity.      
 is visual rather than auditory.      
    

Which of these types of memory can store the largest amount of information? That is, which one has the greatest capacity?       
 the sensory store      
 short-term memory      
 * long-term memory      
 All three have an equal capacity.      
    

If you remember the number "14916253649" as "1-4-9-16-25-36-49" (the squares of the first seven integers), you are improving your ability to store the information by means of      
 * chunking.      
 the von Restorff effect.      
 the savings method.      
 confabulation.      
    

One way to expand the amount of material one can store in short-term memory is to       
 pause a few minutes between learning the material and testing memory.     
 * organize the material into chunks.      
 think only about the sound of the words and not their meaning.     
 make sure you have more retroactive interference than proactive interference.     
    

In one experiment an undergraduate spent a year and a half memorizing lists of numbers and recalling them immediately. By the end of the year, how had his memory changed -- if at all?      
 He had increased the capacity of his short-term memory not A only for numbers (which he had practiced) but also for letters (which he had not practiced).    
 * He had improved his ability to use chunking to store more numbers in his short-term memory.     
 The capacity of his short-term memory had decreased from seven to five.     
 His ability to memorize had not changed in any way.      
    

An undergraduate student at Carnegie-Mellon University practiced memorizing digits 3 to 5 hours per week for a year and a half. The results of this study suggest that      
 practice at memorizing digits improves one's memory for other kinds of material as well.     
 short-term memory has a greater capacity than long-term memory.     
 * with practice, people can greatly increase the amount of information remembered through the use of chunking.     
 semantic memory and episodic memory are actually the same thing.     
    

In the experiment by Peterson and Peterson that demonstrated the decay of short-term memory over 20 seconds, why did they ask their subjects to count backward by threes during the delay?      
 to increase depth of processing      
 * to prevent rehearsal B     
 to enable subjects to engage in chunking      
 to increase the probability of consolidation      
    

An experimenter has subjects listen to some information then begin counting backward by threes. After 20 seconds the subject is MOST likely to remember the material if it was      
 presented loudly.      
 random letters, not digits.      
 random digits, not letters.      
 * meaningful.      
    

What evidence, if any, is there that interference plays a role in forgetting of short-term memory?       
 There is no evidence that interference plays a role, only decay.     
 * Subjects in tests of short-term memory show decreases in performance the more trials they have had.     
 Hormonal secretions of adrenal corticosterone are present in the bloodstream of subjects in both short-term and long-term memory tasks.    
 Counting backward while trying to remember a word does not impair the ability to recall that word.     
    

Interference plays a role in forgetting in        
 short-term, but not long-term memory.      
 long-term, but not short-term memory.      
 * both short-term and long-term memory.      
 neither short-term nor long-term memory.      
    

A limited capacity of about seven items is characteristic of ______ memory; forgetting due to interference is characteristic of ______ memory.      
 episodic ... semantic      
 both short-term and long term ... long-term      
 reference ... working      
 * short-term ... both short-term and long-term      
    

Which of the following is NOT true about memory?        
 While rehearsing seven or so items in short-term memory, we are still able to solve visual problems.     
 * Interference contributes to forgetting in long-term, but forgetting of short-term memory depends only on decay.     
 Consolidation depends more on how important a memory is than on the passage of time.     
 Some memories are retained and strengthened, while others become unavailable.     
    

The formation of long-term memories is called ______.        
 chunking      
 * consolidation      
 confabulation      
 reconstruction      
    

One problem with the traditional view that information enters long-term memory after it has been held long enough in short-term memory is the fact that      
 * some brain-damaged people have seemingly normal long-term memories, despite severely impaired short-term memories.     
 meaningful and meaningless information are equally likely to enter long-term memory.     
 the capacity of long-term memory is greater than the capacity of short-term memory.     
 not all of the information in short-term memory enters long-term memory.     
    

Because the concept of "short-term memory" seems to some to be incomplete and misleading, current researchers often substitute the term ______ memory.      
 relatively short-term      
 * working      
 retroactive      
 transient      
    

The concept of working memory is almost synonymous with        
 long-term memory. A     
 episodic memory.      
 procedural memory.      
 * one's current sphere of attention.      
    

The portion of working memory that most closely corresponds with what has traditionally been viewed as short-term memory is the       
 central executive.      
 * phonological loop.      
 visuospatial sketchpad.      
 feature detector.      
    

Psychologists have found that one difference between people with good reading comprehension and those with poor reading comprehension is differences in the      
 capacity of sensory memory.      
 * size of their phonological loop. B     
 speed of their visuospatial sketchpad.      
 location in the brain where memories are stored.      
    

Memory of a particular event in your life is ______; memory for factual information is ______.       
 * episodic memory ... semantic memory      
 semantic memory ... episodic memory      
 declarative memory ... procedural memory      
 long-term memory ... short-term memory      
    

Which of the following is an example of episodic memory?        
 remembering how to operate a cash register      
 remembering the names of the three largest companies in town      
 remembering your current salary on your current job      
 * remembering what happened during your first job interview      
    

Which of the following is an example of a semantic memory?        
 remembering the current score of a basketball game      
 remembering the final score of a basketball game played last week     
 remembering the first time you went to a basketball game      
 * remembering the rules for playing basketball      
    

Remembering some fact you have heard, but forgetting where or how you learned the fact is called       
 retrograde amnesia.      
 anterograde amnesia.      
 confabulation.      
 * source amnesia.      
    

If you remember the events of moving into your current home, what type of memory is that?       
 semantic      
 implicit      
 * episodic      
 short-term      
    

In England in the early 1600's, when people sold land they would try to increase the chance that children would remember the transaction by      
 promising them candy if they remembered.      
 emphasizing to them how important the land sale was.      
 making up an elaborate story about the transaction.      
 * kicking them.      
    

Which has been shown to enhance memory storage?        
 saline injections      
 acupuncture      
 electroconvulsive therapy      
 * blood glucose      
    

Sympathetic nervous system arousal indirectly facilitates long-term memory storage by increasing the level of ______ available to the brain.      
 * glucose      
 oxygen      
 blood      
 hydrogen      
    

Memories that form during periods of high emotional arousal tend to be very strong, largely because emotional arousal       
 increases the production and flow of cerebrospinal fluid. A     
 * increases the concentration of sugar in the blood.      
 shifts blood flow away from the brain and toward the internal organs.     
 decreases electrical interference within the brain stem.      
    

According to the depth-of-processing principle, some memories are easier to recall than others because       
 we held them in short-term memory longer before transferring them into long-term memory.     
 we stored them deeper in the cerebral cortex.      
 * we thought about them more during the storage process.      
 we stored them in terms of sound and structure of the word instead of meaning.     
    

When you are trying to memorize a list of words, the more you think about their meaning, the easier they will be to remember later. This is known as the      
 von Restorff effect.      
 state-dependent memory principle. B     
 * depth-of-processing principle.      
 method of loci.      
    

The depth-of-processing principle distinguishes between        
 short-term and sensory memory.      
 * strengths of various long-term memories.      
 the location in the brain in which various memories are stored.     
 retroactive and proactive interference.      
    

What would be the best way to increase your depth of processing when you read a list of words?       
 * Think about the meaning of the words on the list.      
 Repeat each word over and over as many times as possible.      
 Count the number of letters in each word.      
 Think of other words that rhyme with each word on the list.      
    

If you are trying to memorize a list of words, which of the following would be the best advice?       
 Make the conditions of learning and recall as different as possible.     
 Go through the list thinking of words that rhyme with the ones on the list.     
 Simply recite the list a few extra times.      
 * Go through the list thinking about the meaning of each word.      
    

To improve your depth of processing, you could go through the items on the list and think about the meaning of each one. What is another way you could improve your depth of processing?      
 Study in just one time and place in order to increase the probability of context-dependent memory.     
 Study the list by the massed-practice method.      
 * Look for relationships among the items, such as ways that you might group or organize the items.     
 Simply repeat the items on the list over and over.      
    

When someone is trying to memorize a list of items, memory will be better if the person organizes the items into related categories. Who is most likely to do so?      
 Young children, but not adults.      
 Females, but not males.      
 Adults, regardless of whether or not they have attended school.     
 * People who have attended school for some length of time.      
    

How do "good" readers compare with "poor" readers in terms of their speed of reading?       
 * Good readers read easy material faster, but they slow down when reading difficult material.     
 Good readers and poor readers read at the same speed, on the average.     
 Good readers read faster, regardless of what they are reading.     
 Good readers read easy material at the same speed as poor readers, but they are faster when reading difficult material.     
    

One way in which "good" readers differ from "poor" readers is that good readers       
 maintain a steady speed of reading from beginning to end.      
 * are better at noticing how well or poorly they understand what they are reading.     
 read as fast as possible, regardless of the difficulty of the material.     
 focus on just one word at a time.      
    

SPAR is a method for improving        
 how fast you read.      
 * understanding what you read.      
 the number of items you can hold in short-term memory.      
 recovery from source amnesia.      
    

In the "SPAR method" what do the letters S, P, A, and R stand for?       
 Sociology, Psychology, Anthropology, Religion A     
 Sensation, Perception, Alteration, Recovery      
 Steal, Plagiarize, Admit, Repent      
 * Survey, Process, Ask, Review      
    

The teachers at Bart Simpson elementary school always call the roll of students in alphabetical order. Which names do they probably learn MOST SLOWLY?      
 those at both the beginning and end of the list equally      
 those at the beginning of the list      
 those at the end of the list      
 * those near the middle of the list      
    

The tendency to remember the first and last items on a list better than those in the middle is called       
 implicit memory.      
 encoding specificity. B     
 * the serial-order effect.      
 Korsakoff's syndrome.      
    

The ______ effect is a tendency to remember the first items on a list; the ______ effect is a tendency to remember the last items.       
 recency ... primacy      
 * primacy ... recency      
 retrograde ... anterograde      
 anterograde ... retrograde      
    

If someone were trying to remember the names of U.S. presidents, he or she would probably have the most trouble remembering       
 the first few.      
 the last few.      
 * the ones near the middle of the order.      
 those of the party one does not favor.      
    

After students graduate from college, what happens to their memory of a foreign language that they studied in college?       
 They continue to remember it without any loss for the rest of their lives.     
 * Their memory fades for the first 3 to 6 years and remains fairly stable from then on.     
 Their memory fades gradually and steadily throughout the rest of their lives.     
 Their memory remains stable for the first 3 to 6 years and then begins to fade steadily from then on.     
    

Which of the following would be good advice for someone who wanted to learn material quickly for a test, and who was not concerned about remembering the material long after the test was over?     
 Study at various times of the day.      
 Study in a wide variety of places.      
 * Study and review as close as possible to the time of the test.     
 Complete your studying at least 3 days before the test and do not review the material the day before the test.     
    

Studying as close as possible in time to the beginning of a test, under conditions as similar as possible to the test situation,       
 * decreases the effects of retroactive interference.      
 eliminates the advantage one might have from the recency effect.     
 increases the effects of proactive interference.      
 slows learning, but improves long-term retention.      
    

Studying under conditions that are as varied as possible (such as different times and places) is ______ advice if you want to learn something for a test, and is ______ advice if you want to remember something long after the test is over.     
 good ... good      
 good ... poor      
 poor ... poor      
 * poor ... good      
    

You memorize a list of paired associates including "stone-rock." Later someone asks you what word on the list refers to a kind of music, and you do not think of the word "rock." This result is an example of the ______ principle.     
 self-monitoring      
 retroactive interference      
 von Restorff      
 * encoding specificity      
    

The encoding specificity principle refers to the fact that retrieval cues are more effective in stimulating a memory if those retrieval cues      
 pertain to the sound of the word instead of its meaning.      
 increase excitation in the left hemisphere of the brain.      
 * resemble what people were thinking about when they formed the memory.     
 use the same auditory frequency as the theta waves in the brain.     
    

When you read the word "slice" on a list, you think of it as something you do to a golf ball. Later when someone asks you which word on the list means the same thing as "piece," you cannot remember. Why?     
 proactive interference A     
 * encoding specificity principle      
 depth-of-processing principle      
 state-dependent memory      
    

You memorize a list of paired associates including "RUBBER BAND." Later someone asks you what word on the list refers to a group that plays music, and you do not think of the word BAND. Why not?      
 serial-order effect      
 von Restorff effect      
 * encoding specificity principle      
 depth-of-processing principle      
    

The saying "Thirty days hath September..." is an example of a/an        
 threshold.      
 short-term memory. B     
 * mnemonic device.      
 eidetic image.      
    

One example of a mnemonic device is        
 the way Clever Hans answered questions by watching facial expressions.     
 * using a series of locations to help remember a list of names.      
 teaching a brain-damaged person to use sign language as a substitute for spoken language.     
 getting a hypnotized person to pretend to be 3 years old.      
    

Memorizing a list of locations and then using them to help yourself remember a list of names is an example of       
 serial learning.      
 * a mnemonic device.      
 implicit memory.      
 retroactive interference.      
    

To use the method of loci in order to memorize a list of names, what is the first thing a person would do?       
 Arrange the list of names in some logical order.      
 * Memorize a list of places in order.      
 Find out as much as possible about each of the named people.      
 Recite the list out loud a few times.      
    

In order to memorize a list of names beginning "Dunant, Passy, Ducommun, Gobat,..." you begin by memorizing "desk, bookcase, door, corridor...." What method are you using to improve your memory?2     
 savings method      
 * method of loci      
 peg method      
 SPAR method      
    

Memorizing the list "One is a bun, two is a shoe, three is a tree,..." and so on, then linking names you are trying to remember to these objects is an example of the      
 method of loci.      
 savings method.      
 SPAR method.      
 * peg method.      
    

Mnemonic devices are most useful helping people        
 recover from brain damage.      
 remember how to drive a car.      
 improve episodic memory.      
 * remember long lists of unrelated words.      
    

Amnesia is a        
 loss of sensation.      
 * loss of memory.      
 mnemonic device.      
 memory for sensory events.      
    

After the patient H.M. suffered damage to his hippocampus, he suffered severe ______ and moderate ______.       
 retrograde amnesia ... anterograde amnesia      
 * anterograde amnesia ... retrograde amnesia      
 proactive interference ... retroactive interference      
 retroactive interference ... proactive interference      
    

The subject "H.M." suffered profound anterograde amnesia as a result of damage to his       
 hip. A     
 hippopotamus      
 * hippocampus      
 Hint: "C" is the correct answer.      
    

What is retrograde amnesia?        
 loss of ability to recall procedural memories      
 an inability to form new long-term memories      
 * loss of memories that formed before a certain event      
 a total loss of all memories, new and old      
    

Since Wanda's brain operation she has been unable to store any new memories to recall them an hour or more later. However, she still recalls everything that happened before her operation. What kind of memory loss does she have?     
 * anterograde amnesia      
 retrograde amnesia B     
 global amnesia      
 context-dependent memory      
    

After damage to his hippocampus, the patient H.M. lost most of his ability to       
 recall memories of events that happened several years before the damage.     
 * store new long-term memories.      
 make use of his procedural memories.      
 store new short-term memories.      
    

What have psychologists learned about memory from studies of the patient H.M.?       
 * It is possible to lose the ability to store new memories, without necessarily losing the ability to recall old memories.     
 The corpus callosum is particularly important for maintaining communication between the left and right hemispheres of the cortex.    
 People with amnesia are more likely to lose their procedural memories than to lose their factual memories.     
 It is possible to form new long-term memories even after losing all ability to form short-term memories.     
    

The brain damage suffered by H.M. primarily resulted in problems with       
 short-term memory.      
 the sensory store.      
 procedural memory.      
 * declarative memory.      
    

Although the patient H.M. suffered severe amnesia, he remained fairly normal in his ability to learn       
 the meanings of new words.      
 new factual information.      
 * new skills.      
 the names of people who have become famous since his operation.     
    

The patient H.M. was given practice reading mirror writing following his brain damage. What happened with regard to his mirror-reading ability?      
 He showed no improvement despite hours of practice.      
 He was able to perform the task as long as it was in short-term memory, but showed no long-term improvement.     
 * He improved on the task, despite being unable to remember having ever performed it before.     
 He remembered having practiced the task, but showed no improvement whatsoever.     
    

Which type of memory was LEAST impaired in patient H.M.?        
 * procedural      
 episodic      
 working      
 declarative      
    

Frontal lobe damage produces amnesia that is similar in many ways to amnesia caused by damage to the       
 corpus callosum      
 * hippocampus.      
 occipital lobes.      
 brain stem.      
    

Korsakoff's syndrome, which produces a severe memory impairment, is caused by       
 a deficiency of the hormone insulin.      
 a genetic mutation that prevents people from metabolizing phenylalanine.     
 damage to the corpus callosum.      
 * prolonged deficiency of vitamin B-1.      
    

Prolonged deficiency of vitamin B-1 leads to a condition that is characterized by severe memory problems. The name of that condition is      
 Kleine-Levin syndrome. A     
 * Korsakoff's syndrome.      
 Cotard's syndrome.      
 Turner's syndrome.      
    

Korsakoff's syndrome is most common in        
 * chronic alcoholics.      
 people whose corpus callosum has been cut.      
 people who lost weight suddenly.      
 battered children.      
    

Which of the following steps would be most likely to prevent people from developing Korsakoff's syndrome?       
 Pass laws banning the use of dangerous herbicides and insecticides.     
 Increase the availability of high-quality day-care facilities for low-income families. B    
 Identify children with a genetic disorder early and provide them with special education opportunities.     
 * Fortify all alcoholic beverages with vitamin B-1.      
    

People with Korsakoff's syndrome suffer from        
 retrograde, but not anterograde amnesia.      
 anterograde, but not retrograde amnesia.      
 * both retrograde and anterograde amnesia.      
 neither retrograde nor anterograde amnesia.      
    

What memory problem is characteristic of people with Korsakoff's syndrome or frontal-lobe damage?       
 They forget material that is presented visually, but they have normal memory for material they hear.     
 * They fill in the gaps in their memory with a mixture of old information and wild guesses.     
 They have normal long-term memory, but essentially no short-term memory.     
 They remember facts, but they forget skills.      
    

People with frontal lobe damage answer questions partly with wild guesses. These guesses, which are attempts to fill missing information in memory, are called ______.      
 mnemonics      
 explicit memories      
 * confabulations      
 deductive hypotheses      
    

A person in the early stages of Alzheimer's disease plays a round of golf. Which of the following is the patient most likely to remember?      
 how many strokes he had taken on this hole      
 * the rules of golf      
 whether he had already teed off or is waiting his turn      
 what type of ball he was using      
    

A degenerative brain disease that occurs in perhaps 50% of all people over age 85, and produces severe memory loss, is       
 phenylketonuria (PKU).      
 * Alzheimer's disease.      
 diabetes.      
 anorexia nervosa.      
    

All of the following are TRUE about Alzheimer's disease EXCEPT        
 researchers have identified genes that are associated with increased risk of developing Alzheimer's.     
 victims suffer from progressively failing memory.      
 * if one identical twin develops the disorder the other is sure to also, assuming that twin lives long enough.     
 victims lose brain cells in the area of the hippocampus.      
    

Which of the following symptoms begins to appear a year or two before a person shows clear symptoms of Alzheimer's disease?       
 * failure to show the normal primacy effect when remembering a list of words     
 failure to show sympathetic arousal to a startling noise      
 facial tics      
 slurred speech when distracted by a visual stimulus      
    

The patient H.M., people with Korsakoff's syndrome, and people with Alzheimer's disease all       
 show retrograde, but not anterograde amnesia.      
 show anterograde, but not retrograde amnesia.      
 * have better procedural memories than declarative memories.      
 have better declarative memories than procedural memories.      
    

Despite severe memory impairments, most brain-damaged amnesics continue to perform well on       
 explicit memory tests. A     
 tests of implicit, but not procedural, memory.      
 tests of procedural, but not implicit, memory.      
 * tests of either implicit or procedural memory.      
    

One unusual feature of "implicit" memories is that        
 unlike explicit memories, implicit memories grow stronger and stronger over time.     
 implicit memories relate only to actions or skills, not to words.     
 * a person can have an implicit memory without having any conscious recognition of a memory.     
 they are the memories most likely to be damaged in people with amnesia.     
    

What is unusual about "implicit" tests of memory, as compared to the recall and recognition methods?       
 Implicit tests of memory provide a direct measurement of the person's depth of processing.     
 Implicit tests of memory are based on direct measurement of the activity of various parts of the brain. B    
 * Implicit tests of memory sometimes show signs of memory even in people who say they do not remember.     
 Implicit tests of memory require people not only to remember but also to explain how they remember.     
    

Which method of testing memory is most likely to show signs of memory even in people who claim that they do not remember something at all?      
 * implicit      
 recall      
 recognition      
 cued recall      
    

People read a list of words including PENDULUM. Later they are shown something like "-E-D-L-M" and they try to fill in the missing letters. Most get the correct answer (which is PENDULUM). What is unusual about this method of testing memory?     
 People who can recite the list of words perfectly often fail to show any memory by this fill-in-the-blanks test.     
 * People frequently show signs of memory according to this test although they are not able to recall the words on the list.     
 People actually show a stronger memory on this test the longer they wait after originally reading the list.     
 People often fill in the blanks incorrectly and then insist that the incorrect words were actually on the original list.     
    

Brain-damaged amnesic patients perform about normally on ______ tests of memory.       
 recall      
 cued-recall      
 recognition      
 * implicit