PSY_360_week 3 Quiz

 

 

When we cannot retrieve information from memory, we say that _____ has occurred.

 

·       [removed]   A. forgetting

 

·       [removed]   B. a memory trace

 

·       [removed]   C. sensory decay

 

·       [removed]   D. encoding failure

 

·       [removed]   E. secondary memory

 

 

 

Unattended information is stored briefly in:

 

·       [removed]   A. sensory memory

 

·       [removed]   B. short-term memory

 

·       [removed]   C. long-term memory

 

·       [removed]   D. working memory

 

·       [removed]   E. secondary memory

 

 

 

The central executive in working memory is hypothesized to have the function of:

 

·       [removed]   A. directing the flow of information

 

·       [removed]   B. controlling an unlimited amount of resources and capacity

 

·       [removed]   C. carrying out subvocal rehearsal to maintain verbal material in memory

 

·       [removed]   D. maintaining visual material in memory through visualization

 

·       [removed]   E. storing the meaning of complex verbal material

 

 

 

 

PSY_360_week 3 Quiz

Words from the beginning of a list are more likely to be recalled than words from the middle of the list. This phenomenon is known as the _____ effect.

 

·       [removed]   A. recency

 

·       [removed]   B. primacy

 

·       [removed]   C. forgetting

 

·       [removed]   D. interference

 

·       [removed]   E. memory trace

 

One basic physiological mechanism for learning is the ____ rule, which states that if a synapse between two neurons is repeatedly activated at about the same time the postsynaptic neuron fires, the chemistry of the synapse changes.

 

·       [removed]   A. Carlson

 

·       [removed]   B. Hebb

 

·       [removed]   C. Baddeley

 

·       [removed]   D. Tulving

 

·       [removed]   E. icon

 

 

 

The term “anterograde amnesia” refers to:

 

·       [removed]   A. the loss of the ability to form new memories

 

·       [removed]   B. the loss of the ability to recall old events

 

·       [removed]   C. the loss of short-term memory

 

·       [removed]   D. the loss of sensory memory

 

·       [removed]   E. the loss of all memory ability

 

 

 

The _____ component of working memory is thought to be a temporary storage system that interacts with long-term memory and the other components of working memory to facilitate the transfer of information to long-term memory.

 

·       [removed]   A. episodic buffer

 

·       [removed]   B. visuospatial sketchpad

 

·       [removed]   C. central executive

 

·       [removed]   D. phonological loop

 

·       [removed]   E. semantic buffer

 

 

PSY_360_week 3 Quiz

Sensory memories exist for every sensory modality.

 

·       [removed]   A. True

 

·       [removed]   B. False

 

Psychologists believe that the capacity of long-term memory is:

 

·       [removed]   A. unlimited

 

·       [removed]   B. 7 + 2 items

 

·       [removed]   C. 18 items

 

·       [removed]   D. 5000 items

 

·       [removed]   E. 50,000 items

 

 

 

The code in long-term memory is based on:

 

·       [removed]   A. sound

 

·       [removed]   B. visual imagery

 

·       [removed]   C. meaning

 

·       [removed]   D. both sound and visual imagery

 

·       [removed]   E. both sound and meaning

 

Ebbinghaus’s forgetting curve demonstrates that:

 

·       [removed]   A. forgetting is rapid at first and then levels off

 

·       [removed]   B. forgetting is slow at first and then speeds up

 

·       [removed]   C. forgetting occurs at a steady pace, beginning immediately after learning

 

·       [removed]   D. no forgetting occurs until 24 hours after learning

 

·       [removed]   E. forgetting reaches a peak about 3 days after learning

 

 

 

Proactive interference refers to the fact that:

 

·       [removed]   A. new material can disrupt the recall of previously learned material

 

·       [removed]   B. previously learned material can disrupt the learning of new material

 

·       [removed]   C. the passage of time leads to memory decay

 

·       [removed]   D. active interference can strengthen a memory trace

 

·       [removed]   E. memories can become stronger over time

 

According to the retrieval cue explanation of interference, you are more likely to forget where you parked your car in a lot where:

 

·       [removed]   A. you have never parked before

 

·       [removed]   B. you have always parked in the same place

 

·       [removed]   C. you have parked frequently, but in many different spaces

 

·       [removed]   D. you parked a year ago, but not more recently

 

·       [removed]   E. you parked yesterday

PSY_360_week 3 Quiz

“Cramming” for exams tends to be ineffective because of the:

 

·       [removed]   A. chunking effect

 

·       [removed]   B. spacing effect

 

·       [removed]   C. state-dependence effect

 

·       [removed]   D. context effect

 

·       [removed]   E. encoding specificity effect

 

 

 

 

 

Your memory of your first college lecture would be an example of:

 

 

 

 

 

 

 

Studies of flashbulb memory indicate that:

 

·       [removed]   A. stronger emotional responses to an event are associated with less detailed memories

 

·       [removed]   B. more retellings of the event are associated with more accurate memories

 

·       [removed]   C. flashbulb memories are no more accurate than memories for more mundane life events

 

·       [removed]   D. people are less confident in the accuracy of flashbulb memories than they are about more ordinary memories

 

·       [removed]   E. flashbulb memories are only created for positive emotional events

 

Studies of eyewitness memory:

 

·       [removed]   A. support Bartlett’s idea of memory as a constructive process

 

·       [removed]   B. reveal surprisingly accurate memories of stressful events

 

·       [removed]   C. suggest that confidence is an important attribute of an accurate witness

 

·       [removed]   D. show that witnesses are remarkably resistant to misleading information

 

·       [removed]   E. help us to understand why eyewitnesses almost never make mistakes

 

Using the Deese/Roediger-McDermott paradigm, researchers have shown that 80% of participants remember words on a list that were not actually included.

 

·       [removed]   A. True

 

·       [removed]   B. False

 

In Reber’s studies of nonanalytic concept formation in which participants attempted to learn to categorize letter strings derived from complex “grammars,”

 

·       [removed]   A. participants who learned letter strings that followed the grammar made fewer errors than control participants learning random strings

 

·       [removed]   B. participants who were told that the letter strings followed complex rules performed better than did those participants who did not know this

 

·       [removed]   C. the best performance came from participants who successfully figured out the rule for generating the letter strings

 

·       [removed]   D. memorizing exemplars was an ineffective strategy in category learning

 

·       [removed]   E. performance never rose above chance level for any participants

 

 

 

The schema view of concept formation assumes that:

 

·       [removed]   A. there are clear boundaries among individual schemata

 

·       [removed]   B. there is cognitive economy among concepts

 

·       [removed]   C. information is abstracted across instances

 

·       [removed]   D. no information is stored about actual instances

 

·       [removed]   E. schemata contain characteristics of categories, but no information about how categories are related to each other

PSY_360_week 3 Quiz

You might have a “script” for:

 

·       [removed]   A. what a classroom looks like

 

·       [removed]   B. what a “pet” is

 

·       [removed]   C. what a “cat” is

 

·       [removed]   D. what happens when you go to the barber/hairstylist

 

·       [removed]   E. what rap music sounds like

 

 

 

If information from a story is presented in scrambled order,

 

·       [removed]   A. people actually recall it better than if it had been presented in proper order, because they pay more attention to it

 

·       [removed]   B. people recall just as much information as if it had been presented in proper order

 

·       [removed]   C. people tend to recall it in the scripted order

 

·       [removed]   D. people cannot recall any of the details of the story

 

·       [removed]   E. we cannot predict how much will be recalled, or in what order

 

 

 

“Apple,” “piano,” and “table” are examples of basic-level categories.

 

·       [removed]   A. True

 

·       [removed]   B. False

 

 

 

Properties and facts are stored at the highest level possible, according to the principle of:

 

·       [removed]   A. encoding specificity

 

·       [removed]   B. connectionism

 

·       [removed]   C. cognitive economy

 

·       [removed]   D. typicality

 

·       [removed]   E. lexical destiny

 

 

 

Conrad has found evidence that the statement “A shark can move” can be verified in the same amount of time as “An animal can move.” These results suggest that reaction time is best predicted by:

 

·       [removed]   A. cognitive economy

 

·       [removed]   B. frequency of association

 

·       [removed]   C. encoding specificity

 

·       [removed]   D. episodic memory

 

·       [removed]   E. typicality

 

 

 

The word superiority effect is related to the idea of:

 

·       [removed]   A. cognitive economy

 

·       [removed]   B. schemata

 

·       [removed]   C. typicality

 

·       [removed]   D. spreading activation

 

·       [removed]   E. prototypes

 

ACT models distinguish among three types of memory systems:

 

·       [removed]   A. working memory, episodic memory, and declarative memory

 

·       [removed]   B. semantic memory, episodic memory, and procedural memory

 

·       [removed]   C. procedural memory, declarative memory, and semantic memory

 

·       [removed]   D. working memory, declarative memory, and procedural memory

 

·       [removed]   E. semantic memory, episodic memory, and concept memory

 

PSY_360_week 3 Quiz

 

Which of the following is FALSE regarding a connectionist training “epoch”?

 

·       [removed]   A. It begins by generating a random output.

 

·       [removed]   B. Connection weights are initially set at random levels.

 

·       [removed]   C. Generated output patterns are compared with target patterns.

 

·       [removed]   D. Back propagation occurs over many trials.

 

·       [removed]   E. Connection weights are adjusted before the next target is input.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.