Cognitive Psychology CH 6 Multiple Choice

Which of the following research topics has implications concerning the use of memory improvement strategies?

a) divided attention

b) levels of processing

c) encoding specificity

d) all of the above are correct

d) all of the above are correct

According to the total time hypothesis, the amount of material a person learns depends on the total amount of time he or she:

a) devotes to learning new material

b) devotes learning new mnemonic strategies

c) spends daydreaming about the task

d) engages in daydreaming the night before a test

a) devotes learning the new material

Which of the following is NOT a memory strategy by your textbook for emphasizing practice?

a) The Beneficial Multitasking Effect

b) The Testing Effect

c) The Disturbed-Practice Effect

d) The Total-Time Hypothesis

a) The Beneficial Multitasking Effect

The testing effect refers to the finding that:

a) taking a test is an excellent way to enhance a person's long-term recall of academic material

b) evidence for the total time hypothesis relies mainly on laboratory tests of long-term memory

c) a person who takes a test is likely to misremember information later if he or she makes many mistakes on the test.

d) mnemonics are of little or no use when a person is taking a test on some academic material.

a) taking a test is an excellent way to enhance a person's long-term recall of academic material

The general term for referring to the use of mental strategies to improve a person's memory is:

a) imagery

b) total time

c) self-reference

d) mnemonics

d) mnemonics

Mnemonics are devices to improve memory. Which of the following did your textbook suggest is a useful mnemonic technique?

a) imagery

b) organization

c) force

d) both A and B

d) both A and B

Which of the following aspects plays an important role in the success of memory-improvement techniques?

a) imagery

b) organization

c) chunking

d) All of the above

b) organization

In an early experiment (Bower & Winzenz, 1970), people were asked to learn pairs of words (e.g., soap-mermaid). Some people were told to repeat the pairs silently to themselves (repetition condition), whereas other people were told to construct an image of the two words in vivid interaction with each other (imagery condition). A major finding was that:

a) people in the repetition condition studied for relatively less total time because they found the task tedious and difficult.

b) people in the imagery condition studied for relatively less total time because they found the task tedious and difficult.

c) people in the repetition condition subsequently recalled more of the items than did people in the imagery condition.

d) people in the imagery condition subsequently recalled more of the items than did people in the repetition condition.

d) people in the imagery condition subsequently recalled more of the items than did people in the repetition condition.

Examples of mnemonics that emphasize the important role of organization include using:

a) the keyword method, the method of loci, and distribution of practice.

b) chunking, hierarchies, the first-letter technique, and the narrative technique.

c) a shopping list, an alarm clock, a Post-it note, and a personal data assistant.

d) the "three Ms"--metacognition, metamemory, and mindfulness.

b) chunking, hierarchies, the first-letter technique, and the narrative technique.

The term prospective memory refers to:

a) remembering a past event, such as something you did last night.

b) remembering a fact that will be explicitly tested in the future.

c) remembering to do something in the future.

d) All of the above are correct.

c) remembering to do something in the future

What subtype of long-term memory is associated with remembering to do something in the future?

a) episodic memory

b) implicit memory

c) prospective memory

d) semantic memory

c) prospective memory

The use of an external memory aid (such as a shopping list, an alarm clock, a Post-it note, or a personal data assistant) is especially helpful in a situation that involves:

a) retrospective memory.

b) prospective memory.

c) proactive interference.

d) retroactive interference.

b) prospective memory

The term metacognition is used to refer in a general way to a person's:

a) knowledge about different kinds of mnemonic techniques.

b) awareness of the limited-capacity nature of the components of working memory.

c) knowledge and control of his or her cognitive processes.

d) knowledge of facts, principles, and techniques in a particular domain of expertise.

c) knowledge and control of his or her cognitive processes.

A person's knowledge of, monitoring of and control over their own memory is known as

a) metacognition

b) metacomprehension

c) metamemory

d) metacontrol

c) metamemory

In one recent study (Dunning and his coauthors, 2003), students took a sophomore-level psychology test, and then they estimated the score that they thought they had obtained. The results showed that:

a) all students were underconfident in estimating how well they had done.

b) all students were overconfident in estimating how well they had done.

c) students with above-average scores estimated their scores fairly accurately, but students with below-average scores were overconfident in estimating how well they had done.

d) students with above-average scores were overconfident in estimating how well they had done, but students with below-average scores estimated their scores fairly accurately.

c) students with above-average scores estimated their scores fairly accurately, but students with below-average scores were overconfident in estimating how well they had done.

Metamemory, such as your knowledge of your knowledge of psychology while you are studying for a test is

a) better after a few minutes delay.

b) always accurate.

c) most accurate when assessed immediately after studying.

d) atrocious.

a) better after a few minutes delay.

When students are allowed to study various items at their own pace, they tend to spend:

a) an equal amount of time studying items they already know and studying items they have not yet mastered.

b) more time studying items they already know and less time studying items they have not yet mastered.

c) more time than necessary studying items they already know, and not enough time studying items they have not yet mastered.

d) more time than necessary studying relatively difficult items, and not enough time studying relatively easy items.

c) more time than necessary studying items they already know, and not enough time studying items they have not yet mastered.

In one recent study, researchers found that when students are studying material under conditions of time pressure, they tend to study:

a) relatively easy material, which they are especially likely to master, instead of relatively difficult material.

b) moderately difficult material, apparently reasoning that they will remember the easiest material and not remember the most difficult material.

c) only the most difficult material, apparently reasoning that they will remember the least difficult material.

d) easy, moderately difficult, and very difficult material an approximately equal amount of time.

a) relatively easy material, which they are especially likely to master, instead of relatively difficult material.

"The signs of it were unmistakable; he would appear to be in mild torment, something like the brink of a sneeze, and if he found the word his relief was considerable." This quotation is a good description of:

a) a mnemonic phenomenon.

b) an orthographic familiarity phenomenon.

c) a semantic-priming phenomenon.

d) a tip-of-the-tongue phenomenon.

d) a tip-of-the-tongue phenomenon.

The subjective experience of knowing the target word, but being unable to recall it at the moment is known as

a) the tip-of-the-tongue effect.

b) the adjacent phoneme effect.

c) the elephant-in-the-room phenomenon.

d) the missing-word conundrum

a) the tip-of-the-tongue effect.

One aspect of metacognition involves a person's ability to predict whether he or she will be able to correctly recognize the correct answer to a question (when the answer is not able to be recalled). This kind of judgment involves:

a) mnemonic strategies.

b) the feeling of knowing.

c) the self-reference effect.

d) metacomprehension.

b) the feeling of knowing.

The feeling-of-knowing effect is associated with activity in the

a) cingulate gyrus.

b) right prefrontal cortex.

c) left prefrontal cortex.

d) substantia innominata.

c) left prefrontal cortex.

Studies of the accuracy of metacomprehension, such as involving college students as participants, reveal that:

a) college students are not very accurate in their metacomprehension skills.

b) students with high metacomprehension skills usually do not do well on tests of reading comprehension.

c) in most cases, students are highly underconfident in their answers to reading comprehension questions.

d) All of the above are correct.

a) college students are not very accurate in their metacomprehension skills.