PSC 130 Quiz Questions

Based on Ebbinghaus’ studies of forgetting, you would expect to show the most forgetting (i.e., the biggest difference in memory performance) between:

A test given 2 days after study vs. a test given 6 days after study

A test given 6 days after study vs. a test given 30 days after study

A test given 20 minutes after study vs. a test given 1 hour after studying

A test given 30 days after study vs. a test given 40 days after study

A test given 20 minutes after study vs. a test given 1 hour after studying

Which of the following best describes the difference between the "long-term store" and "short-term store" in the Modal Model (e.g., Atkinson & Shiffrin, 1968)?

The long-term store is responsible for storing visual information, while the short-term store is responsible for storing auditory information.

The long-term store is responsible for storing emotional memories, while the short-term store is responsible for storing factual information.

 The long-term store has a smaller capacity but a quicker retrieval process, while the short-term store has a larger capacity but a slower retrieval process.

 The long-term store is responsible for storing information permanently, while the short-term store is responsible for temporarily holding information for immediate use.

The long-term store is responsible for storing information permanently, while the short-term store is responsible for temporarily holding information for immediate use.

Which of the following is NOT a function of the Central Executive, as described by Baddeley?

Coordinating tasks that are happening concurrently

Manipulating information in working memory

 Inhibiting distractions

 Phonological storage or Rehearsing syllables

Phonological storage or Rehearsing syllables

Cortical Areas in the Dorsal Stream are more involved with _____ Working Memory, whereas the Areas in the Ventral Stream are more involved with ____ Working Memory

Executive, Episodic

Olfactory, Phonological

 Spatial, Object

 Object, Spatial

Spatial, Object

Heyer & Barrett (1971) found that verbal distraction disrupts recall of letters (verbal recall), and visual distraction disrupts recall of position (visual recall). This suggests that

There are separate working memory systems for verbal versus visual information

Short term memory is more easily disrupted than long term memory

 Working memory can only store verbal information

 Baddeley & Hitch’s model does not explain these results and needs to be revised

There are separate working memory systems for verbal versus visual information

Older adults with extensive white matter hyperintensities (WMH) on MRI scans have:

 

-Improved central executive function relative to older adults with no white matter hyperintensities (WMH)

 -Working memory capacity that remains relatively stable across the lifespan

 -Reduced prefrontal cortex activation and worse working memory

 -A selective deficit in visuospatial working memory but normal auditory working memory

 -Reduced prefrontal cortex activation and worse working memory

Craik and Lockhart's Levels of Processing Framework proposed that

 

Phonological rehearsal should result in better learning than maintenance rehearsal

 Maintenance rehearsal should result in better learning than elaborative rehearsal

 Elaborative rehearsal should result in better learning than maintenance rehearsal

 Spending more time rehearing should should always result in better memory

Elaborative rehearsal should result in better learning than maintenance rehearsal

In order to test the Levels of Processing Framework it was necessary to:

 

-use incidental encoding tasks, so that experimenters could manipulate how information was processed

 -use intentional encoding tasks, to make sure that subjects would be sufficiently motivated to learn the information

 -manipulate the total time spent during encoding, in order to make sure that information could transfer from the short-term to the long-term store

 -use working memory tasks, in order to engage the central executive

-use incidental encoding tasks, so that experimenters could manipulate how information was processed

Alex is trying to memorize a list of words by sorting them into different categories. This is an example of:

 

Relational Encoding

 Shallow Encoding

 Item-Specific Encoding

 Phonological Encoding

Relational Encoding

Morris, Bransford, and Franks (1977) had subjects encode a list of words either by deciding whether each word had a certain sound in it, or by processing the meaning of the word. Next, subjects in one group were given an item recognition test on the words they studied, whereas subjects in another group were given a rhyme recognition test (i.e., “Did you see a word that rhymed with ‘eagle’?”). Based on the Levels of Processing Framework, one would predict that:

 

-subjects who did meaning-based encoding would show better performance on the rhyme recognition test, but subjects who did sound-based encoding would show better performance on the item recognition test

 

-subjects who did sound-based encoding would show better memory performance, regardless of the test condition

 

-subjects who did meaning-based encoding would show better memory performance, regardless of the test condition

 

-subjects who did meaning-based encoding would show better performance on the item recognition test, but subjects who did sound-based encoding would show better performance on the rhyme recognition test

-subjects who did meaning-based encoding would show better memory performance, regardless of the test condition

Morris, Bransford, and Franks (1977) had subjects encode a list of words either by deciding whether each word had a certain sound in it, or by processing the meaning of the word. Next, subjects in one group were given an item recognition test on the words they studied, whereas subjects in another group were given a rhyme recognition test (i.e., “Did you see a word that rhymed with ‘eagle’?”). Based on the Transfer Appropriate Processing Framework, one would predict that:

 

subjects who did meaning-based encoding would show better memory performance, regardless of the test condition

 

subjects who did sound-based encoding would show better memory performance, regardless of the test condition

 

subjects who did meaning-based encoding would show better performance on the rhyme recognition test, but subjects who did sound-based encoding would show better performance on the item recognition test

 

subjects who did meaning-based encoding would show better performance on the item recognition test, but subjects who did sound-based encoding would show better performance on the rhyme recognition test

subjects who did meaning-based encoding would show better performance on the item recognition test, but subjects who did sound-based encoding would show better performance on the rhyme recognition test

According to Tulving’s Encoding Specificity Principle, successful memory performance depends on:

 

the interaction between a retrieval cue and the type of trace that was formed at encoding

 

the depth of processing during encoding

 

the amount of time information is kept in the Short-Term Store

 

combining Item-Specific and Relational processing

the interaction between a retrieval cue and the type of trace that was formed at encoding

According to Why We Remember, Endel Tulving said that a key characteristic of human consciousness is that we are “capable of mental time travel, roaming at will over what has happened as readily as over what might happen, independently of the physical laws that govern the universe.” Tulving is describing the experience of retrieving:

 

interfering memories

 

procedural memories

 

episodic memories

 

semantic memories

episodic memories

If you want to recall a specific piece of information, which type of memory test would benefit most from remembering the context in which the information was learned?

 

Forced-Choice Recognition

 

Free Recall

 

Cued Recall

 

Yes-No Recognition

Free Recall

In a study by Goodwin et al. (1969), participants learned a list of items in two different states (either while sober or after drinking 10 oz of 80-proof vodka). They were then asked to recall the list either while sober or drunk. These results suggest that:

 

Drinking before studying helped participants do better on the test. This suggests that alcohol is good for memory encoding.

 

Drinking before taking the test helped participants do better on the test. This suggests that alcohol is good for memory retrieval.

 

While drinking was not overall beneficial for memory, participants who drank alcohol before study did better if they had alcohol before the test phase than those who were sober at test. This is an example of state-dependent memory.

 

If participants drank alcohol before study, it was better for them to be sober during the test. This suggests that changing contexts is good for memory performance.

While drinking was not overall beneficial for memory, participants who drank alcohol before study did better if they had alcohol before the test phase than those who were sober at test. This is an example of state-dependent memory.

The book Why We Remember talks about how focusing too much on taking pictures or videos can make people focus less on the present moment, and thus actually remember less from the experience later on. Connecting to concepts from lecture, the book suggests that:

 

Taking pictures and videos helps people to remember their experiences better, as they can go back and review those moments and this can further strengthen their episodic memory.

 

People who are focused on taking photos constantly are not doing deep encoding, and thus not encoding the experience as well. Instead, taking pictures of a few select, distinct moments could help, as it allows for better encoding and those select, distinct photos can act as better retrieval cues.

 

Taking photos of selected moments is especially bad for later remembering them. Instead, one should take photos or videos of the entire experiences in order to help remember them better later on.

 

Instead of taking photos during the experience, it is better to find pictures of the places that you visited from the web and make a photo collection of those, as they are oftentimes better quality and capture more visual details than the ones you would have taken yourself.

People who are focused on taking photos constantly are not doing deep encoding, and thus not encoding the experience as well. Instead, taking pictures of a few select, distinct moments could help, as it allows for better encoding and those select, distinct photos can act as better retrieval cues.

Nora masters a list of Spanish words by using memory tips learned in her Human Memory class. She then uses the same strategies to learn the same words in Mandarin. Based on lecture material, what is the most likely outcome?

 

Due to proactive interference, she will forget most of the Spanish words she learned.

 

Due to the testing effect, her memory for Spanish words will be better than her memory for Mandarin words.

 

Due to proactive interference, the Mandarin words will be harder to learn than the Spanish words.

 

Due to retroactive interference, Mandarin will be easier to learn than Spanish.

Due to proactive interference, the Mandarin words will be harder to learn than the Spanish words.

Based on the Von Restorff effect, we can expect that:

 

“Apple” would be better remembered if it was in a study list of furniture items than if it was in a study list of fruit.

 

“Apple” would be better remembered than a more abstract word such as “justice”.

 

“Apple” should be easier to remember when it is read aloud than when it’s passively read.

 

“Apple” should be better remembered if it was in a study list of fruit than if it was in a study list of furniture items.

“Apple” would be better remembered if it was in a study list of furniture items than if it was in a study list of fruit.

A healthy subject studies a list of 30 words and then immediately takes a free recall memory test. You would expect the subject to have _________ memory for the first few items compared to the middle items, and ___________ memory for the last few items compared to the middle items.

 

Increased, Decreased

 

Decreased, Increased

 

Decreased, Decreased

 

Increased, Increased

 

Increased, Increased

Chuyue runs a memory experiment in which two groups of subjects are asked to learn and recall a list of words. Group A studies the items 1 second apart and they are asked to recall the words 5 minutes after the study phase has ended. Group B studies the items 5 seconds apart and they are asked to recall the words immediately after the study phase has ended. Based on what we know about serial position effects and the ratio rule, we would expect that:

 

Group B will not show a lag recency effect

 

Group A would show a larger recency effect than Group B

 

Group B would show a larger recency effect than Group A

 

Group A will not show a lag recency effect

Group B would show a larger recency effect than Group A

The lag-recency effect provides evidence to support the idea that Episodic Memories are

 

Temporally Organized

 

Semantically Organized

 

Phonologically Organized

 

Visually Organized

Temporally Organized

On a recognition memory test, when a subject incorrectly says “old” for an unstudied item, we would call that a:

 

False Alarm

 

Hit

 

Miss

 

Correct Rejection

False Alarm

Generate-Recognize models state that:

 

Recall and recognition can be modeled by a single process

 

Recall and recognition both require two processing stages

 

Recall involves two processing stages, but recognition only requires one

 

Recall involves one processing stage, but recognition requires two

Recall involves two processing stages, but recognition only requires one

In Tulving’s Remember/Know procedure, “Know” responses are thought to be based on:

 

Episodic memory

 

Recollection

 

Elaborative Rehearsal

 

Familiarity

Familiarity

In the Hintzman and Curran study discussed in class, subjects studied words like “apple”, “chair”, etc. At test, they were presented old items (“apple”), similar items (“chairs”), and new items (“hammer”). If a subject made a false alarm to a similar item like “chairs”, that means the item was:

 

Correctly rejected and recollected

 

Recollected and familiar

 

Correctly rejected and familiar

 

Familiar but not recollected

Familiar but not recollected

Research on word frequency effects suggests that:

 

an infrequent word like “armadillo” is more likely to be recalled, but less likely to be recognized on a memory test, relative to a more frequent word like “horse”.

 

an infrequent word like “armadillo” is more likely to be recalled or recognized on a memory test, relative to a more frequent word like “horse”.

 

an infrequent word like “armadillo” is less likely to be recalled or recognized on a memory test, relative to a more frequent word like “horse”.

 

an infrequent word like “armadillo” is less likely to be recalled, but more likely to be recognized on a memory test, relative to a more frequent word like “horse”.

an infrequent word like “armadillo” is less likely to be recalled, but more likely to be recognized on a memory test, relative to a more frequent word like “horse”.

The "mirror effect" in recognition memory refers to the fact that:

 

low frequency words are associated with more hits and fewer false alarms than are high frequency words

 

high frequency words are associated with more hits and fewer false alarms than are low frequency words

 

high frequency words are easier to recall and recognize than low frequency words

 

low frequency words are easier to recall and recognize than high frequency words

low frequency words are associated with more hits and fewer false alarms than are high frequency words

Why We Remember suggests that

 

People are always accurate with recognizing faces if they rely on familiarity based recognition instead of episodic memory-based recollection

 

People are biased to better recognize faces from races they are more familiar with, but facial recognition technology don’t have this problem

 

Both people and facial recognition technology are often biased, and can better recognize faces from races that are more familiar

 

People can eliminate all biases by using facial recognition technology to help them make decisions

Both people and facial recognition technology are often biased, and can better recognize faces from races that are more familiar

The “False Fame Effect”, studied by Jacoby et al., 1989, demonstrated that subjects can be tricked into thinking that a regular person is famous if:

 

the name is recollected from the study phase

 

the name is not recollected from the study phase but seems familiar

 

the name is recollected from the study phase and seems familiar

 

the name is not recollected from the study phase and is not at all familiar

the name is not recollected from the study phase but seems familiar

The “Own Race Bias” in cross-race face recognition can be partially explained by:

 

Differences in past experience at recognizing faces of people from one’s own race vs. those from different racial categories

 

The increasing use of face recognition algorithms by law enforcement agencies

 

Effects of emotional arousal on recognition memory

 

Implicit stereotypes about race

Differences in past experience at recognizing faces of people from one’s own race vs. those from different racial categories

Wang, Yonelinas, & Ranganath (2014) studied brain activity associated with priming and recognition memory tasks. They found that activity in the perirhinal cortex:

 

Was reduced during processing of primed items relative to unprimed items, but increased with recognition confidence for familiar items

 

Was increased during processing of primed items relative to unprimed items, and also increased with recognition confidence for familiar items

 

Was increased during processing of primed items relative to unprimed items, but decreased with recognition confidence for familiar items

 

Was decreased during processing of primed items relative to unprimed items, and also decreased with recognition confidence for familiar items

Was decreased during processing of primed items relative to unprimed items, and also decreased with recognition confidence for familiar items

The False Fame effect, Illusory Truth effect, and Mere Exposure effect are examples of:

 

The difference between implicit and explicit memory

 

How people are able to resist misinformation

 

How similar lures can become falsely recollected

 

How familiarity can inadvertently influence decisions, opinions, and preferences

How familiarity can inadvertently influence decisions, opinions, and preferences

Why We Remember discusses how studies found that when participants were focusing their attention on some arbitrary task, such as pushing a button when they saw an X flash on the screen, brain activity in the Default Mode Network decreased. We now think that:

 

The Default Mode Network is a large network of regions thought to be involved in spatial processing such as the Method of Loci (memory palace), but not any non-spatial information

 

The Default Mode Network is involved in complex thought processes, such as retrieving episodic memories, spatial navigation, and making sense of stories

 

The Default Mode Network is a network of brain regions that are not involved in any evolutionarily important tasks

 

The Default Mode Network is a network of brain regions that are involved in losing focus, which is important to reset our brain’s neural plasticity

The Default Mode Network is involved in complex thought processes, such as retrieving episodic memories, spatial navigation, and making sense of stories

Why do researchers think that you might have trouble remembering something after you walk through a doorway?

 

Because memories decay while walking through a doorway

 

Because doorways cause retrieval induced forgetting

 

Because people often form new event models after a change in spatial context

 

Because doorways cause proactive interference

Because people often form new event models after a change in spatial context

According to Event Segmentation Theory, event boundaries impact episodic memory. Which of the following statements is true:

 

People can better remember actions that occurred when the video was cut in the middle of an event

 

People are better able to retrieve information from within an event than across event boundaries. Also, people have better memory for actions that occurred at an event boundary

 

People are impaired at retrieving information within an event, and are better able to retrieve information from across event boundaries

 

People take a long time to recall an event because of boundary extension

People are better able to retrieve information from within an event than across event boundaries. Also, people have better memory for actions that occurred at an event boundary

According to event segmentation theory, an event boundary is triggered by:

 

semantic memory

 

a prediction error

 

a retrieval cue

 

episodic memory

a prediction error

Why We Remember suggests that during the retrieval of episodic memories:

 

Instead of replaying past events exactly as they were, we use what we remember to imagine how the past could have been

 

Schemas hinder us from remembering anything detailed

 

We travel back in time, recreating exactly what happened

 

The hippocampus is not required for the most recent memories

Instead of replaying past events exactly as they were, we use what we remember to imagine how the past could have been

An event model is similar to _____ memory and an event schema is similar to _____memory.

 

semantic, episodic

 

working, semantic

 

episodic, working

 

perceptual, semantic

working, semantic

Research on schemas and memory has shown that:

 

When provided with a schema, participants are less likely to recall schema-consistent information that was not presented in the story, since the schema improves their memory

 

When provided with a schema, participants recall everything more accurately and don’t make errors

 

When provided with a schema, participants recall the same details no matter what perspective they take

 

When provided with a schema, participants can use the schema to aid their memory retrieval of a story, but they are also more likely to recall schema-consistent information that was not presented in the story

When provided with a schema, participants can use the schema to aid their memory retrieval of a story, but they are also more likely to recall schema-consistent information that was not presented in the story

A study by Schacter et al. (1996) used the “DRM paradigm” to study false recognition in amnesic patients. Patients and healthy controls studied lists of words that were all related to a critical lure that was not presented during study. At test:

 

Amnesic patients had higher hit rates and lower false alarm rates than healthy controls.

 

Amnesic patients made more false alarms to the related critical lure than did healthy controls.

 

Amnesic patients made fewer false alarms to the related critical lure than did healthy controls.

 

Healthy controls had lower hit rates for the studied words than amnesic patients.

Amnesic patients made fewer false alarms to the related critical lure than did healthy controls.

In a “Boundary Extension” study discussed in class, amnesic patients and healthy controls were shown pictures of objects on top of a background, and then immediately asked to draw pictures of what they had seen. The results showed that:

 

Amnesic patients immediately forgot the objects and were unable to draw them

 

Drawings of healthy controls more accurately represented the objects relative to the background context than drawings by amnesic patients

 

Drawings by amnesic patients more accurately represented the objects relative to the background context than drawings by healthy controls

 

Amnesic patients and healthy controls both showed equal levels of boundary extension

Drawings by amnesic patients more accurately represented the objects relative to the background context than drawings by healthy controls

Bonnie and Clyde are involved in a psychological experiment where they view a video depicting a car crash. After viewing the video, Bonnie is asked “How fast was the car going when they smashed into each other?” but Clyde is asked “How fast was the car going when they bumped into each other?” Based on the research of Loftus, it would be expected that:

 

Bonnie’s speed estimate would be no different than Clyde’s.

 

Bonnie’s speed estimate would be lower than Clyde’s.

 

Bonnie’s speed estimate would be higher than Clyde’s.

 

Bonnie would report that the car was blue.

Bonnie’s speed estimate would be higher than Clyde’s.

Hassabis and Maguire (2007) compared patients with hippocampal damage and healthy controls in their ability to imagine events. What did they find?

 

Patients imagined much fewer details than controls

 

Patients “imagined” events that, in fact, were true events

 

Patients suffered from confabulation

 

Patients and controls imagined a similar number of details

Patients imagined much fewer details than controls

According to the source monitoring framework:

 

Confidence is a reliable measure of memory accuracy

 

Accurate memory attributions depend on the availability of familiarity

 

Recollection is always accurate, but familiarity is not

 

Accurate memory attributions depend on the availability of specific information, such as sensory details, about a past event

Accurate memory attributions depend on the availability of specific information, such as sensory details, about a past event

A patient experiences damage specifically affecting their prefrontal cortex (PFC). Given what you know about source monitoring, which of the following best describes this patient's memory performance?

 

They are less likely to experience memory distortions because the temporal lobes, not the PFC, control source monitoring.

 

They might be more likely to make false alarms on memory tests and confabulate due to impaired ability to determine the source of memories.

 

They show increased accuracy in distinguishing real from imagined events compared to healthy individuals.

 

They have difficulty recalling memories because of impaired sensory processing in auditory and visual cortices.

They might be more likely to make false alarms on memory tests and confabulate due to impaired ability to determine the source of memories.

Which of the following statements accurately describes the spacing effect in memory?

 

Memorizing information in a spatially complicated environment leads to better memory retention compared to a spatially simple environment

 

Repeating information multiple times in different spatial locations leads to worse memory retention compared to one consistent location

 

Distributed practice leads to better retention compared to massed practice

 

Memorizing information in one long session (massed practice) leads to better long-term memory retention than spacing out study (distributed practice)

Distributed practice leads to better retention compared to massed practice

Walter is learning about viruses in his biology textbook. He has very good understanding of how all the facts in his textbook relate to each other. When preparing for the midterm, he tests himself on only some of these facts, and he finds that this practice helped him remember all of the virus facts that were on the midterm. This is an example of:

 

Retrieval induced forgetting

 

Retrieval induced facilitation

 

The spacing effect

 

Extinction learning

Retrieval induced facilitation

Mateo and Adrian are trying to learn 20 Italian words for different kinds of fruit. Mateo decides to practice by testing himself, repeatedly retrieving the words. Adrian practices by repeatedly studying the words. Based on studies of retrieval practice, we would expect that, one week later:

 

Adrian will remember more Italian words because repeated study would benefit memory consolidation

 

Mateo and Adrian will show equal memory performance because repeated study and retrieval practice are equally effective at promoting retention of studied information

 

Mateo will remember more because retrieval practice strengthened his memory for the Italian words

 

Adrian will remember more Italian words because retrieval practice will cause Mateo to suffer from retroactive interference

Mateo will remember more because retrieval practice strengthened his memory for the Italian words

Why We Remember suggests that the best way to learn information is to:

 

Test ourselves on information. This is because when we test ourselves and answer correctly, we will feel more confident about how well we learned the material, which is always beneficial for learning

 

Test ourselves on information, and make a best guess even if we’re not sure of the answer. This is because making mistakes but then learning the correct answer helps us learn, a process known as error-driven learning

 

Reread the correct answers repeatedly. This is because it’s better to read the correct answers than to first guess the wrong answer as that might overwrite our memory with the wrong answer

 

Reread the correct answers repeatedly. This is because rereading helps increase our familiarity signal from the content, and this helps us feel confident that we know the material, and this familiarity will help us with later recollection

Test ourselves on information, and make a best guess even if we’re not sure of the answer. This is because making mistakes but then learning the correct answer helps us learn, a process known as error-driven learning

Scarlett studies the following list of utensils: Fork, Knife, Spoon ...etc.

 and another list of animals: Frog, Cat, Gorilla ...etc.

Immediately after the study phase, Scarlett repeatedly retrieves “Knife” from the utensil list and nothing else. One week later, she is asked to recall all of the words on both lists. Based on studies presented in class, we can expect that, on the final recall test:

 

Due to retrieval induced forgetting, Scarlett will be more likely to recall FROG, but less likely to recall KNIFE or SPOON.

 

Due to retrieval induced forgetting, Scarlett will be more likely to recall KNIFE, but less likely to recall SPOON.

 

Due to retrieval induced forgetting, Scarlett will be more likely to recall SPOON, but less likely to recall FROG.

 

Due to retrieval induced forgetting, Scarlett will be more likely to recall the word FROG than the word KNIFE.

Due to retrieval induced forgetting, Scarlett will be more likely to recall KNIFE, but less likely to recall SPOON.

Why We Remember, describes the “Memory Wars,” which concerned the debate over repressed memories. The research described in the book suggests that:

 

There is no evidence that memories are repressed, but traumatic memories for real events can be lost and then recovered in some cases

 

Memories for real events that are extremely traumatic are automatically repressed, but therapists can also create false memories for traumatic events

 

Traumatic events are never forgotten, so all reports of recovered memories of trauma are likely to be false

 

Traumatic events are never forgotten, so all reports of recovered memories of trauma are likely to be false

There is no evidence that memories are repressed, but traumatic memories for real events can be lost and then recovered in some cases

Anderson et al. (2004) examined brain activity during the “think/no think” paradigm. Their main finding was:

 

Suppressing a memory involves increased activity in the prefrontal cortex and decreased activity in the hippocampus.

 

Suppressing a memory involves decreased activity in the prefrontal cortex and decreased activity in the hippocampus.

 

Suppressing a memory involves a similar mechanisms as retrieval induced facilitation

 

Trying to suppress a memory will actually make the memory more likely to be remembered.

Suppressing a memory involves increased activity in the prefrontal cortex and decreased activity in the hippocampus.

Rudoy & Paller (2009) did an experiment in which participants studied objects in locations paired with sounds, and then they cued retrieval of half of the objects during sleep by playing the associated sounds. They found that:

 

Playing the sounds during sleep produced proactive interference

 

Playing the sounds during sleep improved memory of all the studied object-location associations

 

Playing the sounds during sleep resulted in retroactive interference

 

Playing the sounds during sleep improved memory specifically for the cued object-location associations

Playing the sounds during sleep improved memory specifically for the cued object-location associations

Long-term potentiation is:

 

A lasting decrease in the strength of a synapse when the input neuron is heavily stimulated

 

A form of memory that is expressed without awareness

 

A lasting increase in the strength of a synapse when the input neuron is heavily stimulated

 

A form of memory that is impaired in amnesia

A lasting increase in the strength of a synapse when the input neuron is heavily stimulated

Studies of memory implantation suggest that:

 

People are less likely to generate false memories when they are questioned by relatives or authority figures

 

Most people will generate strong false memories for events that they had only imagined

 

People can generate false memories by repeatedly attempting to recall an event that never happened

 

Hypnosis can remove implanted memories

People can generate false memories by repeatedly attempting to recall an event that never happened

Which of the following is true of patients with amygdala damage:

 

They are unable to associate threats with cues such as a tone, but they can learn context-fear associations

 

They cannot form memories for positive words

 

They show normal memory for the neutral components of a story, but reduced recall of the emotionally arousing components in comparison to healthy controls

 

They do not show biological responses to unconditioned fear stimuli

They show normal memory for the neutral components of a story, but reduced recall of the emotionally arousing components in comparison to healthy controls

Which of the following is true about the role of the hippocampus in fear conditioning:

 

Animals with damage to the hippocampus fail at extinction learning

 

After extinction learning, animals with damage to the hippocampus do not show spontaneous recovery of fear in new contexts

 

Interfering with reconsolidation does not work in animals with damage to the hippocampus

 

Animals with damage to the hippocampus cannot form associations between neutral cues and a shockv

After extinction learning, animals with damage to the hippocampus do not show spontaneous recovery of fear in new contexts

Nader et al. (2000) demonstrated that reconsolidation could be disrupted if a protein synthesis inhibitor was administered:

 

48 hours after the initial conditioning session

 

In a low dose, but not in a high dose

 

Immediately after the initial conditioning session

 

Immediately after a reminder of the CS

Immediately after a reminder of the CS

Research in humans indicates that:

 

Neutral events are remembered better than negative events

 

Emotional valence and arousal have no effect on memory

 

Arousing memories are remembered better than non-arousing memories

 

Neutral events are remembered better than positive events

Arousing memories are remembered better than non-arousing memories

Why We Remember suggests that when we experience an emotional or stressful event:

 

Cortisol can enhance our memory for the most stressful several seconds

 

Cortisol is involved in the fight or flight response, but does not impact memory

 

Cortisol can promote plasticity, helping us remember what happened right before or right after the event

 

Cortisol can enhance our memory for the moments after our stress response has subsided

Cortisol can promote plasticity, helping us remember what happened right before or right after the event

Why We Remember suggests that emotional arousal might lead to chemical changes in parts of the brain related to memory. Which of the following is the most likely explanation for the relationship between emotional arousal and memory?

 

Transient release of dopamine decreases the engagement of amygdala, thereby improving memory for the contextual details from a stressful event

 

Chronic release of cortisol leads to increased activity in the prefrontal cortex, thereby improving performance on memory retrieval tasks that place heavy demands on executive functions

 

Transient release of norepinephrine decreases activity in the hippocampus, which causes repression of emotional memories

 

Transient release of norepinephrine increases the engagement of the amygdala, thereby improving memory for salient parts of a stressful event

Transient release of norepinephrine increases the engagement of the amygdala, thereby improving memory for salient parts of a stressful event