memory fill in blanks

1. 1Baddeley (1975) – Word-Length Effect
   Baddeley investigated the [blank_start]phonological[blank_end] loop by having participants remember lists of long words (e.g., “association”) versus short words (e.g., “cat”). He found that participants recalled short words [blank_start]more accurately,[blank_end] supporting the idea that the phonological loop has a limited capacity [blank_start](~2 seconds of speech)[blank_end]. This study is key evidence that [blank_start]STM is not a unitary store,[blank_end] highlighting the distinction between [blank_start]verbal and visual[blank_end] memory components in the WMM.

   1. Aphonological
   2. Bmore accurately,
   3. C(~2 seconds of speech)
   4. DSTM is not a unitary store,
   5. Everbal and visual
2. 2Baddeley & [blank_start]Hitch[blank_end] (1976) – Dual-Task Study
   This study tested whether people could perform two tasks simultaneously. Participants performed a [blank_start]verbal reasoning task[blank_end] while simultaneously repeating digits. Results showed they could manage both, but performance decreased when both tasks used the same subsystem. This provided strong support for the [blank_start]separate components[blank_end] of the WMM and the role of the [blank_start]central executive[blank_end] in coordinating resources.

   1. AHitch
   2. Bverbal reasoning task
   3. Cseparate components
   4. Dcentral executive
3. 3Brooks [blank_start](1968)[blank_end] – Visual vs Verbal Tasks
   Brooks asked participants to memorize a sentence while performing either a [blank_start]verbal[blank_end] task (e.g., saying “yes” or “no”) or a [blank_start]visual[blank_end] task (pointing to letters). Performance was impaired only when tasks shared the same [blank_start]modality[blank_end]. This supported the [blank_start]visuo-spatial sketchpad[blank_end] as a separate system from the phonological loop.

   1. A(1968)
   2. Bverbal
   3. Cvisual
   4. Dmodality
   5. Evisuo-spatial sketchpad
4. 4McGeoch & McDonald [blank_start](1931)[blank_end] – Interference
   Participants first learned a [blank_start]list of words[blank_end], then a second list that varied in [blank_start]similarity.[blank_end] Recall of the first list was [blank_start]worst[blank_end] when the second list was similar, demonstrating [blank_start]retroactive[blank_end] interference. This study shows that forgetting is often caused by competition between memories, especially when the information [blank_start]overlaps.[blank_end]

   1. A(1931)
   2. Blist of words
   3. Csimilarity.
   4. Dworst
   5. Eretroactive
   6. Foverlaps.
5. 5Godden & Baddeley (1975) – [blank_start]Context-Dependent Forgetting[blank_end]
   Divers learned lists of words either on land or [blank_start]underwater[blank_end] and were tested in either the same or a different context. Recall was significantly better when learning and recall contexts [blank_start]matched[blank_end], demonstrating that forgetting can occur when retrieval cues are [blank_start]absent.[blank_end] This provides strong evidence for retrieval [blank_start]failure[blank_end] theory.

   1. AContext-Dependent Forgetting
   2. Bunderwater
   3. Cmatched
   4. Dabsent.
   5. Efailure
6. 6Loftus & Palmer [blank_start](1974)[blank_end] – Leading Questions
   Participants watched a video of a car accident and were asked questions using verbs like [blank_start]“hit”[blank_end] or “smashed.” Those given “smashed” estimated higher speeds and were [blank_start]more[blank_end] likely to falsely remember broken glass. This study shows how [blank_start]misleading[blank_end] information can distort memory, supporting the [blank_start]reconstructive[blank_end] nature of eyewitness testimony.

   1. A(1974)
   2. B“hit”
   3. Cmore
   4. Dmisleading
   5. Ereconstructive
7. 7Johnson & [blank_start]Scott[blank_end] (1976) – Weapon Focus
   Participants witnessed a man entering a room holding either a pen ([blank_start]low anxiety[blank_end]) or a [blank_start]knife[blank_end] covered in blood (high anxiety). Memory for the man’s face was worse in the [blank_start]weapon[blank_end] condition, demonstrating that high-stress situations and weapon presence can [blank_start]narrow[blank_end] attention, reducing recall of peripheral details.

   1. AScott
   2. Blow anxiety
   3. Cknife
   4. Dweapon
   5. Enarrow
8. 8Yuille & Cutshall [blank_start](1986)[blank_end] – Real-Life EWT
   After a real shooting in Canada, witnesses were interviewed [blank_start]months[blank_end] later. Those who reported higher stress levels during the incident recalled the event [blank_start]more[blank_end] accurately, contradicting lab studies that suggest stress impairs memory. This supports the idea that stress effects on [blank_start]EWT[blank_end] are complex, possibly following an [blank_start]inverted-U[blank_end] relationship.

   1. A(1986)
   2. Bmonths
   3. Cmore
   4. DEWT
   5. Einverted-U
9. 9Geiselman et al. [blank_start](1985)[blank_end] – Cognitive Interview
   Participants watched a simulated crime and were interviewed using either a standard interview or the [blank_start]Cognitive Interview (CI)[blank_end]. Those in the CI condition recalled [blank_start]more[blank_end] accurate details, showing that structured retrieval cues and memory reinstatement can [blank_start]enhance[blank_end] eyewitness recall. This has practical applications in [blank_start]police[blank_end] investigations.

   1. A(1985)
   2. BCognitive Interview (CI)
   3. Cmore
   4. Denhance
   5. Epolice

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A level Psychology Quiz am memory fill in blanks, erstellt von Tegan Flynn am 03/02/2026.

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Tegan Flynn

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Erstellt am 3 Feb 2026 · aktualisiert am 3 Feb 2026

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