Test
Memory
Este test tiene tipos de pregunta que se abren en el reproductor de siempre.
Preguntas del test (23)
1What is capacity?
- AHow long a memory store can hold information.
- BHow much information short-term memory can hold.
2The hippocampus is a brain structure that is crucial for memory.
- AVerdadero
- BFalso
3Proactive interference, is when memory is distorted in some way by something learnt in the past.
- AVerdadero
- BFalso
4What is Recognition Recall?
- AAsking Participants to recall or write down any information they remember from what they were shown.
- BPaired Association Learning- remembering information in linked pairs.
- CInstead of remembering what was shown to you, you pick out what you can recognise from what’s in front of you.
5Cued Recall is where participants are asked to recall information randomly.
- AVerdadero
- BFalso
6What are the practical implications of the levels of processing explanation of memory?
- AImprove study skills
- BRealising why car registrations are no longer than 7 digits.
- CLawyers and police adopt a more neutral style of questioning when interviewing witnesses.
- DIdentity parades are not used as sole evidence, only supportive evidence, as they cannot always be accurate.
7What is the definition of memory?
- AA relatively permanent change in behaviour, brought about by experience.
- BThe retention of learning or experience. The storing of information over time, involving registering, storing and retrieving the information when required.
- CA very limited and temporary store that we use to deal with events as they happen. Information you could repeat back but not after any time.
8[blank_start]Peterson and Peterson[blank_end] did a study to see if rehearsal was necessary to hold information in the [blank_start]short-term store[blank_end]. Participants were given sets of three letters to remember ([blank_start]trigrams[blank_end]) eg GKY, MTW, but were immediately asked to count [blank_start]backwards in threes[blank_end] out loud for different lengths of time. This was done to prevent [blank_start]rehearsal[blank_end]. Participants were then asked to recall the letters in the right order. The results of the study showed that participants had forgotten virtually all of the information after [blank_start]18[blank_end] seconds. It was concluded that we cannot hold information in the short-term store unless we can rehearse it. You may say that this study is very [blank_start]artificial[blank_end], in everyday life we would not normally need to remember nonsense syllables. Therefore this study lacks [blank_start]ecological validity. [blank_end]
- APeterson and Peterson
- BBartlett
- CMurdock
- DWynn and Logie
- ECraik and Lockhart
- FUnderwood and Postman
- GGodden and Baddeley
- Hshort-term store
- ILong-term store
- JSensory store
- KHippocampus
- LPrefrontal Cortex
- MAmagdala
- Ntrigrams
- Ogeometrics
- PContingency
- QActive Learning
- Rbackwards in threes
- Sforward is threes
- Tbackwards in twos
- Urecite 5 times tables
- Vcounts back in sixes starting at 69
- Wrehearsal
- Xmemory
- Ythe levels of processing
- Zcommunication
- AA18
- AB20
- AC19
- AD15
- AE11
- AF25
- AG18.5
- AH16
- AI30
- AJartificial
- AKnew
- ALincorrect
- AMsupportive
- ANstrange
- AOnatural
- APecological validity.
- AQethics
- ARsupporting
- AScultural and individual differences
- ATa sample
9The [blank_start]reconstructive[blank_end] explanation of memory helps us to understand why two people who are [blank_start]recalling[blank_end] the same even may have completely different versions of the story. It does not necessarily mean that one of them is lying, they each may genuinely believe that their version of the story is true. The reconstructive memory also teaches us that we must be very careful giving or listening to [blank_start]eyewitness accounts[blank_end] of events such as accidents or crimes. Witnesses may think they are being accurate but, in trying to [blank_start]make sense of[blank_end] what the saw, alter the facts.
- Areconstructive
- Blevels of processing
- Crecalling
- Dmulti-store
- Eforgetting
- Fencoding
- Gstoring
- Heyewitness accounts
- Ia reading
- Jthe criminals
- Kmake sense of
- Lremember
- Mchange
- Nforget
10What is Retrieval?
- APutting information in to storage
- BHolding information in the memory system
- CGetting information back from storage when required
11What are the evaluation elephants?
- AEcological Validity
- BExperiment
- CEthics
- DEthnocentrism
- EDate of Study
- FEmpirical Evidence
- GSample
- HSupport
- IArtificial Environment
- JCulture
12[blank_start]Bartlett[blank_end] carried out a study to find out if people, when told [blank_start]unfamiliar[blank_end] stories, would be able to recall the information without [blank_start]altering[blank_end] it. [blank_start]Bartlett[blank_end] set up a [blank_start]chain of people [blank_end]to pass on a story exactly. He got person A to tell the story to person B and B to C. The story he told the participants is called ‘[blank_start]The war of the ghosts[blank_end]’ a [blank_start]Red Indian Folk Tale[blank_end], this was an unfamiliar story for people of [blank_start]western culture[blank_end]. It involves [blank_start]spirits[blank_end] and [blank_start]ghosts[blank_end] and an [blank_start]unusual structure[blank_end]. The results from this study were, the story became [blank_start]shorter[blank_end], down from [blank_start]330[blank_end] word to [blank_start]180[blank_end] words after [blank_start]6[blank_end] or [blank_start]7[blank_end] reproductions. The story became more [blank_start]ordered[blank_end] and [blank_start]coherent[blank_end] according to [blank_start]western cultural norms[blank_end], even when it went against the original. Finally the story became more [blank_start]conventional[blank_end] and [blank_start]clichéd[blank_end].
- ABartlett
- Bunfamiliar
- Caltering
- DBartlett
- Echain of people
- FThe war of the ghosts
- GRed Indian Folk Tale
- Hwestern culture
- Ispirits
- Jghosts
- Kunusual structure
- Lshorter
- M330
- N180
- O6
- P7
- Qordered
- Rcoherent
- Swestern cultural norms
- Tconventional
- Uclichéd
13[blank_start]Murdock[blank_end] did a study to provide evidence to support the [blank_start]Multi-Store memory explanation[blank_end]. Participants had to learn a list of words presented [blank_start]one at a time[blank_end], for [blank_start]two[blank_end] seconds per word, and then recall the words in [blank_start]any order.[blank_end] The words at the end of the list were recalled first ([blank_start]recency affect[blank_end]). Words from the start of the list were also recalled quite well ([blank_start]primacy affect[blank_end]), but the [blank_start]middle[blank_end] words were not recalled very well at all. [blank_start]Murdock[blank_end] concluded that concluded that this provides evidence for separate [blank_start]shot-term [blank_end]and [blank_start]long-term [blank_end]memory stores. [blank_start]Murdock[blank_end] claimed that the [blank_start]recency affect[blank_end] is evidence that the [blank_start]last few words[blank_end] were still in the [blank_start]short-term[blank_end] store, and the [blank_start]primacy affect[blank_end] is evidence that the [blank_start]first few words[blank_end] had transferred to the [blank_start]long-term[blank_end] memory.
- AMurdock
- BMulti-Store memory explanation
- Cone at a time
- Dtwo
- Eany order.
- Frecency affect
- Gprimacy affect
- Hmiddle
- IMurdock
- Jshot-term
- Klong-term
- LMurdock
- Mrecency affect
- Nlast few words
- Oshort-term
- Pprimacy affect
- Qfirst few words
- Rlong-term
14[blank_start]Wynn and Logie[blank_end] wanted to see if recall of [blank_start]familiar[blank_end] stories changed in the same way that [blank_start]Bartlett[blank_end] found with [blank_start]unfamiliar[blank_end] stories. They asked [blank_start]university[blank_end] students to recall details of their first week and [blank_start]university[blank_end]. They were asked to do this several times throughout the year. The results showed that the accuracy of their descriptions [blank_start]remained the same[blank_end] no matter how many times they were asked to recall it. This is unlike [blank_start]Bartlett’s[blank_end] participants who changed their story with every telling. [blank_start]Wynn[blank_end] and [blank_start]Logie[blank_end] concluded that memories for familiar events will [blank_start]not change over time[blank_end].
- AWynn and Logie
- Bunfamiliar
- Cfamiliar
- DBartlett
- Euniversity
- Funiversity
- Gremained the same
- HBartlett’s
- IWynn
- JLogie
- Knot change over time
15[blank_start]Craik and Lockhart [blank_end]wanted to see if the type of questions asked about words will have an affect on the number of words recalled. Participants were presented with a list of words, [blank_start]one at a time[blank_end], and asked questions about each word to which they had to answer ‘[blank_start]yes[blank_end]’ or ‘[blank_start]no[blank_end]’. Some questions required [blank_start]iconic[blank_end] processing, some questions required [blank_start]acoustic[blank_end] processing and some semantic [blank_start]processing[blank_end]. The participants were then given a [blank_start]longer list of words[blank_end] and asked to identify the words they had answered questions about. Participants identified [blank_start]70%[blank_end] of the words that required [blank_start]semantic[blank_end] processing, [blank_start]35[blank_end]% of the words that required [blank_start]acoustic[blank_end] processing and [blank_start]15[blank_end]% of the words that required [blank_start]iconic[blank_end] processing. They concluded that the more [blank_start]deeply[blank_end] information is [blank_start]processed[blank_end] the more [blank_start]likely[blank_end] it will be [blank_start]remembered[blank_end].
- ACraik and Lockhart
- Bone at a time
- Cyes
- Dno
- Eiconic
- Facoustic
- Gprocessing
- Hlonger list of words
- I70%
- Jsemantic
- K35
- Lacoustic
- M15
- Niconic
- Odeeply
- Pprocessed
- Qlikely
- Rremembered
16[blank_start]Underwood and Postman[blank_end] wanted to see if [blank_start]new[blank_end] learning interferes with [blank_start]previous[blank_end] learning. They [blank_start]divided[blank_end] their participants in to [blank_start]two[blank_end] groups. Group [blank_start]A[blank_end] were asked to learn a list of [blank_start]word pairs[blank_end]. They were then asked to learn a second list of [blank_start]word pairs[blank_end]. Group [blank_start]B[blank_end] were asked to learn the first list of [blank_start]word pairs[blank_end] only. Both groups were then asked to recall the [blank_start]first[blank_end] list of [blank_start]word pairs[blank_end]. The results were that Group [blank_start]B[blank_end] recall of the [blank_start]first[blank_end] list was more accurate than Group [blank_start]A[blank_end]. They concluded that [blank_start]new[blank_end] learning will cause people to recall [blank_start]previously[blank_end] learnt information [blank_start]less[blank_end] accurately.
- AUnderwood and Postman
- Bnew
- Cprevious
- Ddivided
- Etwo
- FA
- Gword pairs
- HB
- Iword pairs
- Jword pairs
- Kfirst
- Lword pairs
- MB
- Nfirst
- OA
- Pnew
- Qpreviously
- Rless
17[blank_start]Godden and Baddeley [blank_end]wanted to see if people who [blank_start]learn[blank_end] and are [blank_start]tested[blank_end] in the same [blank_start]environment[blank_end] recall more, than people who [blank_start]learn[blank_end] in one place and [blank_start]tested[blank_end] in another. Their participants were [blank_start]deep sea divers[blank_end]. They were divided in to [blank_start]4[blank_end] groups. Group [blank_start]1[blank_end] learnt [blank_start]under the water [blank_end]and were tested [blank_start]under water[blank_end]. Group [blank_start]2[blank_end] learnt [blank_start]underwater[blank_end] and were tested [blank_start]on the shore[blank_end]. Group [blank_start]3[blank_end] learnt [blank_start]on the shore[blank_end] and were tested [blank_start]underwater[blank_end]. Group [blank_start]4[blank_end] learnt [blank_start]on the shore[blank_end] and were tested [blank_start]on the shore[blank_end]. The results were that group [blank_start]1[blank_end] and [blank_start]4[blank_end] recalled [blank_start]40[blank_end]% more information than group [blank_start]2[blank_end] and [blank_start]3[blank_end]. They concluded that [blank_start]recall of information [blank_end]will be [blank_start]better[blank_end] if it happens in the [blank_start]same context[blank_end] that [blank_start]learning[blank_end] takes place.
- AGodden and Baddeley
- Blearn
- Ctested
- Denvironment
- Elearn
- Ftested
- Gdeep sea divers
- H4
- I1
- Junder water
- K2
- Lunder the water
- Munderwater
- Non the shore
- O3
- Pon the shore
- Qunderwater
- R4
- Son the shore
- Ton the shore
- U1
- V4
- W40
- X2
- Y3
- Zrecall of information
- AAbetter
- ABsame context
- AClearning
18[blank_start]Loftus and Palmer[blank_end] did a study to see if [blank_start]leading questions[blank_end] affects the accuracy of recall. Participants were shown [blank_start]films[blank_end] of [blank_start]car accidents[blank_end]. Some were asked ‘how [blank_start]fast[blank_end] the [blank_start]car[blank_end] was [blank_start]going[blank_end] when it [blank_start]hit[blank_end] the [blank_start]other[blank_end] [blank_start]car[blank_end]’ and the rest were asked ‘how [blank_start]fast[blank_end] the [blank_start]car[blank_end] was [blank_start]going[blank_end] when it [blank_start]smashed[blank_end] in to the [blank_start]other[blank_end] [blank_start]car[blank_end]’. Those who heard the word ‘[blank_start]smashed[blank_end]’ gave a [blank_start]higher[blank_end] [blank_start]speed[blank_end] estimate than the participants who heard the word ‘[blank_start]hit[blank_end]’. They concluded that [blank_start]leading questions[blank_end] will [blank_start]reduce[blank_end] the [blank_start]accuracy[blank_end] of recall. The word ‘[blank_start]smashed[blank_end]’ led the participants to believe the [blank_start]car[blank_end] was going [blank_start]faster[blank_end].
- ALoftus and Palmer
- Bleading questions
- Cfilms
- Dcar accidents
- Efast
- Fcar
- Ggoing
- Hhit
- Iother
- Jcar
- Kfast
- Lcar
- Mgoing
- Nsmashed
- Oother
- Pcar
- Qsmashed
- Rhigher
- Sspeed
- Thit
- Uleading questions
- Vreduce
- Waccuracy
- Xsmashed
- Ycar
- Zfaster
19[blank_start]Bruce and Young[blank_end] did a study to see if [blank_start]familiarity[blank_end] affects the accuracy of [blank_start]identifying faces[blank_end]. [blank_start]Psychology lecturers[blank_end] were caught on [blank_start]security cameras[blank_end] at the entrance of the building. Participants were asked to [blank_start]identify[blank_end] the [blank_start]faces[blank_end] seen on the security camera tape from a series of [blank_start]high quality photographs[blank_end]. The [blank_start]lecturers’ students[blank_end] made a more [blank_start]correct[blank_end] [blank_start]identifications[blank_end] than other students and [blank_start]experienced[blank_end] [blank_start]police[blank_end] [blank_start]officers[blank_end]. The concluded that [blank_start]previous[blank_end] [blank_start]familiarity[blank_end] helps with [blank_start]identifying[blank_end] faces.
- ABruce and Young
- Bfamiliarity
- Cidentifying faces
- DPsychology lecturers
- Esecurity cameras
- Fidentify
- Gfaces
- Hhigh quality photographs
- Ilecturers’ students
- Jcorrect
- Kidentifications
- Lexperienced
- Mpolice
- Nofficers
- Oprevious
- Pfamiliarity
- Qidentifying
20[blank_start]Geiselman[blank_end] et al did a study to see if reinstating the [blank_start]context[blank_end] of an [blank_start]event[blank_end] affects the [blank_start]accuracy[blank_end] of [blank_start]witnesses[blank_end] [blank_start]accounts[blank_end]. Participants were shown a [blank_start]police[blank_end] [blank_start]training[blank_end] [blank_start]film[blank_end] of a [blank_start]violent[blank_end] [blank_start]crime[blank_end]. [blank_start]Two[blank_end] days later they were [blank_start]interviewed[blank_end] about what they had seen. For [blank_start]half[blank_end] of the participants, the [blank_start]context[blank_end] of the [blank_start]event[blank_end] was [blank_start]recreated[blank_end] during the [blank_start]interview[blank_end]. For the other [blank_start]half[blank_end] of the participants, [blank_start]standard[blank_end] [blank_start]police[blank_end] [blank_start]interview[blank_end] [blank_start]techniques[blank_end] were used. The participants who had the context recreated recalled [blank_start]more[blank_end] [blank_start]accurate[blank_end] [blank_start]facts[blank_end] about the [blank_start]violent[blank_end] [blank_start]crime[blank_end] than the other participants. They concluded that [blank_start]recreating[blank_end] [blank_start]context[blank_end] during [blank_start]interviews[blank_end] will [blank_start]increase[blank_end] the [blank_start]accuracy[blank_end] of recall. This method is known as the [blank_start]cognitive[blank_end] [blank_start]interview[blank_end].
- AGeiselman
- Bcontext
- Cevent
- Daccuracy
- Ewitnesses
- Faccounts
- Gpolice
- Htraining
- Ifilm
- Jviolent
- Kcrime
- LTwo
- Minterviewed
- Nhalf
- Ocontext
- Pevent
- Qrecreated
- Rinterview
- Shalf
- Tstandard
- Upolice
- Vinterview
- Wtechniques
- Xmore
- Yaccurate
- Zfacts
- AAviolent
- ABcrime
- ACrecreating
- ADcontext
- AEinterviews
- AFincrease
- AGaccuracy
- AHcognitive
- AIinterview
21Craik and Tulving thought that elaboration is also important when it comes to the processing on information.
- AVerdadero
- BFalso
22[blank_start]Eysenck[blank_end] has argued that it is of [blank_start]limited[blank_end] value because there are [blank_start]too many[blank_end] other general factors at work which are just as [blank_start]important[blank_end].
- AEysenck
- BCraik and Lockhart
- CHess
- DZahn
- EKendon
- FKagan and Snidman
- GBartlett
- HPeterson and Peterson
- Ilimited
- Jgreat
- Kfluctuating
- Ltoo many
- Mnot enough
- Nlots and lots
- Ono
- P100 more
- Qimportant
- Rsilly
- Suseless
- Tuseful
- Unon important
23Outline one factor that affects the reliability of eyewitness account of people and incidents.
- ALeading Questions
- BFamiliarity
- CStereotyping
- DLevels of Processing
Información
- Descripción
- Test sobre Memory, creado por Josephine Tate el 17/03/2018.
- Autor
- Josephine Tate
- Idioma
- English
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