Test
Memory Part 3
Este test tiene tipos de pregunta que se abren en el reproductor de siempre.
Preguntas del test (34)
1Memories are reconstructions, not reproductions
- AVerdadero
- BFalso
2What can lead to memory distortion and false memories at retrieval?
- ASchemas
- BPersonal Ideologies
- CMisattribution
- DSuggestions at retrieval
- EEnvironment
3Retrieving a memory trace makes it stable and impossible to change
- AVerdadero
- BFalso
4Through [blank_start]reconsolidation[blank_end], these memory trace changes are incorporated into the long-term memory trace.
- Areconsolidation
5Changes can be made to memory during memory retrieval
- AVerdadero
- BFalso
6The same processes that help us construct the [blank_start]past[blank_end] are used to imagine the [blank_start]future[blank_end]
- Apast
- Bfuture
7Imagining the future depends on semantic memory
- AVerdadero
- BFalso
8Episodic Memory impairment can lead to trouble with which tasks?
- ASleeping
- BMotor coordination
- CPersonal Problem-Solving
- DImagination
- ESpeech
- FPlanning
- GCreativity
9What is explicit memory?
- AConscious retrieval of information
- BUnconscious retrieval of information
10What are the 2 different aspects of explicit memory?
- AImplicit memory
- BSemantic Memory
- CEpisodic Memory
- DProcedural Memory
11Episodic memory is the [blank_start]conscious[blank_end] retrieval of a memory relating to an [blank_start]event[blank_end] from a [blank_start]specific time/place[blank_end]
- Aconscious
- Bevent
- Cspecific time/place
12Semantic memory is the [blank_start]conscious[blank_end] retrieval of [blank_start]general information[blank_end]
- Aconscious
- Bgeneral information
13Semantic Memories emerge from repeated episodic memories
- AVerdadero
- BFalso
14What is Quillian's model of semantic memory organization?
- AIt's a concept
- BA non-hierarchical system of spreading information
- CAn interconnected network that goes from general to specific information
15In Quillian's Model of Semantic Memory organization, the [blank_start]units[blank_end] represent broad concepts, the [blank_start]Properties[blank_end] represent the features and the [blank_start]Pointers[blank_end] represent the connection between these two.
- Aunits
- BProperties
- CPointers
16The time spent searching through Quincillian's Model of Semantic Memory to access knowledge is determined by the length of the path to travel
- AVerdadero
- BFalso
17Activation in a semantic network spreads from one [blank_start]activated concept[blank_end] to other [blank_start]interconnected concepts[blank_end]
- Aactivated concept
- Binterconnected concepts
18It is harder to process related concepts when the active concept is more active
- AVerdadero
- BFalso
19Semantic priming is when it is easier to process related concepts when a active concept is activated
- AVerdadero
- BFalso
20What is a Lexical Decision Task?
- AA test in semantic priming by testing how many related words a participant can say when told one word
- BA test to see how participants emotionally react to certain un-emotional words
- CA test of semantic priming by measuring how quick a participant can say if a word is a real word when primed with a related word
21What does semantic memory tell us about memory?
- Ait explains how concepts are connected together in episodic memory
- BIt explains how we reconsolidate memories
- CIt explains how we form semantic memories from episodic memories
- DIt explains how answering a question about one concept can affect what we think about later on
22In children, [blank_start]implicit[blank_end] memory is developed first and [blank_start]explicit[blank_end] memory is developed second
- Aimplicit
- Bexplicit
23What are Freud's theories on childhood amnesia?
- AThat since children cannot speak, they are unable to remember memories from before they could speak
- BThat these memories are repressed because they are too arousing for the ego
- CThat the hippocampus and the prefrontal structures of the brain are not developed enough
24What is the language hypothesis for childhood amnesia?
- AThat since children cannot speak, they are unable to remember memories from before they could speak
- BThat these memories are repressed because they are too arousing for the ego
- CThat the hippocampus and the prefrontal structures of the brain are not developed enough
25What is the immature brain hypothesis for childhood amnesia?
- AThat since children cannot speak, they are unable to remember memories from before they could speak
- BThat these memories are repressed because they are too arousing for the ego
- CThat the hippocampus and the prefrontal structures of the brain are not developed enough
26Children do not have memories before the development of episodic memories at around 5 years old
- AVerdadero
- BFalso
27What does the reminiscence bump tell us about our memories?
- AThat we remember more things from ou teenage years
- BThat we remember more things from our childhood
- CThat we remember more things from our adulthood
28Which types of memories are affected by age?
- ASemantic
- BImplicit
- CEpisodic/Working
29An experiment was done where people were asked to remember as many details as possible of a specific painting on a wall surrounded by a bunch of other paintings. It was found that younger people were better at remembering information about the specific painting than older people. But older people were better at remembering details from other paintings. What do these results say?
- AOlder adults are faster at processing information and can inhibit irrelevant information
- BOlder adults are slower at processing information and can't inhibit irrelevant information
- COlder adults are faster at processing information and can't inhibit irrelevant information
- DOlder adults are slower at processing information and can inhibit irrelevant information
30The associative deficit hypothesis of ageing states that older people have trouble encoding and retrieving associations in memory (ex: remembering a face and a name) because of atrophy in the hypocampus
- AVerdadero
- BFalso
31Unitization is the process that helps people strengthen associations between objects (ex: face and name) with a method similar to [blank_start]chunking[blank_end]
- Achunking
32What are the two ways to remember?
- ARecollection (Remembering) - recognize something but not where you learned it or Familiarity (Know)- recognize something and where you learned it
- BFamiliarity (Remembering) - recognize something and where you learned it or Recollection (Know)- recognize something but not where you learned it
- CRecollection (Remembering) - recognize something and where you learned it or Familiarity (Know)- recognize something but not where you learned it
33The associative deficit hypothesis was tested by conducting an experiment where people had to first remember if they had seen a specific name, then remember if they had seen a specific face and finally if they could associate a name with a face
- AVerdadero
- BFalso
34In the test for the associative deficit hypothesis, young people with divided attention scored as low as older people
- AVerdadero
- BFalso
Información
- Descripción
- Test sobre Memory Part 3, creado por Verena L el 27/10/2021.
- Autor
- Verena L
- Idioma
- English
- Visitas
- 0
- Valoración
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