Memory

The operations through which we gain new knowledge, retain that knowledge, and later use that knowledge are often divided into three categories. Which of the following is NOT one of those categories?

• retrieval

• acquisition

• deliberation

• storage

The modal model has seen some revision in recent years, but a few key components remain. Which of the following is NO LONGER an accepted aspect of the modal model?

• Working memory is used only for temporary storage of information.

• Working memory and long-term memory are considered separate memory processes.

• Working memory is fragile and easily disrupted.

• Working memory is limited in capacity.

Working memory (WM) has been likened to a desk space that holds the current information for a short period of time. This analogy is problematic in what way?

• The desk analogy is too static: WM is capable of more than simply short-term storage.

• WM is more like a filing cabinet with a specific number of slots into which information can be put.

• The size of WM varies across individuals, but a desk never changes size.

• There is no problem with this analogy.

When asked to recall a list of 25 words, participants are likely to remember only some of them. The words they can recall are likely to include

• approximately the last 12 words on the list.

• the first few words on the list and also approximately the last 6 words on the list.

• approximately the first 12 words on the list.

• words drawn from positions scattered throughout the list.

In list-learning experiments, participants’ performance in the pre-recency portion of the curve will be improved by

• employing more common, familiar words.

• presenting the list of words more quickly.

• employing a longer list of words.

• distracting participants for a moment just after the list’s end.

Early estimates of working-memory capacity relied on the digit-span task. The data indicate working memory capacity to be ________ items.

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A participant who is asked to recall a series of numbers chooses to think about the numbers as though they were years (e.g., 1, 9, 9, 7 becomes “The year I turned 16”). The participant is organizing information into the memory unit known as a(n)

• sentence.

• chunk.

• image.

• package.

When thinking of a list of digits in terms of racing times, one person is found to report up to 79 digits. This suggests that this person

• has a larger working memory than most other participants.

• is well practiced at memory retrieval.

• can remember this information due to a unique chunking strategy.

• does not show the primacy or recency effect.

When recalling a list of letters (e.g., T, O, D, F, P, A, E, G ), participants may group the letters into syllables for future recall (e.g., TO, DIF ). Which of these answers is a potential problem for this strategy?

• The chunking process requires resources, and this makes rehearsal more difficult.

• The process of converting letters into syllables uses resources that often interfere with memory recall.

• Syllables are often nonsensical, and so they can disrupt the recall task.

• The use of syllables extends the primacy and recency effects.

Peter has a higher working memory capacity than Josh. Given previous correlational evidence, who would you expect performs better on intelligence tests?

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• 
• We cannot tell.

• They are equally intelligent.