Memory Foundations And Applications Second Edition by Bennett L. Schwartz -Test Bank

Memory Foundations And Applications Second Edition by Bennett L. Schwartz -Test Bank

 

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Chapter 6

 

1. It is difficult to measure recall with visual memory because
2. a) the encoding process does not store information in a visual format.
3. b) recall is always more difficult than implicit memory measures.

*c) it is difficult for most participants to produce or describe the contents of visual memory.

1. d) visual memory is recoded as verbal memory.

 

2. Analog representation means that
3. a) the cognitive representation of images is stored in an abstract language-like code.

*b) the cognitive representation of images is stored as a picture in a visual format.

1. c) the cognitive representation of images is stored in episodic memory only.
2. d) the cognitive representation of images is stored in olfactory form.

 

3. Propositional representation means that

*a) the cognitive representation of images is stored in an abstract language-like code.

1. b) the cognitive representation of images is stored as a picture in a visual format.
2. c) the cognitive representation of images is stored in episodic memory only.
3. d) the cognitive representation of images is stored in olfactory form.

 

4. Shepard and Metzler were interested in examining if

*a) determining if representation was analog.

1. b) people were faster at rotating objects than imagining them.
2. c) visual memory was housed in the parietal lobe.
3. d) propositional codes could explain ambiguous figures.

 

5. Shepard and Metzler varied the orientation of one picture relative to the other. That is, in some cases, they were perfectly aligned, but in other sets, they were as much as 180 degrees off from each other. They then asked participants to determine if the figures were identical. They then measured
6. a) whether the participant could recall the figure later.
7. b) if one figure implicitly influenced the perception of the other.
8. c) if propositional codes were actually analog.

*d) how long it took participants to decide if the figures were identical.

 

6. Shepard and Metzler measured the amount of time it took participants to come to a decision of same vs. different as a function of the degrees of difference between the two figures in a pair. They found that
7. a) reaction times were always equivalent, supporting the propositional view.
8. b) reaction times were inversely proportional to the weighting of each figure in visual memory.

*c) the more the two figures were rotated away from each other, the more time it took participants to make their decisions.

1. d) same judgments were always fast than different judgments.

 

7. The Shepard and Metzler experiment has become a classic supporting the
8. a) propositional theory of imagery.
9. b) the supplemental theory of imagery.

*c) the analog theory of imagery.

1. d) the episodic theory of imagery.

 

8. Brooks (1968) asked participants to imagine a letter, such as “T” in their mind’s eye and then were asked to make decisions about the angles in that letter. He found that
9. a) responding on the task was difficult because it taxed visual memory.

*b) responding on the task using pointing was more difficult than speaking.

1. c) participants could only complete the task in a quite room.
2. d) participants were faster in the task when the letters had been primed.

 

9. Kosslyn (1975) asked people to make visual images such as a rabbit next to an elephant. He showed that
10. a) people could not make the side-by-side comparisons.
11. b) visual imagery alone was insufficient for the task.
12. c) participants were slower when an auditory distraction was also present.

*d) speeded judgments of the characteristics of images were affected by the size of the imagined object.

 

10. Kosslyn, Ball, and Reiser (1978), showed participants a map of an imaginary island. They found

*a) response time from getting the imaginary dot from place A to place B was longer if the two locations were further away on the map.

1. b) responses times were always faster for items to the east on the map.
2. c) response times were faster when the maps themselves were not imaginary.
3. d) participants could seldom maintain an image in working memory.

 

11. Primary visual cortex is

*a) the first area in the cerebral cortex that receives input from the retina of the eye.

1. b) properly speaking, part of the retina.
2. c) the area in the lateral geniculate nucleus responsible for motion perception.
3. d) the area in the brain that is responsible for visual memory.

 

12. Hemifield neglect is
13. a) the functional deficit that occurs when the occipital lobe is damaged.
14. b) a condition in which patients lose their ability to remember the color of common objects.
15. c) the functional deficit that occurs when primary visual cortex is damaged.

*d) a condition in which patients ignore one half of the visual world.

 

13. The patients studied by Bisiach and Luzzatti (1978) showed

*a) hemifield neglect in his visual imagery.

1. b) an inability form visual images.
2. c) deficits in his visual working memory.
3. d) no brain damage whatsoever, despite his functional deficit.

 

14. Most evidence on “photographic” memory shows that

*a) memory errors in these cases are based on meaning not visual confusions.

1. b) most cases demonstrate “black and white” images and not color memory.
2. c) it can be facilitated by constant practice.
3. d) memory errors in these cases are based on visual confusions.

 

15. Studies show that
16. a) eidetic imagery is a practiced skill.
17. b) eidetic imagery bears no relationship to “photographic memory.”
18. c) eidetic imagery is responsible for visual learning in all people.

*d) eidetic imagery is more common in young children than adults.

 

16. Nickerson and Adams (1979) asked people to recognize the “real” penny (that is, how an actually penny appears) from a number of close distractors. They found that
17. a) people show good memory for pennies because they are familiar objects.
18. b) their study was flawed because most of their participants did not have much experience with money.
19. c) only those participants with strong visual imagery confused the penny with the nickel.

*d) participants had a difficult time recognizing the correct penny among the distractors.

 

17. Cognitive maps are
18. a) mental representations that guide our metacognition.
19. b) physical maps that are based on what we know about cognition.
20. c) the physical maps that participants use to generate imagery.

*d) mental representations of the external world.

 

18. Which is an example of the influence of semantic categories on cognitive maps?
19. a) We judge Cleveland to be further away from Toledo than it actually is because both are in the state of Ohio.

*b) We judge Vancouver to be further away from Seattle because they are in different nations.

1. c) We judge Detroit to be a larger city than it is because we have heard a lot about it in the news.
2. d) We judge New York to be further away from Boston that it actually is because there is so much traffic between the two cities.

 

19. Russell, Duchaine, and Nakayama (2009) identified several “super-recognizers,” people whose ability to recognize and discriminate faces were several standard deviations above the norm. What else did they observe about these people?
20. a) despite their good performance on faces, on other tasks, their performance was sub-standard.
21. b) they were above normal at recognizing common objects as well.
22. c) their ability to recognize faces was correlated with a strong phonological loop system.

*d) When faces were displayed up-side down, they lost some of their exceptional ability.

 

20. Line up identifications involve

*a) presenting the target face along with a series of distractor faces.

1. b) presenting only the target face and the witness must decide if that was the person seen earlier.
2. c) requiring the participant to generate an image of the target face.
3. d) requiring the participant to describe the target face.

 

21. Show up identifications involve

*a) presenting the target face along with a series of distractor faces.

1. b) presenting only the target face and the witness must decide if that was the person seen earlier.
2. c) requiring the participant to generate an image of the target face.
3. d) requiring the participant to describe the target face.

 

22. How does giving a verbal description of a face affect memory for that face?

*a) it depends on how memory is tested.

1. b) it improves memory performance.
2. c) it impairs memory performance.
3. d) faces show the greatest interference of any type of memory stimulus.

 

23. In a line-up, participants make ____ judgments, whereas in a show-up, they make ______ judgments.
24. a) episodic; semantic
25. b) analog; propositional
26. c) accurate; inaccurate

*d) relative; absolute

 

24. Verbal overshadowing occurs with
25. a) show-ups because the participant makes an absolute judgment.
26. b) show-ups because the participant makes a relative judgment.
27. c) line-ups because the participant makes an absolute judgment.

*d) line-ups because the participant makes a relative judgment.

 

25. Verbal facilitation occurs in

*a) show-ups.

1. b) line-ups.
2. c) hemifield neglect.
3. d) grow-ups.

 

26. What best summarizes the effects of verbal descriptions on eyewitness identification?
27. a) verbal descriptions help eyewitness identifications, but only if the verbal descriptions are accurate.
28. b) verbal descriptions interfere with eyewitness identifications because they force participants to focus on irrelevant details.

*c) verbal descriptions help when the witness has to make an absolute judgment, but hurt when the witness must make a relative judgment.

1. d) verbal descriptions are irrelevant to eyewitness memory because they are encoded by systems that differ from that which encodes visual information.

 

27. Cross-race bias refers to
28. a) that people cannot remember faces of other races.

*b) that people remember faces of their own racial group better than faces of other racial groups.

1. c) that people remember faces of other racial group better than faces of their own racial groups.
2. d) a bias that cannot be measured in memory research.

 

28. Meissner and others research shows that, with respect to the cross-race bias effect,
29. a) the cross-race bias is largest when participants are tested in a racially-charged environment.

*b) minority groups are better at recognizing faces of the majority group than the majority group is at recognizing faces of minority groups.

1. c) majority groups are better at recognizing faces of the minority group than the minority group is at recognizing faces of majority groups.
2. d) the cross-race bias is only apparent in American society.

 

29. The fusiform face area (FFA) in the inferior-temporal cortex
30. a) is only active when familiar faces are being examined.

*b) is an important region in the recognition of faces.

1. c) is only active when people are describing faces in a verbal format.
2. d) is an important region in forming cognitive maps.

 

30. Damage to the FFA results in a neuropsychological condition called
31. a) hemifield neglect.
32. b) anterior amnesia.

*c) prosopagnosia.

1. d) transcortical aphasia.

 

31. The chief deficit in prosopagnosia is?

*a) difficulties recognizing faces

1. b) difficulties with cognitive maps
2. c) difficulties recalling eyewitness events
3. d) difficulties with all aspects of visual memory

 

32. Patient DQ has difficulty recognizing faces, even those of close family members, even though he can recognize them by voice. Your diagnosis?
33. a) temporal lobe amnesia
34. b) hemifield neglect

*c) prosopagnosia

1. d) auditory transaphasia

 

33. Which imagery technique dates all the way back to the ancient Greeks 2500 years ago?

*a) the method of loci

1. b) the savings method
2. c) the key word method
3. d) the peg word method

 

34. In which technique does the learner associates a list of new to-be-learned items with a series of well-known physical locations, using visual imagery?
35. a) acronyms

*b) the method of loci

1. c) the link word method
2. d) bizarre imagery

 

35. Sammi has to remember a list of supplies to bring to help build the clubhouse. She takes a mental walk through her neighborhood and puts each item in a familiar location in that mental walk. Sammi is using the
36. a) peg-word technique.
37. b) the Ebbinghaus mental walk method.

*c) the method of loci.

1. d) Simonides acrostic.

 

36. The keyword technique is useful for learning
37. a) arbitrary lists of numbers.

*b) vocabulary in a new language.

1. c) the initials that represent corporations.
2. d) anything from passages of prose to lyric poetry.

 

37. Wang and Thomas found that the keyword technique was good for ______ learning but that elaborative encoding led to better _____________
38. a) conjugate; working memory

*b) rapid; retention over a long period of time

1. c) conditional; representation of all aspects of the stimuli
2. d) semantic; visual encoding

 

38. Wang and Thomas found that at a five minute delay, which technique led to stronger encoding?
39. a) elaborative

*b) key word.

1. c) method of loci.
2. d) method of limits.

 

39. Unlike the other visual mnemonics, the pegword technique also incorporates
40. a) the analog technique
41. b) visual interference
42. c) prosopagnosia

*d) auditory rhyming

 

40. Wollen, Weber, and Lowry (1972) asked participants to use bizarre interactive imagery in the learning of new paired associates, such as piano-cigar. They found that
41. a) bizarre imagery was distracting and led to poor performance.
42. b) bizarre imagery led to bad dreams later in the day.

*c) the interacting images, even if not bizarre, led to the best memory recall relative to non-interacting images or rote encoding.

1. d) rote encoding led to the best memory performance.

 

41. Slotnick et al (2012) used fMRI to examine the brains of participants while comparing visual-memory judgments and visual-imagery judgments. They found that

*a) they could compare the neural patterns associated with focusing on memory and the neural patterns associated with focusing on imagery.

1. b) that there were no differences between visual-memory judgments and visual-imagery judgments.
2. c) visual memory elicited more activity in the lumbar cortex than did visual imagery.
3. d) fMRI is useless in resolving visual imagery issues.

 

42. fMRI studies, such as those conducted by Slotnick et al (2012), show that
43. a) the occipital lobe is not critical in visual imagery.

*b) the occipital lobe is activated during visual memory tasks.

1. c) the parietal lobe has secondary auditory functions.
2. d) the junction between the occipital and frontal lobe is critical in both visual imagery and visual memory.

 

43. Which of the following statements are true about learning and cognitive maps.
44. a) Cognitive maps are invariably distorted so much that we should not use them.
45. b) Cognitive maps are selectively impaired in prosopagnosia.
46. c) Cognitive maps can be studied using Shepard-Metzler techniques.

*d) Remembering directions is better when there were distinctive streets and landmarks than when there were neither.

 

44. In a study on cognitive maps, Tom and Tversky (2012) showed

*a) distinctive street names were the most helpful in remembering a route from one place to another.

1. b) street names using a logical grid of numbers were the most helpful in remembering a route from one place to another.
2. c) people were biased in remembering street names that were already familiar.
3. d) street names that were chosen because of characteristic landmarks reduced distortion due to cognitive categories.

 

45. Friedman et al (2012) had American and Canadian college students examine maps of California and Alberta. The maps were either marked only with dots and not marked with city names or the maps were marked with dots and the city names associated with the state or province. The results of their study
46. a) refuted years of research on cognitive maps.

*b) were consistent with a view in which cognitive maps are influenced by semantic categories.

1. c) showed that dot distance was not a identifiable feature of semantic memory.
2. d) none of the above.

 

46. Sequential line-ups are also known as
47. a) simultaneous line-ups
48. b) ID blocks
49. c) recognition units

*d) show-ups

 

47. Megreya, Memon and Havard (2012) showed that Egyptian participants were more accurate at identifying female faces when those women were wearing headscarves, but that
48. a) Older Egyptian men could not recognize women’s faces at all.

*b) British participants were better at recognizing women’s faces without headscarves.

1. c) there was a face by ethnicity interaction.
2. d) all of the above are true.

 

48. Research shows that

*a) the method of loci is applicable to helping older adults remember.

1. b) the method of loci is not applicable to helping older adults remember.
2. c) the method of loci is functionally equivalent to the peg-word method.
3. d) multiple loci can benefit recognition but not recall.

 

49. Which is considered a definition of visual imagery?
50. a) the production of Shepard-Metzler analogs.
51. b) the latent retention interval of a visual experience.
52. c) visual images are ephemeral and cannot be defined.

*d) the experience of retrieving a memory that is mostly visual or experienced primarily as a sensory experience.

 

50. Patient JB recently suffered a stroke, which affected the FFA of his temporal lobe. What deficit might you expect?
51. a) unilateral neglect
52. b) imagery neglect

*c) prosopagnosia

1. d) color amnesia