A) experts show larger primacy and recency effects than beginners.
B) knowledge in an area of expertise increases a person's digit span.
C) expertise with some material reduces susceptibility to proactive interference with that material.
D) chunking requires knowledge of familiar patterns or concepts.
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Multiple Choice
A) maximize the recency effect.
B) increase memory for items by grouping them together based on sound.
C) develop a visual code to supplement a phonological code for the information.
D) stretch the capacity of STM.
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Multiple Choice
A) 20% : 50 % : 70% correct
B) 80% : 40% : 30% correct
C) 30 % : 30% : 30% correct
D) 70% : 40% : 60% correct
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Multiple Choice
A) interference; decay
B) priming; interference
C) decay; interference
D) decay; lack of rehearsal
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Multiple Choice
A) saying "the, the, the" fills up the phonological loop.
B) saying "la, la, la" forces participants to use visual encoding.
C) talking makes the longer words seem even longer.
D) elaborative rehearsal helps transfer information into LTM.
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Multiple Choice
A) meaningful units.
B) digits.
C) words.
D) sentences.
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Multiple Choice
A) keeping daily appointments on their schedules.
B) learning material for exams.
C) remembering names and phone numbers.
D) labeling familiar objects.
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Multiple Choice
A) the trail you see is caused by sparks left behind from the sparkler.
B) due to its high intensity, we see the light from the sparkler for about a second after it goes out.
C) the length of iconic memory (the persistence of vision) is about one-third of a second.
D) Gestalt principles work to complete the circle in our minds.
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Multiple Choice
A) sensory memory.
B) decay.
C) perseveration.
D) the central executive.
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Multiple Choice
A) reduces memory span.
B) interferes with semantic coding.
C) reduces the phonological similarity effect for reading words.
D) eliminates the word-length effect.
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Multiple Choice
A) Replacing the STM component of the modal model with working memory
B) Replacing the sensory memory component of the modal model with the episodic buffer
C) Replacing the STM component of the modal model with iconic memory
D) Replacing the sensory memory component of the modal model with working memory
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Multiple Choice
A) one is handled by the sketch pad and one is handled by the phonological loop.
B) both are handled by the sketch pad.
C) both are handled by the phonological loop.
D) both b and c are correct
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Multiple Choice
A) a fraction of a second.
B) 15-20 seconds.
C) 1-3 minutes.
D) 5-7 minutes.
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Multiple Choice
A) BIP, TEK, LIN, MOD, REY
B) SAY, BET, PIN, COW, RUG
C) MAC, CAN, CAP, MAN, MAP
D) PIG, DOG, RAT, FOX, HEN
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Multiple Choice
A) The phonological loop and the visuospatial sketchpad
B) The central executive and long-term memory
C) The central executive and the phonological loop
D) The phonological loop and long-term memory
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Multiple Choice
A) poor sensory
B) poor short-term
C) normal sensory
D) normal short-term
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Multiple Choice
A) stimulus presentation.
B) delay.
C) response.
D) All of these.
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Multiple Choice
A) Trying to imagine how many cabinets are in their kitchen
B) Trying to remember a map of the area
C) Trying to remember the definition of a word they just learned
D) Trying to imagine a portrait from a recent museum exhibit
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Multiple Choice
A) chess masters outperform novices in all conditions.
B) chess masters have developed better memory skills than novices.
C) novices do better because they are not distracted by irrelevant knowledge about previous chess games.
D) chess masters use chunking to help them remember actual game arrangements.
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Multiple Choice
A) permanently stored.
B) manipulated.
C) forgotten.
D) perceived.
Correct Answer
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