Memory Quiz- Psychology (AS)

Question 1 of 63

1

Which researcher investigated coding in LTM and STM and when?

Select one of the following:

Miller, 1956
Baddeley, 1966
Bahrick, 1975

Explanation

Question 2 of 63

1

Name one disadvantage of Baddeley's coding study.

Select one or more of the following:

Culture bias
Too old to generalise nowadays
Artificial stimuli

Explanation

Question 3 of 63

1

What is the correct capacity, coding, and duration of STM?

Select one of the following:

3-6 items, semantic, 10 seconds
5-9 items, acoustic, 30 seconds
5-9 items, semantic, 18 seconds

Explanation

Question 4 of 63

1

What is the correct capacity, coding and duration of LTM?

Select one of the following:

Very small, acoustic, 45 minutes
Unlimited, acoustic, 7 years
Unlimited, semantic, permanent

Explanation

Question 5 of 63

1

Which researcher investigated capacity in STM and when?

Select one of the following:

Bahrick, 1975
Baddeley, 1966
Jacobs, 1887

Explanation

Question 6 of 63

1

Name one disadvantage of Jacobs' capacity study.

Select one of the following:

Can't be generalised.
Confounding variables due to era.
Cultural bias- he only tested the memory of women

Explanation

Question 7 of 63

1

Which researcher developed Jacobs' capacity results and when?

Select one of the following:

Miller, 1956
Baddeley, 1966
Bahrick, 1975

Explanation

Question 8 of 63

1

Name one disadvantage of Miller's capacity study.

Select one of the following:

Lacks internal validity
Can't be generalised
Contradictory evidence.

Explanation

Question 9 of 63

1

Which researcher investigated the duration of LTM and when?

Select one of the following:

Bahrick, 1975
Baddeley, 1966
Miller, 1956

Explanation

Question 10 of 63

1

Name one advantage of Bahrick's duration study.

Select one of the following:

It had a small sample, so the research was focused and detailed.
Lacks participant variables.
Has high external validity.

Explanation

Question 11 of 63

1

Which researcher investigated the duration of STM and when?

Select one of the following:

Bahrick, 1975
Miller, 1956
Peterson and Peterson, 1959

Explanation

Question 12 of 63

1

Name one disadvantage of Peterson and Peterson's duration study.

Select one of the following:

Suffered gender bias- only studied men
Meaningless stimuli.
Can't be generalised to different cultures.

Explanation

Question 13 of 63

1

Click on each orange point and write the correct answer.

Label the Multi-Store Memory Model

Explanation

Question 14 of 63

1

Name two sensory stores in the sensory register.

Select one or more of the following:

Iconic
Semantic
Etic
Echoic
Acoustic

Explanation

Question 15 of 63

1

Name one advantage of the multi-store model of memory.

Select one of the following:

Clearly shows how STM and LTM are unitary stores
Research used to investigate the MSM included meaningful stimuli, hence increasing the validity
Supporting research evidence

Explanation

Question 16 of 63

1

Name three disadvantages of the multi-store model of memory.

Select one or more of the following:

Lacks internal validity
Suggests STM and LTM are unitary stores
Doesn't account for elaborative rehearsal
Difficult to generalise to other cultures
Research used artificial materials

Explanation

Question 17 of 63

1

There are 4 types of long term memory

Select one of the following:

True
False

Explanation

Question 18 of 63

1

Fill the blank spaces to complete the text.

Episodic memory refers to our ability to . They are and include . As well as this, they require to recall.

Explanation

Question 19 of 63

1

Name an example of episodic memory

Select one or more of the following:

Tom can remember last week when he played football with his dad at the park.
Mary can remember how to ride her bike.
Alex can remember the taste of an orange.

Explanation

Question 20 of 63

1

Name an example of semantic memory.

Select one or more of the following:

Mary can remember going her friends house 3 weeks ago.
Tom can remember how to play football.
Alex can remember the meaning of the word 'memory'.

Explanation

Question 21 of 63

1

Fill the blank spaces to complete the text.

Procedural memory refers to . These memories aren't , and require no .

Explanation

Question 22 of 63

1

Endel ❌ (❌) realised the multi-store model was too simplistic and that LTM wasn't a ❌. He believed there were ❌ separate LTM stores: episodic, semantic and procedural.

Drag and drop to complete the text.

Tulving

1985

unitary store

3

Miller

Baddeley

Peterson and Peterson

1931

1966

1975

memory store

visual store

mental store

4

2

no

Explanation

Question 23 of 63

1

Name three advantages of Tulving's three LTM stores.

Select one or more of the following:

Generalises well to other cultures.
Clinical evidence- Clive Wearing.
Neuro-imaging evidence- brain scans.
High internal validity to study.
Real life application.

Explanation

Question 24 of 63

1

Name two disadvantages of Tulving's three LTM stores.

Select one or more of the following:

Can't be easily generalised to other cultures.
Lack of control in case studies.
May be two types, not three.
Lacked internal validity.

Explanation

Question 25 of 63

1

Fill the blank spaces to complete the text.

- coordinates activities of subsystems and allocates resources./. - memory store for visual and spatial information./. - memory store for auditory information./. - store which integrates all information into a single memory with time sequencing.

Explanation

Question 26 of 63

1

Define phonological store.

Select one of the following:

Memory store for scent information.
Store for the words you hear.
Store which allows rehearsal of words.

Explanation

Question 27 of 63

1

Define articulatory loop.

Select one of the following:

Store for the words you hear.
Store for olfactory information.
Store which allows 2 second maintenance rehearsal of words.

Explanation

Question 28 of 63

1

Name four advantages of the working memory model.

Select one or more of the following:

Clinical evidence
Dual task performance support.
Clarity in all aspects.
Word length effect evidence.
Research into drug users evidence
Brain scan evidence.

Explanation

Question 29 of 63

1

Name a disadvantage of the working memory model.

Select one or more of the following:

Lack of research for phonological loop.
Lacks internal validity.
Difficult to generalise to other cultures.
Lacks clarity over central executive.

Explanation

Question 30 of 63

1

Define interference

Select one of the following:

When two pieces of information conflict, resulting in forgetting/distorting of one or both
When there are insufficient cues to trigger a memory
When someone talks to you when you're trying to remember something

Explanation

Question 31 of 63

1

Select from the dropdown lists to complete the text.

Retroactive interference: ( newer, older ) memory interferes with ( older, newer ) memory e.g. teacher can't remember ( previous, current ) class' names
Proactive interference: ( older, newer ) memory interferes with ( newer, older ) memory e.g. teacher can't remember ( current, previous ) class' names

Explanation

Question 32 of 63

1

Which researcher investigated how similarity affects retroactive interference and when?

Select one of the following:

McGeoch and McDonald, 1931
Baddeley, 1966
Peterson and Peterson, 1959

Explanation

Question 33 of 63

1

Select from the dropdown list to complete the text.

The word type which produced the worst recall in McGeoch and McDonald's retroactive study was ( synonyms, antonyms, nonsense syllables, 3-digit numbers, no new list, unrelated words ).

Explanation

Question 34 of 63

1

Name two advantages of the interference explanation for forgetting

Select one or more of the following:

Lab studies have good validity
Meaningful stimuli
Real-life study support
High internal validity

Explanation

Question 35 of 63

1

Name two disadvantages of the interference explanation for forgetting

Select one or more of the following:

Researcher bias
Demand characteristics
Artificial stimuli
Unrealistic time between learning

Explanation

Question 36 of 63

1

Select from the dropdown lists to complete the text.

Retrieval Failure: an explanation for forgetting that suggests that ( insufficient cues, sufficient cues, disruptive memories, lack of intelligence ) cause information to be forgotten. These cues can be ( state, context, food, envionment, location ) dependent (internal, e.g. drunk, tired) or ( context, state, environment, drug ) dependent (external, e.g. location)

Explanation

Question 37 of 63

1

❌ (❌) suggested the ❌ Specificity Principle (ESP). This indicates that cues must be ❌ and ❌ in order for them to be sufficient. Some cues are linked to material in a ❌ way e.g.' STM' helps us recall information about short term memory. Other cues are not so obvious: either context (external) or state (internal) dependent.

Drag and drop to complete the text.

Tulving

Baddeley

Miller

Peterson and Peterson

1983

1931

1966

1956

1985

Encoding

Coding

Etching

Easy

present on encoding

simple

small capacity

environmental

retrieval

recall

rehearsal

remembering

memorable

funny

unique

interesting

Explanation

Question 38 of 63

1

Select from the dropdown lists to complete the text.

( Baddeley, Tulving, McGeoch, Peterson and Peterson ) (( 1975, 1985, 1983, 1931 )) conducted a study deep sea divers based on ( context, state ) dependent forgetting. They learned words either in/out of the sea and then recalled them either in/out of the sea. When the environmental contexts matched (e.g. sea - sea, land - land) the recall was ( better, worse, the same ).

Explanation

Question 39 of 63

1

Select from the dropdown lists to complete the text.

( Carter and Cassaday, McGeoch and McDonald, Baddeley, Bahrick ) (( 1998, 1985, 1983, 1975 )) conducted a study based on ( state, context ) dependent forgetting. They either gave the participants ( anti-histamines, alcohol, cigarettes to smoke, food ) or didn't, asked them to learn and recall word lists. They recalled them either on the drug or not. They found that when there was a ( mismatch, match, similarity ) of internal states, recall was ( worse, better ).

Explanation

Question 40 of 63

1

Name two advantages of the retrieval failure explanation for forgetting

Select one or more of the following:

Real life application
Supporting evidence
Takes culture differences into account
Meaningful stimuli

Explanation

Question 41 of 63

1

Name three disadvantages of the retrieval failure explanation for forgetting

Select one or more of the following:

Context effects not strong
State effects not strong
Lack of research evidence
Can't test ESP
Only affects certain type of memory (Recall vs. recognition)

Explanation

Question 42 of 63

1

Which researcher investigated leading questions and when?

Select one of the following:

Baddeley, 1966
Miller, 1956
Carter and Cassaday , 1998
Loftus and Palmer, 1974

Explanation

Question 43 of 63

1

Which verb in the leading question study by Loftus and Palmer, 1974, led to the highest calculated mean average?

Select one of the following:

Contacted
Smashed
Bumped
Hit

Explanation

Question 44 of 63

1

Select from the dropdown lists to complete the text.

The ( response bias, researcher bias, participant bias, memory bias ) explanation suggests that the wording of a question has ( no effect, a big effect, some effect ) on the participants' memories, but it changes the way they decide to answer. Words such as '( smashed, contacted, bumped, hit )' encouraged them to answer a ( higher, lower ) estimated speed.

Explanation

Question 45 of 63

1

Select from the dropdown lists to complete the text.

( Loftus and Palmer, Miller, Baddeley, Carter and Cassaday ) (( 1974, 1931, 1966, 1998 )) conducted a second experiment to prove that memory ( was, wasn't ) changed by ( wording, location, state ). They found that participants who heard '( smashed, contacted, bumped, hit )' were ( more, less ) likely to report broken glass even though there wasn't any.

Explanation

Question 46 of 63

1

Select from the dropdown lists to complete the text.

If ( witnesses, criminals, police officers ) discuss a crime with each other, their eyewitness testimonies may become ( contaminated, more accurate, lies ). This is because they ( combine, ignore, change ) information from others with their own memories.

Explanation

Question 47 of 63

1

Which researcher investigated post-event discussion and when?

Select one of the following:

Carter and Cassaday, 1998
Loftus and Palmer, 1974
Tulving, 1983
Gabbert, 2003

Explanation

Question 48 of 63

1

Select from the dropdown lists to complete the text.

( Gabbert, Tulving, Baddeley, Loftus and Palmer ) put participants in pairs, and they watched a video of ( the same, a different ) crime from ( different, the same ) perspectives. They had a post-event discussion, and were then asked to recall the event. Gabbert found that ( 71, 66, 31, 84 )% of participants recalled information that they couldn't have seen from their perspective, suggesting post-event discussion ( directly affects, doesn't affect, positively affects ) eyewitness testimony.

Explanation

Question 49 of 63

1

Name an advantage of research into leading questions and post-event discussions.

Select one or more of the following:

Real life applications
Realistic tasks- better generalisability
High external validity

Explanation

Question 50 of 63

1

Name three disadvantages of research into leading questions and post-event discussions.

Select one or more of the following:

Artificial tasks
Individual differences e.g. age
Lab studies- demand characteristics
Can't generalise to collectivist cultures
Lack of clarity
No real life application

Explanation

Question 51 of 63

1

Which researcher investigated how anxiety affects recall in a negative way, and when?

Select one of the following:

Johnson and Scott, 1976
Carter and Cassaday, 1998
Loftus and Palmer, 1974
Baddeley, 1996

Explanation

Question 52 of 63

1

Which answer describes Johnson and Scott's study on anxiety?

Select one of the following:

Participants believed they were doing a lab study. While waiting in the waiting room, an argument was heard, and a man either came out of the room with a pen and grease on his hands, or a paper knife with blood on it.
A study on a real life shooting, in which they interviewed people 5 months after the incident to see if anxiety had affected their memory in any way compared to their original police interviews, as well as seeing if they suffered any emotional stress since the incident.

Explanation

Question 53 of 63

1

Which researcher investigated how anxiety affects recall in a positive way, and when?

Select one of the following:

Yuille and Cutshall, 1986
Johnson and Scott, 1976
Carter and Cassaday, 1998
Loftus and Palmer, 1974

Explanation

Question 54 of 63

1

Which answer describes Yuille and Cutshall's study on anxiety?

Select one of the following:

A study on a real life shooting, in which they interviewed people 5 months after the incident to see if anxiety had affected their memory in any way compared to their original police interviews, as well as seeing if they suffered any emotional stress since the incident.
Participants believed they were doing a lab study. While waiting in the waiting room, an argument was heard, and a man either came out of the room with a pen and grease on his hands, or a paper knife with blood on it.

Explanation

Question 55 of 63

1

Which two researchers explained the contradictory evidence provided by Johnson and Scott, and Yuille and Cutshall, and when?

Select one or more of the following:

Deffenbacher, 1983
Yerkes and Dodson, 1908
Baddeley, 1966
Tulving, 1983
Carter and Cassaday, 1998
Loftus and Palmer, 1974

Explanation

Question 56 of 63

1

Select from the dropdown lists to complete the text.

The ( Yerkes-Dodson, Johnson-Scott, Deffenbacher, Peterson-Peterson, Baddeley ) law suggested that the relationship between ( emotional arousal, physical arousal, physiological arousal, cognitive arousal ) and ( performance, production, happiness, terror, anxiety ) looks like an inverted ( U, M, N, V ). This means that too ( little, much ) anxiety leads to too ( little, much ) recall, and too ( much, little ) anxiety leads to too ( little, much ) recall. Therefore, there is an ( optimal, worst, normal ) level of anxiety to ensure accurate recall.

Explanation

Question 57 of 63

1

Fill the blank spaces to complete the text.

Name five disadvantages of the anxiety-recall studies.

1. focus could be - may be based on of object/situation, not anxiety
2. Field studies can lack - Yuille and Cutshall's (1986) study had post-event discussions, which is an variable
3. issues- deception (thought they were doing lab study), harm (inducing anxiety)
4. Inverted U too - anxiety has more elements (emotional, cognitive etc.) other than
5. characteristics- lab studies

Explanation

Question 58 of 63

1

Which researcher investigated the cognitive interview and when?

Select one of the following:

Miller, 1956
Johnson and Scott, 1986
Carter and Cassaday, 1998
Fisher and Geiselmann, 1992

Explanation

Question 59 of 63

1

Select from the dropdown lists to complete the text.

What are the 4 steps of a cognitive interview?

1. ( Report everything, Reinstate the context, Reverse the order, Change perspective )- include every detail, no matter how seemingly significant they are. They may actually be important, or trigger other memories
2. ( Reinstate the context, Report everything, Reverse the order, Chnage perspective )- the witness should return to the scene in their mind, and remember their feelings and the environment (e.g. weather)
3. ( Reverse the order, Report everything, Reinstate the context, Change perspective )- change the chronology of event, preventing lying or basing answers on expectations
4. ( Change perspective, Report everything, Reinstate the context, Reverse the order )- ask the witness to imagine themselves as a different witness/criminal, and then what they would've seen. This prevents basing answers on expectations.

Explanation

Question 60 of 63

1

Name five aspects to enhance the cognitive interview created by Fisher (1987)

Select one or more of the following:

Keeping eye contact when necessary
Asking witness to speak slowly
Reducing anxiety
Minimise distractions
Take place in a room without windows
Open-ended questions
Closed questions to ensure participants don't lie as much
Asking witness to drink coffee before to ensure high brain activity

Explanation

Question 61 of 63

1

Name three disadvantages of the cognitive interview

Select one or more of the following:

Not all information is relevant
Expensive and time-consuming
Doesn't improve accuracy of testimonies
Increases inaccurate information
Too vague, needs to be more direct

Explanation

Question 62 of 63

1

Name an advantage of the cognitive interview

Select one or more of the following:

Research support for effectiveness
Rigid design across police force
Very accurate

Explanation

Question 63 of 63

1

	Created by Grace Fawcitt over 7 years ago

	Copied by Helen McGuinness about 5 years ago

AQA Psychology Memory quiz for AS. Covers all topics in the AQA Psychology textbook, including researchers, evaluations and theories. Made for my own benefit, so not all questions will help you out, but feel free to use.

Memory Quiz- Psychology (AS)

Question 1 of 63

Which researcher investigated coding in LTM and STM and when?

Select one of the following:

Explanation

Question 2 of 63

Name one disadvantage of Baddeley's coding study.

Select one or more of the following:

Explanation

Question 3 of 63

What is the correct capacity, coding, and duration of STM?

Select one of the following:

Explanation

Question 4 of 63

What is the correct capacity, coding and duration of LTM?

Select one of the following:

Explanation

Question 5 of 63

Which researcher investigated capacity in STM and when?

Select one of the following:

Explanation

Question 6 of 63

Name one disadvantage of Jacobs' capacity study.

Select one of the following:

Explanation

Question 7 of 63

Which researcher developed Jacobs' capacity results and when?

Select one of the following:

Explanation

Question 8 of 63

Name one disadvantage of Miller's capacity study.

Select one of the following:

Explanation

Question 9 of 63

Which researcher investigated the duration of LTM and when?

Select one of the following:

Explanation

Question 10 of 63

Name one advantage of Bahrick's duration study.

Select one of the following:

Explanation

Question 11 of 63

Which researcher investigated the duration of STM and when?

Select one of the following:

Explanation

Question 12 of 63

Name one disadvantage of Peterson and Peterson's duration study.

Select one of the following:

Explanation

Question 13 of 63

Click on each orange point and write the correct answer.

Label the Multi-Store Memory Model

Explanation

Question 14 of 63

Name two sensory stores in the sensory register.

Select one or more of the following:

Explanation

Question 15 of 63

Name one advantage of the multi-store model of memory.

Select one of the following:

Explanation

Question 16 of 63

Name three disadvantages of the multi-store model of memory.

Select one or more of the following:

Explanation

Question 17 of 63

There are 4 types of long term memory

Select one of the following:

Explanation

Question 18 of 63

Fill the blank spaces to complete the text.

Episodic memory refers to our ability to . They are and include . As well as this, they require to recall.

Explanation

Question 19 of 63

Name an example of episodic memory

Select one or more of the following:

Explanation

Question 20 of 63

Name an example of semantic memory.

The word type which produced the worst recall in McGeoch and McDonald's retroactive study was ( synonyms, antonyms, nonsense syllables, 3-digit numbers, no new list, unrelated words ).