5 Steps to a 5 AP Psychology, 2010-2011 Edition - Laura Lincoln Maitland [91]
5. C—Elaborative rehearsal enables deeper processing of information into long-term memory. It makes both encoding into and retrieval from long-term memory easier.
6. C—Although explicit memories are not necessarily stored in the hippocampus, we know that hippocampal damage does affect processing of explicit memories for semantic and episodic events into long-term memory.
7. D—Dai remembered where he left his car when he was in the same physiological state as when he was last in his car.
8. B—There are about 100 phonemes worldwide; the English language uses about 45 of them.
9. A—When asked to mention types of birds, an average or typical one likely to come to mind (a prototype) would be a robin because it has all the characteristics of the category.
10. B—Divergent thinkers think out of the box, generate more possible solutions, and are more creative thinkers than convergent thinkers.
11. C—Nativist Noam Chomsky has suggested that babies come equipped with a language acquisition device in their brains that is preprogrammed to analyze language as they hear it and determine its rules.
12. A—Using a dime to substitute for a screwdriver shows a lack of functional fixedness because you are able to come up with an unconventional way to use a standard item when needed.
13. E—Arnold made a faulty decision based on his prototypes that elementary school teachers are women and engineers are men.
14. E—The one-year-old communicates that she wants a drink using a holophrase, one word.
15. B—In retroactive interference we can’t recall previously learned information, because newer information (Italian) disrupts the older information (Spanish) and makes it more difficult to retrieve.
Rapid Review
Memory—human capacity to register, retain, and remember information. Three models of memory:
1. Information Processing Model of memory—encoding, storage, and retrieval.
• Encoding—the process of putting information into the memory system.
• Storage—the retention of encoded information over time.
• Retrieval—the process of getting information out of memory storage.
We have difficulty attending to two complex tasks—divided attention.
2. Levels of Processing Theory or Semantic Network Theory—the ability to form memories depends upon the depth of the processing.
• Shallow processing—structural encoding emphasizes structure of incoming sensory information.
Deep processing—semantic encoding involves forming an association or attaching meaning to a sensory impression and results in longer-lasting memories.
Self-reference effect or self-referent encoding—processing information deemed important or relevant more deeply, making it easier to recall.
3. Atkinson-Shiffrin model: Three memory systems—sensory, short-term, and long-term.
Sensory memory—memory system that holds external events from the senses for up to a few seconds.
• Visual encoding—the encoding of picture images.
• Iconic memory—a momentary sensory memory of visual stimuli.
• Acoustic encoding—the encoding of sound, especially the sound of words.
• Echoic memory—a momentary sensory memory of auditory stimuli.
• Selective attention—the focusing of awareness on stimuli in sensory memory that facilitates its encoding into STM.
• Automatic processing—unconscious encoding of information about space, time, and frequency that occurs without interfering with our thinking about other things.
• Parallel processing—a natural mode of information processing that involves several information streams simultaneously.
• Effortful processing—encoding that requires our attention and conscious effort.
• Feature extraction (pattern recognition)—finding a match for new raw information in sensory storage by actively searching through long-term memory.
Short-term memory—working memory, 20 seconds before forgotten;