A) The phonological loop
B) The visuospatial sketchpad
C) The episodic buffer
D) The central executive
F) B) and D)
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A) Maura: "Students are likely to use simple repetition when learning new material; if you teach them a memory strategy,their memory improves."
B) Ilya: "The phrase refers to the strategy people use to move a particular stimulus from working memory to long-term memory."
C) Alessandro: "People are typically not conscious of their learning strategies; however,if they can focus their attention on their memory,they can avoid interference from other stimuli."
D) Tara: "As you learn a series of stimuli from the same category,memory will become less accurate; if you switch to a new category,memory will improve."
F) None of the above
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A) chunking.
B) the recency effect.
C) the primacy effect.
D) proactive interference.
F) B) and C)
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A) your visuospatial sketchpad can maintain only a limited amount of information.
B) challenging words are automatically shunted off to the central executive.
C) the visuospatial sketchpad and the phonological loop are both activated,because of the spatial nature of the unfamiliar letter sequence
D) the phonological loop plays a role in reading,as well as in memory.
F) B) and D)
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A) almost all the stimuli that pass through sensory memory will end up in long-term memory.
B) we need to identify the biological correlates of memory.
C) memory can be represented as a series of stages in which information is passed between separate storage areas.
D) an item is more likely to be stored in memory if it is accompanied by insight.
F) None of the above
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A) short-term memory is a more useful concept than working memory because it emphasizes the short duration of this stage in a memory model.
B) working memory is much more rigid and inflexible than previous theorists had suggested.
C) the purpose of working memory is to hold information briefly,and then process and use this information.
D) working memory is the verbal,activated component of long-term memory.
F) All of the above
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A) the fact that people tend to substitute acoustically similar items during recall illustrates that acoustic factors are more important than semantic factors.
B) there is no evidence for the influence of semantic information on working memory.
C) the studies on release from proactive interference demonstrate that semantic factors can influence working memory.
D) many studies have demonstrated that the information in working memory does not have acoustic properties.
F) A) and D)
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A) the difficulty of keeping all this material in your working memory.
B) the difficulty of transferring material from working memory to long-term memory.
C) a conflict between top-down and bottom-up processing.
D) material that is larger than the span of sensory memory.
F) C) and D)
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A) better on tasks involving the phonological loop.
B) better on tasks involving the visuospatial sketchpad.
C) worse on tasks involving the phonological loop,but better on tasks involving the central executive.
D) worse on tasks involving either the phonological loop,visuospatial sketchpad,or central executive.
F) C) and D)
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A) studies using the single-cell recording technique in humans have located the phonological loop in the auditory cortex.
B) the left temporal lobe and the frontal lobe are activated by auditory tasks.
C) the right temporal lobe and the frontal lobe are activated by auditory tasks.
D) no systematic activation patterns have yet been discovered.
F) B) and C)
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A) left cerebral hemisphere,especially the frontal and occipital lobes.
B) right cerebral hemisphere,especially the frontal and parietal lobes.
C) cerebellum.
D) lateral hypothalamus.
F) A) and B)
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A) it provides a perfect copy of the physical stimulus,for example,a visual image that accurately represents the words on a page.
B) it demonstrates that there is a clear-cut limit to the number of items we can store for a short time.
C) it is the first process that occurs after the stimulus has entered long-term memory.
D) it keeps some items active,so that we can use these items when we are working on a relevant task.
F) None of the above
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A) the capacity of the visuospatial sketchpad is limited.
B) the limits of the phonological loop and the visuospatial sketchpad depend upon one another; if one process is active,the other cannot handle new material.
C) all material must pass from the phonological loop into the visuospatial sketchpad.
D) the phonological loop simply stores material,whereas the visuospatial sketchpad actively reinterprets that information.
F) A) and D)
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A) contrary to Baddeley's theory,the phonological loop and the visuospatial sketchpad clearly work together on most tasks.
B) people have trouble on a task that employs the visuospatial sketchpad,if they are simultaneously performing another visual task.
C) watching the cartoon actually enhances your accuracy when you use your visuospatial sketchpad to create a mental image of a painting.
D) people have trouble on this task unless they transfer all information to the episodic buffer.
F) A) and C)
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A) working memory really is a storehouse that has a limit of 5-9 items.
B) the left parietal lobe and the left frontal lobe are both relevant when you are reading long sentences with complex grammar.
C) the right hemisphere and the left hemisphere are equally involved in language comprehension.
D) the left hemisphere is relevant for long sentences,whereas the right hemisphere is relevant for complex sentences.
F) B) and D)
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A) solve geometric problems.
B) store the sound of someone's name.
C) rotate mental images.
D) determine whether one number is larger or smaller than another.
F) B) and C)
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