A. Sketches
B. Schemes
C. Episodes
D. Schemas
A. Elaborative rehearsal and spaced retrieval practice
B. Maintenance rehearsal and frequent retrieval practice
C. Schemas and mnemonics
D. Explicit and implicit retrieval
A. External memories have stronger sensory attributes.
B. Internal memories are more detailed and complex.
C. External memories have more traces of the reasoning and imaging that generated them.
D. Internal memories are set in a coherent context of time and place
A. Visio-spatial sketch pad
B. Phonological loop
C. Central executive
D. Episodic buffer
A. Last research effect
B. Recency effect
C. Delayed effect
D. Limited capacity effect
A. Is an excellent strategy for students
B. Requires a high degree of effort
C. Does not require much creativity
D. Can be applied to virtually any material
A. People remember practiced information better than unpracticed information
B. People remember unpracticed information better than practiced information
C. People remember names better than faces
D. People remember faces better than names
A. Imagined memories of the event
B. Expectations about recalling the passage at a later time
C. Expectations about Nancy’s condition
D. Pre-existing knowledge about people named Nancy
A. Presenting the words in meaningful hierarchies reduced the learning time to a quarter of that required for the same words randomly positioned.
B. The organization of the hierarchy emphasized aspects of the words meanings.
C. The hierarchy identified three different levels of information processing.
D. The organization of the hierarchy simplified the learning of the lists.
A. Because remembering is a complex process.
B. Because remembering involves most other cognitive aspects of a person.
C. Because remembering involves most other emotional aspects of a person.
D. Because so much of the body is active when someone is remembering.