A) has the same capacity to hold items as LTM.
B) differs from LTM in how easily one can access the stored items.
C) uses the same rehearsal mechanisms as LTM.
D) has no discernible effect on functioning outside the laboratory.
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A) Acquisition,retrieval,and storage processes turn out to be independent processes,so that weaknesses and flaws in one can routinely be compensated for by adjustments in one of the others.
B) The three terms are really just different names for the same process.
C) Acquisition is related to storage processes,but not to retrieval processes.
D) Acquisition,retrieval,and storage processes are intertwined processes.
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A) Group 1 intends to memorize a series of words and,while studying,repeats the words mechanically over and over again.
B) Group 2 intends to memorize a series of words and,while studying,pays attention to the exact appearance of the words.
C) Group 3 has no intention of memorizing the words and searches the list for spelling errors.
D) Group 4 has no intention of memorizing the words and attempts to determine how the words are related to one another.
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A) Deep processing forms many connections between the current item and previous knowledge.
B) Deep processing causes items to be kept in working memory.
C) Deep processing encourages the use of mnemonics.
D) Deep processing forms fewer retrieval paths,making the correct path easier to access.
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A) usually leads to worse learning than incidental learning.
B) has a direct effect on learning.
C) leads all people to adopt the same memory strategies.
D) has no direct effect on learning.
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A) prior knowledge of the memorizer
B) the situation in which the memorizer learned the material
C) the rehearsal strategy the memorizer used
D) the exact intentions of the memorizer
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A) deep processing > shallow processing > maintenance rehearsal > deep and elaborate processing
B) deep and elaborate processing > deep processing > shallow processing > maintenance rehearsal
C) maintenance rehearsal > shallow processing > deep processing > deep and elaborate processing
D) deep processing > deep and elaborate processing > shallow processing > maintenance rehearsal
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A) little or no difference between Devon's performance and Ira's.
B) that Devon would have poorer memory for the list's early words but better memory for words presented later in the list.
C) that Devon would have better memory for the entire list.
D) that Devon would have poor memory for words at the end of the list.
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A) You remember the phone number,so you call and order.
B) Out of habit,you call your favorite pizza place (whose number you have memorized) ,forgetting you wanted to try the new place.
C) You think you probably remember the number and try calling,and you are correct.
D) You have forgotten the phone number.
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A) fine memory performance,but similar performance could be achieved with simpler sentences if they require the participant to think about the meaning of the word.
B) poor memory performance because the complicated sentence draws attention away from the target word.
C) excellent memory performance because the sentence involves a great deal of maintenance rehearsal.
D) excellent memory performance because the strategy requires attention to meaning and provides many memory connections.
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A) word association within a list of words.
B) recalling words from a list in any order.
C) recognizing words from a list.
D) memory that requires few attentional resources.
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A) it is an elaborate way to learn information.
B) it encourages deep processing.
C) it is a passive form of learning.
D) you should also be using a highlighter to identify important material.
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A) theoretically unlimited in capacity.
B) the active component of working memory.
C) not susceptible to forgetting.
D) limited in duration.
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A) some people have foolish ideas about how to proceed when they really want to memorize something.
B) memory acquisition depends on previous knowledge,and everyone has different knowledge.
C) people differ in their working-memory capacity.
D) researchers do not agree on the best ways to test memory.
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A) The physician read the article carefully to determine whether it was persuasive.
B) The physician realized how suggestions within the article could be integrated with other things she already knew.
C) The physician expected to need the information later and therefore employed a maintenance memorization strategy that had helped her memorize material in the past.
D) The physician quickly saw that the new drug might have multiple uses,so she thought about several circumstances in which she might use it.
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A) good recollection of all the words because participants were able to concentrate their attention on the task and rehearsed only one word at a time.
B) poor recollection of all the "G" words because the situation invites maintenance rather than elaborative rehearsal.
C) good recollection of "grump," since this word was in the participants' thoughts for a long time (while they were waiting for "glass") .
D) poor recollection of the early words in the list but good recollection of the words in the middle of the list.
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