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| 1 | |
Research suggests that the capacity of short-term memory is |
| | A) | somewhat small, holding only about seven items at one time. |
| | B) | quite large, holding a large number of items simultaneously. |
| | C) | equivalent to sensory memory, holding about a hundred items at one time. |
| | D) | larger than the capacity of long-term memory among young people. |
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| 2 | |
Rehearsal is important for transferring information from |
| | A) | sensory memory to long-term memory. |
| | B) | sensory memory to short-term memory. |
| | C) | long-term memory to sensory memory. |
| | D) | short-term memory to long-term memory. |
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| 3 | |
Which of the following represents the correct progression of information as it moves through the primary memory stores? |
| | A) | Short-term, long-term, episodic |
| | B) | Sensory, short-term, long-term |
| | C) | Episodic, short-term, sensory |
| | D) | Sensory, episodic, long-term |
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| 4 | |
Which of the following statements about short-term memory is false? |
| | A) | Short-term memory has a relatively small capacity for information. |
| | B) | Retention of information in short-term memory is brief. |
| | C) | Short-term memory stores an exact replica of sensory stimuli. |
| | D) | Short-term memory provides meaning to information. |
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| 5 | |
To help children remember numbers, they often sing songs with phrases like, "One, two...buckle my shoe. Three, four...shut the door." Such phrases rely on _____ to improve memory. |
| | A) | accommodation |
| | B) | chunking |
| | C) | splitting |
| | D) | mnemonics |
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