Suppose that you need to learn some new vocabulary words in your French class, and you plan to apply some of the memory strategies discussed in Chapter 6. If you decide to use a deep level of processing on this memory task, you would be most likely to
a. think carefully about the exact pronunciation of each French word.
b. repeat each pair to yourself out loud, rather than silently.
c. pay careful attention to the overall shape of each French word.
d. try to think of some way to connect each French word with its English translation.
Question 2Harrison knows that he will typically perform better on an exam if he reads the textbook chapters in the early afternoon and if he reviews the material by trying to explain it in his own words. Harrison is demonstrating
a. levels of processing.
b. mnemonics.
c. metacognition.
d. the keyword method.
Question 3Freyd proposed that the concept of betrayal trauma can explain why people may forget about their own experience with sexual abuse during childhood. Which of the following statements would be most consistent with this perspective?
a. When a child is sexually abused by a trusted adult, the child may not be able to recall the abuse at a later time.
b. Memory for child sexual abuse is just as accurate as memory for other childhood events.
c. Memory is largely constructed, so an adult can construct a childhood event that did not really occur, as long as it is consistent with that adult's current knowledge and ideas.
d. Certain events are so traumatic to a child that he or she will recall them especially vividlysomewhat like a flashbulb memory.
Question 4The term metacognition refers to
a. an especially deep level of processingeven deeper than the self-reference effect.
b. the perspective that memory improvement must be comprehensive, instead of targeting just one memory strategy.
c. remembering to do something in the future.
d. our knowledge and control of our cognitive processes.
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