Models for explaining memory-Atkinson and Shiffrin (1968)

Models for explaining memory-Atkinson and Shiffrin (1968)

12th Grade

37 Qs

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Models for explaining memory-Atkinson and Shiffrin (1968)

Models for explaining memory-Atkinson and Shiffrin (1968)

Assessment

Quiz

Science

12th Grade

Easy

Created by

Louise Rao

Used 7+ times

FREE Resource

37 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What are the three main processes of memory according to the models for explaining memory?

Encoding, storage, retrieval

Perception, attention, recall

Analysis, synthesis, evaluation

Observation, interpretation, conclusion

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which model of memory includes the sensory register, short-term memory, and long-term memory?

Multi-store model

Single-store model

Dual-process model

Connectionist model

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

In the multi-store model of memory, what are the characteristics of the sensory register?

Duration, capacity, encoding

Duration, recall, synthesis

Encoding, retrieval, analysis

Capacity, evaluation, perception

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What types of memory are included in long-term memory according to the multi-store model?

Procedural, declarative - semantic and episodic

Visual, auditory, tactile

Short-term, working, sensory

Implicit, explicit, sensory

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Who developed the Multi-store model of Memory?

Freud and Jung

Watson and Skinner

Atkinson and Shifrin

Pavlov and Thorndike

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is memory?

The ability to recall information, experiences, and people.

The process of forgetting important tasks.

A method of organizing daily schedules.

A technique for improving concentration.

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is an example of memory recall?

Forgetting a friend's birthday.

Remembering a person's name.

Ignoring a familiar smell.

Misplacing an assignment.

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