1. Humans have always had trouble remembering certain details. One person has the unique experience of recalling in almost exact detail a memory from his childhood, but he cannot remember what he ate for lunch yesterday. Another cannot recall names of people she met five minutes ago, but she remembers the names of people she met from an hour before. Psychologists have searched for answers to the memory phenomenon to better understand how the brain functions and what triggers memory or causes forgetfulness. After extensive research over the past century, they have come up with some basic theories to help explain memory loss. 2. There are times when an individual loses all recollection of an event. *A* This is referred to as the decay theory, which states that if memories are not recalled from time to time, they fade and then gradually drop from a person's memory. Decay is proven to occur with sensory memories, or short-term memories, if they are not recalled or rehearsed. Decay of long-term memory is harder to explain because these memories last through the passage of time. *B* In fact, some knowledge can be accessed many years after it is first learned. *C* Research on students who took Spanish courses in high school revealed that they still remembered a great deal of Spanish fifty years later, even though they had hardly used the language. While some memories tend to decay, others remain burned into the recesses of the brain, causing psychologists to further ponder the workings of memory. *D* 3. Another explanation made by researchers concerning memory loss is known as interference. Under this theory, an individual forgets a memory when similar information enters the mind and interferes with the original memory in either the storage or retrieval area of the brain. The information is somewhere in the person's memory, but it gets confused with other details. This occurs in both short-term and long-term memory and is most common when a person tries to recall isolated facts. For instance, a woman goes to a party and meets a man named Joe at the front door. Half an hour later, she is introduced to Jason. When she sees Joe again, she accidentally calls him Jason. This is retroactive interference. The newest information input replaces the old information, causing the woman to mistakenly call the first man by the wrong name. Additionally, people may suffer from proactive interference. A new student meets his first professor, Dr. Mack, in his English class. When he has History, he meets Dr. Miller. However, he frequently calls both teachers Dr. Mack, since that is the first name he had learned. Remembering the first set of information and not remembering the next is proactive interference. The old information interfered with the student’s ability to recall the newer information. 4. When a person needs to remember something, he frequently relies on cues, or reminders, to help him retrieve a specific memory. When he lacks the cue to recall the memory, the person suffers from cue-dependent forgetting. This may be the most common type of forgetfulness. Psychologist Willem Wagenaar did a year-long study during which he recorded events from his life daily. After a year’s time, he could not remember twenty percent of the critical details, and after five years, he had forgotten sixty percent. However, he compiled cues from ten witnesses to some events in his past that he believed he had forgotten, and he was able to recall pieces of information about all ten. Thus, when he had cues to help him retrieve his memories, he could remember his experiences, illustrating that he was somewhat cue-dependent. Cognitive psychologists believe that these specific cues help direct a person to the area of the brain where the memory is stored or they match up with information linked to the actual memory the person is seeking. 5. Whether forgetfulness is from years of decay, replacement of old memories, or lack of cues, researchers continue working to locate the source of people’s forgetfulness. The answers are becoming clearer with each additional study. As brain research advances, psychologists are sure to connect many different factors that link people back to their memories.
1. The word triggers in the passage is closest in meaning to
A.
Closes
B.
Clues
C.
Reviews
D.
Erases
2.
1-2. According to paragraph 2, decay of short-term memories can be avoided by?
A.
Remembering associations
B.
Removing immediate distractions
C.
Recollecting information often
D.
Taking time to acquire input
3.
1-3. What can be inferred about the decay theory from paragraph 2?
A.
Memories from big events always remain in the mind.
B.
Memory decay arises from specific circumstances.
C.
Recalling old memories prevent their decay.
D.
Most people suffer from some degree of memory decay.
4.
1-3. Look at the four **, *A*, *B*, *C*, and *D*, which indicate where the following sentence could be added to the passage. Where would the sentence best fit?However, the age of the memory does not enable psychologists to predict which memories will disappear and which will remain.
A.
*A*
B.
*B*
C.
*C*
D.
*D*
5.
1-5. The word ponder in the passage is closest in meaning to
A.
Consider
B.
Explain
C.
Forget
D.
Understand
6.
1-6. All of the following are mentioned in paragraph 3 as interference EXCEPT:
A.
Confusing newly learned facts with other details
B.
Confusing old memories with current situations
C.
Remembering the first information but forgetting the second set
D.
Recalling the last information acquired but losing the first
7.
1-7. In paragraph 3, the author discusses remembering and forgetting names in order to
A.
Demonstrate memory interference
B.
Refute proactive and retroactive interference
C.
Advocate acquiring new memories
D.
Reveal the workings of forgetfulness
8.
1-8. The word it in the passage refers to
A.
Retrieval area
B.
Information
C.
Storage area
D.
Memory
9.
1-9. The word isolated in the passage is closest in meaning to
A.
Complex
B.
Angry
C.
Remote
D.
Ignored
10.
1-10. According to paragraph 4, cue-dependent forgetting is defined as
A.
Not being able to remember details or events when clues are present
B.
Not being able to remember details or events unless clues are present
C.
Not being able to forget clues about details or events
D.
Not being able to remember details or events without assistance from other people
1.11. Which of the following does not relate to the type of forgetting known as INTERFERENCE ?
A. is characterized by either proactive or retroactive memories.
B. occurs when trying to locate specific , isolated , events.
C. can be aided by reminders of past experiences.
D. happens in the storage or retrieval area of the mind.
1. Humans have always had trouble remembering certain details. One person has the unique experience of recalling in almost exact detail a memory from his childhood, but he cannot remember what he ate for lunch yesterday. Another cannot recall names of people she met five minutes ago, but she remembers the names of people she met from an hour before. Psychologists have searched for answers to the memory phenomenon to better understand how the brain functions and what triggers memory or causes forgetfulness. After extensive research over the past century, they have come up with some basic theories to help explain memory loss. 2. There are times when an individual loses all recollection of an event. *A* This is referred to as the decay theory, which states that if memories are not recalled from time to time, they fade and then gradually drop from a person's memory. Decay is proven to occur with sensory memories, or short-term memories, if they are not recalled or rehearsed. Decay of long-term memory is harder to explain because these memories last through the passage of time. *B* In fact, some knowledge can be accessed many years after it is first learned. *C* Research on students who took Spanish courses in high school revealed that they still remembered a great deal of Spanish fifty years later, even though they had hardly used the language. While some memories tend to decay, others remain burned into the recesses of the brain, causing psychologists to further ponder the workings of memory. *D* 3. Another explanation made by researchers concerning memory loss is known as interference. Under this theory, an individual forgets a memory when similar information enters the mind and interferes with the original memory in either the storage or retrieval area of the brain. The information is somewhere in the person's memory, but it gets confused with other details. This occurs in both short-term and long-term memory and is most common when a person tries to recall isolated facts. For instance, a woman goes to a party and meets a man named Joe at the front door. Half an hour later, she is introduced to Jason. When she sees Joe again, she accidentally calls him Jason. This is retroactive interference. The newest information input replaces the old information, causing the woman to mistakenly call the first man by the wrong name. Additionally, people may suffer from proactive interference. A new student meets his first professor, Dr. Mack, in his English class. When he has History, he meets Dr. Miller. However, he frequently calls both teachers Dr. Mack, since that is the first name he had learned. Remembering the first set of information and not remembering the next is proactive interference. The old information interfered with the student’s ability to recall the newer information. 4. When a person needs to remember something, he frequently relies on cues, or reminders, to help him retrieve a specific memory. When he lacks the cue to recall the memory, the person suffers from cue-dependent forgetting. This may be the most common type of forgetfulness. Psychologist Willem Wagenaar did a year-long study during which he recorded events from his life daily. After a year’s time, he could not remember twenty percent of the critical details, and after five years, he had forgotten sixty percent. However, he compiled cues from ten witnesses to some events in his past that he believed he had forgotten, and he was able to recall pieces of information about all ten. Thus, when he had cues to help him retrieve his memories, he could remember his experiences, illustrating that he was somewhat cue-dependent. Cognitive psychologists believe that these specific cues help direct a person to the area of the brain where the memory is stored or they match up with information linked to the actual memory the person is seeking. 5. Whether forgetfulness is from years of decay, replacement of old memories, or lack of cues, researchers continue working to locate the source of people’s forgetfulness. The answers are becoming clearer with each additional study. As brain research advances, psychologists are sure to connect many different factors that link people back to their memories.
1. The word triggers in the passage is closest in meaning to
A.
Closes
B.
Clues
C.
Reviews
D.
Erases
2.
1-2. According to paragraph 2, decay of short-term memories can be avoided by?
A.
Remembering associations
B.
Removing immediate distractions
C.
Recollecting information often
D.
Taking time to acquire input
3.
1-3. What can be inferred about the decay theory from paragraph 2?
A.
Memories from big events always remain in the mind.
B.
Memory decay arises from specific circumstances.
C.
Recalling old memories prevent their decay.
D.
Most people suffer from some degree of memory decay.
4.
1-3. Look at the four **, *A*, *B*, *C*, and *D*, which indicate where the following sentence could be added to the passage. Where would the sentence best fit?However, the age of the memory does not enable psychologists to predict which memories will disappear and which will remain.
A.
*A*
B.
*B*
C.
*C*
D.
*D*
5.
1-5. The word ponder in the passage is closest in meaning to
A.
Consider
B.
Explain
C.
Forget
D.
Understand
6.
1-6. All of the following are mentioned in paragraph 3 as interference EXCEPT:
A.
Confusing newly learned facts with other details
B.
Confusing old memories with current situations
C.
Remembering the first information but forgetting the second set
D.
Recalling the last information acquired but losing the first
7.
1-7. In paragraph 3, the author discusses remembering and forgetting names in order to
A.
Demonstrate memory interference
B.
Refute proactive and retroactive interference
C.
Advocate acquiring new memories
D.
Reveal the workings of forgetfulness
8.
1-8. The word it in the passage refers to
A.
Retrieval area
B.
Information
C.
Storage area
D.
Memory
9.
1-9. The word isolated in the passage is closest in meaning to
A.
Complex
B.
Angry
C.
Remote
D.
Ignored
10.
1-10. According to paragraph 4, cue-dependent forgetting is defined as
A.
Not being able to remember details or events when clues are present
B.
Not being able to remember details or events unless clues are present
C.
Not being able to forget clues about details or events
D.
Not being able to remember details or events without assistance from other people
1.11. Which of the following does not relate to the type of forgetting known as INTERFERENCE ?
A. is characterized by either proactive or retroactive memories.
B. occurs when trying to locate specific , isolated , events.
C. can be aided by reminders of past experiences.
D. happens in the storage or retrieval area of the mind.
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