A) at short retention intervals but not long ones.
B) only at retention intervals of 1 week or longer.
C) even when students receive no feedback on the accuracy of their test results.
D) only when the format of the first test matches the format of the final test.
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A) college students do not need special training in this area,because their metacomprehension is reasonably accurate.
B) metacomprehension can be improved when students receive feedback about their understanding before they take a test.
C) good readers and poor readers do not differ in their awareness of reading strategies.
D) metacomprehension is basically the same as meta-analysis.
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B
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A) means that some new information interferes with some old information.
B) refers to some information that you learned in the past.
C) means that you use some mnemonic devices to improve your memory.
D) refers to your ability to predict how well you will do on a memory test.
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A) people are not very accurate in guessing which pairs of words they are likely to recall at a later time.
B) people clearly underestimate their ability to recall pairs of words at a later time.
C) people are more accurate when predicting on an "item-by-item" basis as compared to an overall score basis.
D) people have fairly accurate metamemory when the stimuli are pairs of words.
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A) there was a strong correlation between the measures of "study techniques" and grades in college.
B) the study was flawed,because of the research was acknowledged to have a serious problem with the issue that "correlation is not necessarily causation."
C) surprisingly,there was no correlation between any of the variables.
D) there was actually a negative correlation between study techniques and grades in college,probably because the students with the lowest grades actually exaggerated the amount of time spent studying.
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A) select the most difficult essays to read first.
B) select the easiest essays to read first.
C) select easier essays to read first if you are an expert,but select more difficult essays to read first if you are a novice.
D) show no systematic pattern in reading the essays.
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A) academic tests must be difficult enough to differentiate between the students who deserve A's and the students who deserve lower grades.
B) professors who want to assess their academic programs must be sure that the courses are sufficiently difficult.
C) students' motivation will be higher if they are allowed to select the appropriate level of difficulty for the material in a course they are taking.
D) if students test themselves several minutes after learning some material,they will make more errors,which will encourage them to spend more time studying.
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A) Keyword method
B) Method of loci
C) Chunking method
D) Source monitoring
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A) performing a task automatically in a familiar setting.
B) performing a task effortfully in a familiar setting.
C) performing a task automatically in an unfamiliar setting.
D) performing a task effortfully in an unfamiliar setting.
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A) without time pressure,students spend more time studying difficult material.
B) without time pressure,students spend more time studying easy material.
C) with time pressure,students spend more time studying difficult material.
D) with time pressure,students tend to study randomly,without using strategies about which items to focus on.
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A) the method of loci.
B) the spacing effect.
C) the keyword method.
D) the hierarchy technique.
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A) The guidelines of metamemory suggest that rote rehearsal is the most effective mnemonic device.
B) Metamemory can help you decide which strategies work best for you.
C) Metamemory allows you to process information in a parallel fashion,rather than a serial fashion.
D) Metamemory is the study of memory for people's names,and people report particular difficulty with memory for names.
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A) People can provide accurate introspections about the way their semantic memory is organized.
B) People are more accurate in supplying a similar-sounding word than a similar-meaning word.
C) When people report a tip-of-the-tongue state,they accurately assess that they are close to identifying the missing word.
D) People can accurately describe the process by which they recover a word that was previously on the tip of their tongue.
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A) for most people,one exposure to the material is sufficient unless that material is extremely difficult.
B) several reviews of the same material-without taking breaks in between-is especially effective.
C) in general,we have little evidence for the total time hypothesis.
D) learning is more effective if learning trials are spread out over time,rather than if you study without a break.
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A) when you must remember to do something that is not part of your customary routine.
B) when you are in an unfamiliar setting.
C) when you are trying to performing a task especially carefully.
D) when you are performing a retrospective-memory task.
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A) working memory.
B) divided attention.
C) levels of processing.
D) encoding specificity.
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A) the students consistently overestimated how well they had performed.
B) the students consistently underestimated how well they had performed.
C) the students with the lowest actual scores provided the most accurate estimated scores.
D) the students with the highest actual scores provided the most accurate estimated scores.
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D
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A) Monolingual adults and bilingual adults are equally likely to report this phenomenon.
B) People are fairly accurate in guessing the number of syllables in the target word,but they are less accurate in guessing the target word's first letter.
C) The phenomenon seems to be limited to the English language.
D) Research in languages that have grammatical gender shows that people can typically identify the gender of the target word.
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D
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A) retrospective memory.
B) implicit memory.
C) prospective memory
D) organizational mnemonics.
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A) Students' metacomprehension is generally as accurate as their metamemory for learning pairs of English words.
B) Metacomprehension is about as accurate for reading comprehension as for other items on the verbal portion of the SAT.
C) Students are only slightly more confident about the items they answered correctly than the items they answered incorrectly.
D) There is no relationship between students' confidence about whether they answered an item correctly and their actual accuracy.
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