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Memory intervention or training programs must consider both _______________ and _______________.


A) automatic processing; effortful processing.
B) autobiographical memory; semantic memory
C) encoding; retrieval
D) rehearsal; recall

E) None of the above
F) B) and D)

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Memory aids that rely on environmental resources, such as notebooks or calendars, are known as


A) external aids.
B) implicit aids.
C) internal aids.
D) mnemonics.

E) A) and C)
F) A) and B)

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Older adults perform better on episodic memory tests when instructed to use


A) automatic processing.
B) divided attention.
C) internal study strategies such as rehearsal.
D) metamemory.

E) A) and D)
F) A) and C)

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The ability to remember extensive amounts of information from a few seconds to a few hours to decades is known as


A) sensory memory.
B) working memory.
C) long-term memory.
D) remote memory.

E) B) and D)
F) A) and D)

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Research suggests that all of the following external memory cues are most effective except those that


A) require a pen or pencil.
B) are active rather than passive.
C) are given close to the time action is required.
D) are specific to a particular action.

E) A) and B)
F) None of the above

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Research has shown that when older adults are asked to predict how well they will perform on a memory task, they are more accurate when


A) the task is novel.
B) they are told how other people have performed.
C) they have direct experience with the task.
D) they have no experience with the task.

E) A) and B)
F) A) and C)

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Which of the following places minimal demands on attentional capacity and gets information into the system largely without us being aware of it?


A) divided attention
B) sustained attention
C) inhibitory loss
D) automatic processing

E) A) and B)
F) B) and C)

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Describe the E-I-E-I-O framework and explain how it can be used to improve memory.

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Camp's E-I-E-I-O framework combines two ...

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