Thinking and Memory

Please help me with these questions.

When Sharon was learning to drive, she could not imagine how she could ever remember to steer the wheel, flip on the turn signal, put on the gas, and still manage to turn the car! After driving for three years, Sharon's reactions have become automatic. Now, when she drives a car:

- non-conscious processes are involved.
- convergent thinking is involved.
- subconscious processes are involved.
- divergent thinking is involved.

Which of the following would be among Kristen's semantic memories?

- Knowing that her wedding gown had a train
- Knowing that her three siblings were members of the wedding party
- Knowing that John proposed to her just after midnight on an August evening
- Knowing that it is appropriate to stand when the bride walks down the aisle

The day after the election, Mitch says that he knew all along whom the winner would be. He is:

- avoiding loss.
- exhibiting confirmation bias.
- exaggerating the improbable.
- exhibiting hindsight bias.

As she studies her psychology textbook, Kathy wants to make sure that she remembers that sound intensity is measured in units called decibels, and that each decibel is one-tenth of a bel, which is a unit named after Alexander Graham Bell. Kathy creates a visual image of 10 little, elf-like Alexander Graham Bells trying to turn up the volume of a huge stereo. Her strategy is called:

- confabulation.
- priming.
- maintenance rehearsal.
- a mnemonic.

To ensure that the memory of a child is accurate, it is important to:

- ask him to draw a picture of the event.
- reward him for telling what happened.
- reassure him that his friends have had the same experience.
- avoid the use of leading questions or suggestions