Transcript memory workbook

AS Level Psychology
PSYA1
Memory
Name:
_______________________________
Form:
_______________________________
Teacher: _______________________________
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PSYA1 Memory
Specification
In the exam you will have 1 hour 30 minutes to answer three sections. Each section will
be worth 24 marks. For 12 mark questions, 6 marks will be awarded for A01, and 6
marks will be awarded for A02. See Mark Scheme overleaf.
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PSYA1 Memory
Sample Mark Scheme
(12 Marks)
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PSYA1 Memory
What is A01 and A02?
Let’s apply this to a Donut…
A01
Knowledge & Understanding
Describe the Donut….
What is a Donut?
What shape is it?
What is it covered in?
What ingredients does it
contain?
These questions are designed for
you to demonstrate your
knowledge and understanding
of what a Donut is. You can do this
in an exam by describing or
outlining studies or theories. By
doing this you are showing you
know and understand!
A02
Application & Evaluation
What is your opinion of the
Donut?
What are it’s strengths?
What are it’s weaknesses?
How does it compare to
other cakes?
What evidence is there for
and against this Donut?
These questions are designed to develop
your evaluation and critical thinking
skills. You can do this in the exam by
evaluating theories using strengths and
weaknesses.
You can also present research evidence to
support or refute.
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Glossary
PSYA1 Memory
Key Term
Definition
Semantic Memory
Duration
Procedural Memory
Encoding
Episodic Memory
Chunking
Multi-Store Model
Free Recall
Sensory Memory
Digit Span Technique
Short-Term Memory
Serial Recall
Long-Term Memory
Working-Memory Model
Capacity
Central Executive
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PSYA1 Memory
Glossary
Phonological Loop
Anxiety
Visuo-Spatial Sketchpad
Weapon Focus
Episodic Buffer
Own Age Bias
Word Length Effect
Cognitive Interview
Dual Task Method
Report Everything
Articulatory Suppression
Mnemonics
Eyewitness Testimony
Dual Coding
Hypothesis
Leading (misleading)
Questions
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PSYA1 Memory
Memory is…
Cognitive Psychology is…
PSYA1 Memory
(Murdock 1962)
Position
Word
1st
CAT
2nd
APPLE
3rd
BALL
4th
TREE
5th
SQUARE
6th
HEAD
7th
HOUSE
8th
DOOR
9th
BOX
10th
CAR
11th
KING
12th
HAMMER
13th
MILK
14th
FISH
15
BOOK
16
TAPE
17th
ARROW
18th
FLOWER
19th
KEY
20th
SHOE
Number of people in class that
remembered it!
Duration
PSYA1: Memory
Duration:
Peterson & Peterson (1959)
Aim
Method/Procedure
Duration of STM…
Results/Findings
Duration of LTM…
Conclusion
What does this show about
the duration of STM?
PSYA1: Memory
Duration
Peterson & Peterson (1959)
Additional Research into the Duration of LTM
Bahrick 1975
A02  +
A02  -
PSYA1: Memory
Capacity…
Capacity of STM
Aim:
Method/Procedure:
Results/Findings:
Capacity of STM…
Conclusion:
Capacity of LTM…
Digit Span…
Jacobs (1887)
PSYA1: Memory
Capacity of STM
Miller’s Magic Number… What are his arguments?
What is Chunking and how do we test it?
Create your own piece of chunking…
Miller
Capacity of STM Research Evaluation
PSYA1: Memory
A02 
A02 
PSYA1: Memory
Encoding
Baddeley (1966)
Aims: (what did they want to find out):
To test whether acoustic encoding (based on the sound of the word) is used in short-term memory, whereas
semantic encoding is used in long-term memory. This research was based in part on earlier research by Conrad
(1964). Conrad argued that STM encodes acoustically. Baddeley aimed to confirm Conrad’s findings and
provided the same level of evidence for LTM.
Procedure/Method: (how did they test it):
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A laboratory experiment with four types of word lists (2 experimental, 2 control)
o CONDITION ONE: Acoustically similar (meet, feet, sweet)
o CONDITION TWO: Semantically similar (neat/clean/tidy)
o CONDITION THREE: Acoustically dissimilar (hot, far, jam)
o CONDITION FOUR: Semantically dissimilar (pen/jump/day)
The variables changed were the acoustically similar/dissimilar and semantically similar/dissimilar words
The variable measured was the number of substitution errors (confusing one item for another)
The words in the lists were of similar frequency in the English language
Participants were asked to serial recall either immediately (STM) or delayed (LTM)
Findings: (what were their results):
•With immediate recall (STM) there were more substitution errors on the acoustically similar lists than the
acoustically dissimilar ones. There was no difference between semantically similar and dissimilar words.
•With delayed recall (LTM) there were more substitution errors on the semantically similar lists than the semantically
dissimilar ones. There was no difference between acoustically similar and dissimilar words.
Conclusions: (what does this suggest/show): The findings suggest that the nature of encoding is different for LTM
and STM. STM appears to be acoustically encoded, suggesting semantics is not important. Whereas is LTM it
appears to be semantically encoded, with acoustics not playing an important role.
PSYA1: Memory
Encoding
Baddeley (1966)
Encoding is…
Baddeley found that…
Strengths of Baddeley 
Weaknesses of Baddeley 
PSYA1: Memory
Exam Q
12 Marks
In the exam a 12 mark question will be split into A01 and A02 marks.
6 marks = A01
6 marks = A02
So you need to make 6 relevant and accurate A01 points and 6 accurate A02
points for full marks.
However you can also gain extra marks through effective elaboration! So you
can write less points if you elaborate fully!
We would expect you to spend approximately 15 mins on a 12 marker in the
exam!
PSYA1: Memory
A01 (6 Marks)
Exam Q
12 Marks
A02 (6 Marks)
Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968)
Annotate the model. What do each of the memory stores do? How does memory flow through the
model?
Maintenance
Rehearsal
Environmental
Stimuli
Retrieval
Sensory
Memory
(SM)
Attention
Short-Term
Memory
(STM)
Long-Term
Memory
(LTM)
Elaborative
Rehearsal
Information
retrieval
Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968)
E.g. ‘Outline & Evaluate the Multi-store Model of Memory’ (12 Marks)
How does this model explain memory?
Practical Applications:
Methodology:
Comparison with Working Memory Model
Other Strengths/Weaknesses:
Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968)
Supporting  and Challenging  Studies
Study
What does it show in
relation to the theory…?
GRAVE
Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974)
Annotate the model. What do each of the components do? How does memory flow through the model?
Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974)
The Central
Executive
Slave System:
Phonological
Loop
Slave System:
Visuo-Spatial
Sketchpad
Slave System:
Episodic
Buffer
Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974)
E.g. ‘Outline & Evaluate the Working Memory Model’ (12 Marks)
How does this model explain memory?
Practical Applications:
Methodology:
Comparison with Multistore Model
Other Strengths/Weaknesses:
Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974)
Supporting  and Challenging  Studies
Study
What does it show in
relation to the theory…?
GRAVE
EWT: Leading Questions (Loftus, 1974)
Aim:
Verb
Mean
speed
estimated
(MPH)
Question 1: “How fast were
the cars going when they
hit each other?”
34.0
Question 2: “How fast were
the cars going when they
bumped each other?”
38.1
Question 3: “How fast were
the cars going when they
collided with each other?”
39.3
Question 4: “How fast were
cars going when they
contacted each other?”
31.8
Question 5: “How fast were
the cars going when they
smashed each other?”
40.8
Procedure:
Results:
Conclusion
EWT: Leading Questions (Loftus. 1974)
Leading Questions – Loftus
Practical Applications:
Methodology:
Other Strengths/Weaknesses:
EWT: Leading Questions: Additional Research
Leading Questions
Studies
Study
What does it show?
GRAVE
EWT: Weapon Focus
Weapon Focus
EWT: Weapon Focus
Weapon Focus
Studies
Study
What does it show?
GRAVE
EWT: Anxiety
Anxiety
PSYA1: Memory
EWT
Exam Q 2010
An American space shuttle exploded soon after it was launched. All of the astronauts on board
were killed. Crowds of people were watching, including friends and relatives of the astronauts. Six
months after the explosion, a student decided to investigate the accuracy of some of the
eyewitnesses’ memory of this event.
Explain how anxiety might have affected eyewitness testimony of this event. Refer to psychological research in
your answer. (6 marks)
EWT: Age
EWT: Age: Anastasi & Rhodes (2006)
Aim:
Procedure:
Results:
Conclusion
Own Age Bias…
EWT: Age: Additional Research
Yarney (1984) – when asked q’s about a staged event, 80% of elderly people, compared to 20% of younger adults failed to mention that attacker
had a knife in his hand
Parker & Carranza (1989) compared primary school children and college students in their ability to correctly identify a target individual
following a mock crime. Child witnesses had a higher rate of choosing (they would choose someone from the line up even though they didn’t have
to as the suspect may not have been present). However children were more likely to make errors in identification than the college students.
Cohen & Faulkner (1989) – showed film of kidnapping to middle-aged and elderly pp, then read a narrative account of the scene they’d just
witnessed. For half pp, the narrative account consistent with film and for the other half it included misleading info. In subsequent recall test,
elderly pp found to have been much more susceptible to effects of misleading info.
Davies (1994) believes that some of the differences between child and adult witnesses have been overstated and that children can provide very
valuable testimony provided care is taken in the interviewing process
Flin et al (1992) questioned children and adults one day after an incident and then again five months later. There were no differences in the
amount and accuracy of recall after a single day but there was significant forgetting in the children after five months.
Gordon et al (2001) concluded that young children can provide detailed and accurate and witness statements, but they are particularly
susceptible to suggestion and their accounts should be viewed with caution
Memon et al. (2003) studied young (16-33) and old (60-82) eye witnesses. When the delay between the incident and identification was short
there was no difference between the two age groups. However when there was a 1 week delay, older witnesses were significantly less accurate.
Young or Old? Which of the studies show that young people are better eye
witnesses? Which show that older people are more accurate eye witnesses?
EWT: Cognitive Interview
1) REPORT
EVERYTHING
2) REINSTATEMENT
OF CONTEXT
3) CHANGE
ORDER
4) CHANGE
PERSPECTIVE
Create a storyboard to illustrate the process of the cognitive interview…
EWT: Cognitive Interview
Strengths 
Weaknesses 
Strategies for Memory Improvement
For each strategy: Describe the strategy, explain an example and evaluate it’s
usefulness…
Understand: Describe Strategy
Apply: Give an Example
Evaluate in terms of
effectiveness
PSYA1: Memory : Tracking Your Progress
After each assessment complete the tables to track your targets, feedback and progress.
Predicted Grade
Target Grade
Assessment 1:
Date of feedback:
Mark:
Grade:
Targets for improvement:
Follow up tasks:
Date to be completed by:
Date completed:
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PSYA1: Memory: Tracking Your Progress
Assessment 2:
Date of feedback:
Mark:
Grade:
Targets for improvement:
Follow up tasks:
Date to be completed by:
Date completed:
Assessment 3:
Date of feedback:
Mark:
Grade:
Targets for improvement:
Follow up tasks:
Date to be completed by:
Date completed:
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PSYA1: Memory: Tracking Your Progress
Assessment 4:
Date of feedback:
Mark:
Grade:
Targets for improvement:
Follow up tasks:
Date to be completed by:
Date completed:
Assessment 5:
Date of feedback:
Mark:
Grade:
Targets for improvement:
Follow up tasks:
Date to be completed by:
Date completed:
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