Learning Objectives ALL will apply knowledge to past exam questions MOST will apply knowledge to past exam questions and analyse their performance to focus revision SOME will apply knowledge to past exam questions and create targets based on their performance Bullet point the information you would include for the essay on levels of processing on your desk

Starter Khalid, Richie and Ludmila each learned a list of words in a memory experiment. Afterwards, Khalid said that he just visualised the shape of each word, Richie said that he imagined the sound of each word and Ludmila said she made up a story connecting all the words. When tested, Ludmila remembered the most words. Describe and discuss the levels of processing model of memory. Refer to the description above in your answer. (10 marks)

Starter AO1 Up to 5 marks. 1 mark for naming each level: structural/shallow/orthographic; phonetic/phonemic/acoustic; semantic, plus 1 mark each for accurately describing each level, and 1 for indicating that deeper level processing leads to better recall. 1 mark for description of a study. AO2 5 marks for: Application of parts of the scenario to different levels in the model (up to 2 marks). Evaluation, eg by explaining that there is no independent way of measuring the depth of processing, and that the model works best for learning word lists; that elaboration and distinctiveness might lead to better recall; that semantic processing does not always lead to better recall. Evaluation by valid comparisons with alternative models/explanations of memory/forgetting. Commenting on the implications for the model of evidence of studies. Credit evaluation of studies only if it is relevant to evaluating the model. Relevant studies include Craik & Tulving (1975), Hyde & Jenkins (1973), Morris et al (1977), Nelson & Vining (1978) and Eysenck & Eysenck (1980). No appropriate reference to scenario - maximum 6 marks

Introduction: how did this activity help us to move towards our learning objectives? What are you currently thinking about? ALL will apply knowledge to past exam questions MOST will apply knowledge to past exam questions and analyse their performance to focus revision SOME will apply knowledge to past exam questions and create targets based on their performance Reflecting on our learning…

1. Distinguish between semantic and procedural memory. Give one example of semantic memory and one example of procedural memory. (5 marks)

[A01 = 2, A02 = 3] 1 mark each for defining/accurately describing the two types of memory, plus 1 for explicitly making distinction. Alternatively up to 3 marks for 3 valid distinction points. 1 mark each for specific example of each. Likely answer: semantic memory is memory for facts/general knowledge/rules of language (1) procedural memory is memory for information which cannot be inspected consciously/memory for a motor skill/action (1). The first is a type of ‘knowing that’/declarative, the second is ‘knowing how’/how to/non-declarative (1). For example, knowing that krypton is a gas (semantic) (1), being able to ride a bicycle (procedural) (1).

2. Outline what is meant by lack of consolidation in memory. Illustrate your answer with an example. (3 marks)

[A01 = 2, A02 = 1] 2 marks for outline – credit any 2 points such as: a type of forgetting; in which a permanent trace in longterm memory is not established; failure to modify neurons/establish cell assemblies to encode information; caused by a blow to the head /some drugs/toxins; reference to time needed for consolidation/30 minutes/an hour. 1 mark for specific example which might be a study, eg someone forgetting an event in a game in which they were concussed, or Yarnell & Lynch, Drachman & Sahakian.

3.Nadia bought a new car, and, even though she had not driven for over 20 years, A she still remembered how to change gear; B she still remembered what happened during her driving test; C she still remembered the number plate of her first car. In your answer book, write down which statement (A, B or C) is an example of: (i) episodic memory; (ii) semantic memory; (iii) procedural memory. (3 marks)

3.Nadia bought a new car, and, even though she had not driven for over 20 years, A she still remembered how to change gear; B she still remembered what happened during her driving test; C she still remembered the number plate of her first car. In your answer book, write down which statement (A, B or C) is an example of: (i) episodic memory; (ii) semantic memory; (iii) procedural memory. (3 marks) [AO1 = 0, AO2 = 3] (i) B (ii) C (iii) A

4. Describe one study in which the effect of context on memory was investigated. Indicate why the study was conducted, the method used, results obtained and conclusion drawn (5 marks)

[AO1 = 5, AO2 = 0] Likely studies include Abernethy (1940), Godden & Baddely (1975) 1 mark – why study was conducted (must go beyond the stem) 1 mark - information about the method 1 mark – indication of results 1 mark – indication of conclusion to be drawn 1 mark - additional or extra detail (accept evaluative points here only if they add to the description of the study in some way).

5. A researcher is investigating the levels of processing model of memory. He shows participants words printed on cards. Each card has a different word, for example ‘SACK’, ‘fake’ and ‘bread’. After each word, he asks one of the following three questions: A: “Can you eat it?” B: “Is it in capitals?” C: “Does it rhyme with ‘lake’?” For each of the three questions (A, B and C), indicate which level of memory is most likely to be used when participants respond. (6 marks)

5. A researcher is investigating the levels of processing model of memory. He shows participants words printed on cards. Each card has a different word, for example ‘SACK’, ‘fake’ and ‘bread’. After each word, he asks one of the following three questions: A: “Can you eat it?” B: “Is it in capitals?” C: “Does it rhyme with ‘lake’?” For each of the three questions (A, B and C), indicate which level of memory is most likely to be used when participants respond. (6 marks) [AO1 = 3, AO2 = 3] 1 AO1 mark each for identifying levels plus 1 AO2 mark each for correctly linking questions with levels as follows: “Can you eat it?” - Semantic/deep “Is it in capitals?” - Structural/shallow/visual/orthographic “Does it rhyme with ‘lake’?” - Phonetic/phonological/acoustic Note: if levels are correctly identified but not correctly linked, 1 mark for each level should be awarded.

6. The following statements illustrate three different explanations of forgetting. In each case, write in your answer book whether the statement illustrates displacement, retrieval failure or a lack of consolidation. A Josh was knocked out during the hockey match and forgot about the winning goal he had scored. B Polly listed the ten things she wanted me to buy for her but by the time she had finished speaking I had forgotten the first three. C Usman usually sees Carol in meetings at work. When he unexpectedly saw her at the airport, he could not immediately recall her name. (3 marks)

6. The following statements illustrate three different explanations of forgetting. In each case, write in your answer book whether the statement illustrates displacement, retrieval failure or a lack of consolidation. A Josh was knocked out during the hockey match and forgot about the winning goal he had scored. B Polly listed the ten things she wanted me to buy for her but by the time she had finished speaking I had forgotten the first three. C Usman usually sees Carol in meetings at work. When he unexpectedly saw her at the airport, he could not immediately recall her name. (3 marks) [AO2 = 3] A = lack of consolidation B = displacement C = retrieval failure

7. Describe one study in which interference as a cause of forgetting was investigated. Indicate why the study was conducted, the method used, results obtained and conclusion drawn. (5 marks)

7. Describe one study in which interference as a cause of forgetting was investigated. Indicate why the study was conducted, the method used, results obtained and conclusion drawn. (5 marks) [AO1 = 5] Likely studies include those related to either retroactive (Learn A Learn B Recall A) or proactive interference (Learn A Learn B Recall B) Warr (1964) and Underwood and Ekstrand (1967) or Jenkins and Dallenbach (1924) – decay versus interference or Baddeley and Hitch (1977) – interference versus time elapsed. Schmidt (2000) again, retroactive interference. 1 mark: why study was conducted (must go beyond the stem), eg by referring to the type of interference, 1 mark: information about the method 1 mark: indication of results 1 mark: indication of conclusion to be drawn 1 mark: additional or extra detail.

8. Distinguish between semantic memory and procedural memory. Give one example of semantic memory and one example of procedural memory. (5 marks)

[AO1 = 2, AO2 = 3] AO1 One mark each for defining/accurately describing the two types of memory. Likely answer: semantic memory is memory for facts/general knowledge/rules of language, whereas procedural memory is memory for information which cannot be inspected consciously/memory for a motor skill/action. AO2 One mark only, for explicitly making a distinction. Alternatively up to 3 marks for 3 valid distinction points. One mark each for specific example of each type of memory. Likely answer: The first is a type of ‘knowing that’/declarative, the second is ‘knowing how’/how to/non-declarative. For example, knowing that neon is a gas (semantic), knowing how to drive a car (procedural).

Learning Objectives: Plenary ALL will apply knowledge to past exam questions MOST will apply knowledge to past exam questions and analyse their performance to focus revision SOME will apply knowledge to past exam questions and create targets based on their performance THINKING ABOUT OUR THINKING: Choose one!! How have you got involved in the lesson? Can you relate any of today’s learning to your own experiences? What breakthroughs have you made today? What did you learn today that you didn’t know before