1. PSYA1 Memory AS Level Psychology Name: _______________________________
Form: _______________________________
Teacher: _______________________________

2. Specification PSYA1 Memory
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.

3. PSYA1 Memory
Sample Mark Scheme
(12 Marks)

4. Application & Evaluation Knowledge & Understanding
PSYA1 Memory What is A01 and A02?
Let’s apply this to a Donut…
A02
Application & Evaluation
A01
Knowledge & Understanding
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?
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!
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.

5. PSYA1 Memory Glossary Key Term Definition Semantic Memory
Procedural Memory
Episodic Memory
Multi-Store Model
Sensory Memory
Short-Term Memory
Long-Term Memory
Capacity
Duration
Encoding
Chunking
Free Recall
Digit Span Technique
Serial Recall
Working-Memory Model
Central Executive

6. PSYA1 Memory Glossary Phonological Loop Visuo-Spatial Sketchpad
Visuo-Spatial Sketchpad
Episodic Buffer
Word Length Effect
Dual Task Method
Articulatory Suppression
Eyewitness Testimony
Leading (misleading) Questions
Anxiety
Weapon Focus
Own Age Bias
Cognitive Interview
Report Everything
Mnemonics
Dual Coding Hypothesis

7. PSYA1 Memory
Memory is…
Cognitive Psychology is…

8. Let’s investigate the Primacy & Recency effect (Murdock 1962)
PSYA1 Memory
Let’s investigate the Primacy & Recency effect (Murdock 1962)
Position
Word
Number of people in class that remembered it!
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

9. PSYA1: Memory Duration Peterson & Peterson (1959)
Aim
Duration:
Method/Procedure
Duration of STM…
Results/Findings
Duration of LTM…
Conclusion
What does this show about the duration of STM?

10. Evaluation… PSYA1: Memory Peterson & Peterson (1959) Duration A02  +
Additional Research into the Duration of LTM
Bahrick 1975
A02  +
A02  -

11. Jacobs (1887) PSYA1: Memory Capacity of STM Jacobs (1887) Aim:
Method/Procedure:
Results/Findings:
Conclusion:
Capacity of STM…
Capacity of LTM…
Digit Span…

12. 7 PSYA1: Memory Capacity of STM Miller
Miller’s Magic Number… What are his arguments? 7
What is Chunking and how do we test it?
Create your own piece of chunking…

13. PSYA1: Memory Capacity of STM Research Evaluation
How might research into the capacity of STM be evaluated?
A02 
A02 

14. 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):
A laboratory experiment with four types of word lists (2 experimental, 2 control)
CONDITION ONE: Acoustically similar (meet, feet, sweet)
CONDITION TWO: Semantically similar (neat/clean/tidy)
CONDITION THREE: Acoustically dissimilar (hot, far, jam)
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.

15. A02 PSYA1: Memory Encoding Baddeley (1966) Encoding is…
Baddeley found that…
Strengths of Baddeley 
Weaknesses of Baddeley 
A02

16. PSYA1: Memory Exam Q 12 Marks
“Outline and evaluate research into the duration, capacity, and encoding of information in short-term memory.” (12 Marks)
In the exam a 12 mark question will be split into A01 and A02 marks.
6 marks = A 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!

17. PSYA1: Memory Exam Q 12 Marks
“Outline and evaluate research into the duration, capacity, and encoding of information in short-term memory.” (12 Marks)
A01 (6 Marks)
A02 (6 Marks)

18. Maintenance Rehearsal Environmental Stimuli
Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968)
A01:
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)
Short-Term Memory (STM)
Long-Term Memory (LTM)
Attention
Elaborative Rehearsal
Information retrieval

19. Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968)
E.g. ‘Outline & Evaluate the Multi-store Model of Memory’ (12 Marks)
A01
Practical Applications:
Methodology:
Comparison with Working Memory Model
Other Strengths/Weaknesses:
A02
How does this model explain memory?
A01 Key Terms..

20. What does it show in relation to the theory…?
Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968)
A02
Supporting  and Challenging  Studies
Study
What does it show in relation to the theory…?
GRAVE

21. A01: 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?

22. Visuo-Spatial Sketchpad
Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974)
A01: The Components
The Central Executive
Slave System:
Phonological Loop
Visuo-Spatial Sketchpad
Episodic Buffer

23. Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974)
E.g. ‘Outline & Evaluate the Working Memory Model’ (12 Marks)
A01
Practical Applications:
Methodology:
Comparison with Multistore Model
Other Strengths/Weaknesses:
A02
How does this model explain memory?
A01 Key Terms..

24. What does it show in relation to the theory…?
Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974)
A02
Supporting  and Challenging  Studies
Study
What does it show in relation to the theory…?
GRAVE

25. Mean speed estimated (MPH)
EWT: Leading Questions (Loftus, 1974)
Aim:
Procedure:
Results:
Conclusion
A01
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

26. A02 A01 EWT: Leading Questions (Loftus. 1974)
Practical Applications:
Methodology:
Other Strengths/Weaknesses:

27. A02 Study GRAVE EWT: Leading Questions: Additional Research Studies
What does it show?
GRAVE

28. EWT: Weapon Focus
Weapon Focus
A01
A02
A01 Key Terms..

29. A02 Study EWT: Weapon Focus GRAVE Studies Weapon Focus
What does it show?
GRAVE

30. Deffenbacher explains differences using the
EWT: Anxiety
Anxiety
A01
Deffenbacher explains differences using the
YERKES-DODSON LAW (1908)
A02
A01 Key Terms..

31. 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)

32. EWT: Age
A01
A02
A01 Key Terms..

33. EWT: Age: Anastasi & Rhodes (2006)
Aim:
Procedure:
Results:
Conclusion
Own Age Bias…

34. 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?

35. 2) REINSTATEMENT OF CONTEXT
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…

36. Strengths  Weaknesses 
EWT: Cognitive Interview
A02
Strengths 
Weaknesses 

37. Evaluate in terms of effectiveness
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

38. 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:

39. 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:

40. 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: