1. Lesson 2 Focus on revision and exam skills today
Lesson 2 Focus on revision and exam skills today! Evidence for the nature of memory Evaluation of the multi-store model

2. But first, a starter – Working memory model: Answer this question on your own. (5 minutes)
Claire can search through family photos on her laptop and listen to music at the same time. However, she finds it difficult to read her s when talking to a friend on the phone.
Use your knowledge of the working memory model to explain why Claire is able to perform the first two tasks at the same time, but finds it difficult to perform the second two tasks at the same time.
Advice. Outline two components of the model, then state how Claire’s behaviour links to the components.
(Total 4 marks)

3. AO1 – Descriptive skills AO2 – Application skills
Mark Scheme
AO1 – Descriptive skills
Award up to two marks for relevant knowledge of the working memory model. You may credit identification of the phonological loop and visual-spatial sketch pad and implication of their function. You may credit reference to limited capacity. You may credit reference to the allocation of tasks by the central executive. Students may gain both AO1 marks by referring to specific stores or more general, relevant features of the model.
AO2 – Application skills
Up to two marks for application to the scenario. For full credit answers must refer to both sets of tasks. An example is given below. Claire is able to search for photos and listen to music as these tasks involve different sub-systems in working memory (1) – the visuo-spatial sketch pad and the phonological loop (1). Conversely, Claire finds it difficult to read her s and talk on the phone as these tasks involve the same limited capacity store (1); the phonological loop (1).

4. Evidence for the nature of memory.
A stark reality:
Nine AO1 items to recall in exams about duration, capacity and coding of SR, STM and LTM
Nine AO3 supporting studies to go with them!
There really is only one way to do this:
Great revision notes
Flashcards (or similar)
Test and retest
Repeat for 18 months!
Follow our advice and it wont be the ‘hell’ that it first seems.
Heironymus Bosch and his vision of Hell

5. Revision grids/mind maps
Task:
look at the revision grid completed a teacher. (Nik says sorry about the handwriting)
This took 23 minutes to complete from reading week H/W text sheet
Problem: All that information will not stick in your memory store. It is totally unrealistic to think you are going to remember all that in 18 months time without ever looking at it again. You need flash cards for test-retest
Before we look at flashcards, take a copy of the ‘empty’ revision grid and complete as much as you can in 10 minutes for short-term memory. Use the sensory register grid as a guide

6. Flash cards I don’t really like flash cards, they don’t work for me.
We hear this occasionally. Ultimately, it is your decision how you revise, but the benefit of flash cards is not in writing them. Its using them as a test re-test method.
Keep them brief and test your self repeatedly on the information
Look at the example on the next slide

7. Capacity Sensory Register Front of flash card
AO1:
Very large for unprocessed info.
Remains highly detailed
Ever changing information

8. Back of flash card Sensory Register - Capacity
AO3: Supporting evidence : Sperling (1960)
Proc: Lab expt. Cond 1 = full recall of 4/3 grid (no tone) Cond 2 = partial recall of 4x3 grid (indicated by high, med. or low tone)
Res: full = 4/5 letters recalled. Partial = 3 letters
Conc: good recall in partial cond shows we hold most of the info but only for a short time, confirming large capacity for unprocessed info.
Evaluation
+ = high control = replicable; high int. validity
- = trivial task = lacks eco. validity

9. Your turn…. Capacity Sensory Register Very large for unprocessed info.
AO1:
Very large for unprocessed info.
Remains highly detailed
Ever changing information
10 minutes. Using the grid you made from your homework, produce 3 flash cards linked to description and evidence for capacity, duration and coding in Short- term memory. Really push your self to produce all three in the 10 minutes.
Sensory Register - Capacity
AO3: Supporting evidence : Sperling (1960)
Proc: Lab expt. Cond 1 = full recall of 4/3 grid (no tone) Cond 2 = partial recall of 4x3 grid (indicated by high, med. or low tone)
Res: full = 4/5 letters recalled. Partial = 3 letters
Conc: good recall in partial cond shows we hold most of the info but only for a short time, confirming large capacity for unprocessed info.
Evaluation
+ = high control = replicable; high int. validity
- = trivial task = lacks eco. validity

10. Use it.
Spend just 3 minutes on testing your self on each card. Ask yourselves questions and check with your flash card
Ex.
What’s the duration of STM?
Who conducted the evidence?
What are trigrams?
After how long are less than 5% of trigrams recalled?
What percentage of trigrams are recalled after 3 seconds?
What was the distraction task?
What type of validity can be argued this study has? Justify.
What type of validity can be argued that the study doesn’t have? Justify.
Now test your friends for 2 minutes until they get all the answers correct.

11. Be prepared…
On top of your homework, complete the revision grid started today for STM and complete one for LTM (you have a copy of SR already) Complete all nine flash cards based on your revision grids You will be tested on this time next week on ‘the nature of memory’ to include details about what it is and supporting evidence, so you have a week to finish it and keep revising. If you do this right, you’ll get 100% in the test.

12. Your first 16 mark essay
We’re going to introduce you to a 16 mark essay and instruct you in how to write one. 16 marks is the most marks for a question. You may get as many as 4 essays in a paper (each paper is out of 96 marks) They come in different formats, but just for first one. We’ll start with a very straight forward question “Outline and evaluate the multi-store model of memory” 16 marks

13. 16 mark essay. ‘outline and evaluate the multistore model of memory’
AO1: The outline of a theory/model just means describe it. A reasonably straight forward skill. In any 16 mark essay, you only get 6 marks for this. The other 10 are for evaluation and/or application (more later) TASK: label the model and fill in the gaps on the sheet provided by your teacher. That would get you the full 6 marks on this question. If you are confident, just press on with it. If you are not, look at the next screen.

14. Fill in the gaps – AO1 maintenance attentionx2 sensory unlimited short
echoic
Visually
5-9items
Peterson and Peterson
five
acousticallyx2
semantic
retrieval
three
linear
seconds

15. Answers:
The multi store model consists of three unitary, separate stores; sensory register, short term, and long term. Information flows through these stores in a one way, linear flow. Information from the environment, for example the sound of someone’s name, will pass into the sensory register along with lots of other sights, sounds, smells and so on. The store has five stores (one for each of our senses) and the two main stores are echoic (sound or auditory information so encoded acoustically) and iconic (visual information so encoded visually). Material in the sensory store only lasts very briefly (less than half a second) but has a high capacity. Very little information from the sensory store passes into STM, it only passes through if we pay attention to it. So the key process here is attention. The capacity of STM is limited (7 items) so once in STM if information is rehearsed it will be kept in STM, if not it will be lost from STM (within about seconds according to Peterson and Peterson). Information is usually encoded acoustically at this stage. Simply repeating information over and over again in our heads is called maintenance rehearsal. If we rehearse the information for long enough it will pass to LTM and remain for a life time although loss is possible. Encoding here is semantic, and the capacity is unlimited and information can last for a very long time. Although the information is stored in LTM when we want to recall it, it has to be transferred back to STM by a process called retrieval.

16. 16 mark essay. ‘Outline and evaluate the multistore model of memory’
Evaluation skills: Fundamentally, evaluation is commentary about strengths and weaknesses
We like to think of each evaluative paragraph as having three parts to it.
(p) Make the point
(e) Explain the point
(s) So what?
In a 16 mark essay three or four evaluative paragraphs is fine, as long as you have the detail.
Why the burger? Find out next slide

17. The Burger Analogy Point = Bun top So what? = Bun bottom
Explain = the burger
So what? = Bun bottom

18. Look at this example of a good evaluative paragraph (relates to paragraph 3 from your homework)
(P) An additional criticism contrasts the importance placed on maintenance rehearsal for information transfer…
(E) Craik and Lockhart used evidence to show that memory storage lasts longer depending on the level the information is processed. For example, when participants were asked questions about whether words were written in capital letters, fewer words were recalled than when they were asked a question about the meaning of the word. For example, “Is this a fruit?”
(S) This demonstrates that how we think about information is vital to memory storage, not just how many times we rehearse it, contradicting Atkinson and Shiffrin’s assumption about the necessity of maintenance rehearsal for transfer from STM to LTM
(super s) We know this to be true, as when we revise for a test, deep processing using mnemonics are more successful than rote learning
There are just 131 words here
Note the ‘transition words’ “a additional criticism contrasts” at the beginning
Good use of an example to illustrate point
The ‘so what’ spells out the consequence for the model because of this criticism
Occasionally, you may want to add an additional ‘so what’ to hammer home the point.

19. Finish all tasks
For the remainder of this lesson, finish the plan for the essay and begin the final task
Final task: writing the essay (20 minutes)
re-read your plan again
Write the essay without using your notes or plan, you may have to finish this at home. Time yourself, you only have 20 minutes in the exam.
Without fail, bring that essay to the next lesson. You’ll need it for the very important task
If you have time left over, continue with your revision grid and/or flashcards.