How Memory Works

    OCR
    GCSE

    The study of memory within Cognitive Psychology necessitates a rigorous understanding of information processing models, specifically the mechanisms of encoding, storage, and retrieval. Candidates must evaluate the transition from structural models (Multi-Store Model) to dynamic processing models (Working Memory Model). Mastery requires critical analysis of factors affecting the accuracy of Eyewitness Testimony (EWT), including misleading information and anxiety, and the application of these theories to the Cognitive Interview. Assessment focuses on the interplay between experimental evidence (AO1) and the evaluation of methodological validity and reliability (AO3).

    5
    Objectives
    4
    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    Learning Objectives

    What you need to know and understand

    • Short Term Memory Capacity: 7 +/- 2 items (Miller's Magic Number)
    • Short Term Memory Duration: Approximately 18-30 seconds (Peterson & Peterson)
    • Murdock (1962): Demonstrated the Serial Position Effect (Primacy and Recency)
    • Bartlett (1932): Proposed memory is reconstructive and influenced by schemas
    • Sensory Register: Modality-specific encoding, very brief duration (less than 1 sec)

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have defined the term correctly, now apply it to the specific context of the scenario provided"
    • "Avoid generic criticisms; explain *why* the use of artificial tasks lowers ecological validity in this specific study"
    • "Differentiate clearly between the 'recency effect' (STM) and 'primacy effect' (LTM) in your explanation"
    • "Ensure you cite the specific researcher name (e.g., Bartlett) when discussing the theory of reconstructive memory"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise distinction between 'encoding' (format change) and 'storage' (retention) in the Multi-Store Model
    • Credit accurate citation of Murdock's (1962) findings: primacy effect linked to LTM and recency effect linked to STM
    • Candidates must explain 'effort after meaning' and 'omission' when applying Bartlett's theory to novel scenarios
    • In evaluation, award marks for specific methodological criticisms (e.g., ecological validity of word lists) rather than generic statements

    Examiner Tips

    Expert advice for maximising your marks

    • 💡Use the GRAVE acronym (Generalisability, Reliability, Application, Validity, Ethics) to structure AO3 evaluation points
    • 💡For the 13-mark extended response, ensure a balance of theory description (AO1) and critical evaluation (AO3)
    • 💡Memorise the specific duration and capacity figures for Peterson & Peterson (1959) and Miller (1956) as cited in the specification
    • 💡Distinguish clearly between 'encoding' (input format) and 'retrieval' (output process) in scenario questions

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the capacity (7+/-2 items) and duration (18-30 seconds) of Short Term Memory
    • Describing the narrative of 'War of the Ghosts' rather than the psychological findings regarding rationalisation
    • Failing to contextualise the answer to the provided scenario in AO2 application questions
    • Stating that the Sensory Register has a 'small' capacity (it is large/unlimited) rather than a brief duration

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Describe
    Explain
    Calculate
    Evaluate
    Discuss

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