Memory Models

    OCR
    GCSE

    The study of Memory Models focuses on the structural and functional architecture of the cognitive system, specifically the Multi-Store Model (MSM) by Atkinson & Shiffrin (1968) and the Working Memory Model (WMM) by Baddeley & Hitch (1974). Candidates must analyse the linear information processing approach of the MSM against the dynamic, multi-component nature of the WMM. Mastery requires the evaluation of specific components (Sensory Register, STM, LTM, Central Executive, Slave Systems) using empirical evidence from clinical case studies and experimental research. Assessment prioritises the ability to discuss capacity, duration, and coding, and to evaluate the models' validity in explaining human cognition.

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    Objectives
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    Exam Tips
    4
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    Learning Objectives

    What you need to know and understand

    • MSM Sensory Register: Duration <1 sec, Capacity very large, Encoding sense-specific.
    • MSM Short-Term Memory: Duration 18-30 secs, Capacity 7+/-2 items, Encoding acoustic.
    • MSM Long-Term Memory: Duration up to a lifetime, Capacity unlimited, Encoding semantic.
    • Bartlett (1932) War of the Ghosts: Demonstrated memory is an active reconstruction influenced by cultural schemas.
    • Murdock (1962): Serial Position Effect supports the existence of separate STM and LTM stores.

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have defined the term correctly, now apply it specifically to the character in the case study."
    • "Avoid storytelling; focus on the *findings* and *conclusions* of Bartlett's study rather than the narrative."
    • "Your evaluation needs a 'therefore' statement—explain why the lack of ecological validity weakens the theory."
    • "Differentiate clearly between the 'aim' of the study and the 'hypothesis' to secure AO1 marks."

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise definitions of MSM components: Sensory Register, Short-Term Memory (STM), and Long-Term Memory (LTM).
    • Credit responses that explicitly link the concept of 'schemas' to omissions or transformations in recall scenarios.
    • Evaluation must go beyond generic statements; credit use of terms like 'ecological validity' or 'reductionism' when critiquing laboratory studies.
    • For the Serial Position Effect, candidates must explain *why* primacy and recency effects occur (rehearsal vs. fresh in STM), not just describe the graph.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡In 'Explain' questions involving a scenario, ensure every psychological point is 'hooked' to a detail in the text.
    • 💡Memorize the specific numbers for capacity and duration; vague answers like 'a short time' receive zero credit.
    • 💡For the 13-mark extended response, structure the answer with a clear description (AO1) followed by three distinct evaluation points (AO3).
    • 💡Distinguish clearly between 'encoding' (input format) and 'storage' (retention) to avoid losing marks on technical definitions.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the capacity of STM (7+/-2 items) with its duration (18-30 seconds).
    • Describing the procedure of the 'War of the Ghosts' study when asked for the *theory* of Reconstructive Memory.
    • Failing to contextualize answers in AO2 questions; referring to 'the participant' instead of the named individual in the scenario.
    • Stating that LTM is 'permanent' without qualifying it with potential retrieval failure or interference.

    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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