Topic 2: Cognitive psychology

Overview

Cognitive psychology is the scientific study of internal mental processes, including memory, perception, attention, language, and problem-solving. For the GCSE Psychology specification, the primary focus is on Memory—how information is encoded, stored, and retrieved, as well as why we forget. Examiners expect candidates to demonstrate precise knowledge of key theoretical models, specifically Atkinson and Shiffrin's Multi-Store Model and Baddeley and Hitch's Working Memory Model. Furthermore, you must be able to evaluate these models using empirical evidence, such as the classic eyewitness testimony study by Loftus and Palmer (1974). A strong grasp of this topic requires not just recalling facts, but applying these theories to real-world scenarios, such as police interviews.

Key Theoretical Models

The Multi-Store Model of Memory (Atkinson & Shiffrin, 1968)

What it is: A structural model proposing that memory consists of three separate, linear stores: the Sensory Register, Short-Term Memory (STM), and Long-Term Memory (LTM).

Specific Knowledge:

• Sensory Register: Capacity is unlimited; Duration is very brief (0.25 - 2 seconds); Encoding is modality-specific (e.g., iconic for visual, echoic for acoustic). Information passes to STM only if attention is paid.
• Short-Term Memory (STM): Capacity is 7 ± 2 items (Miller, 1956); Duration is 15-30 seconds without rehearsal; Encoding is primarily acoustic. Information is maintained via maintenance rehearsal.
• Long-Term Memory (LTM): Capacity is unlimited; Duration is up to a lifetime (Bahrick et al., 1975); Encoding is primarily semantic (by meaning). Information is transferred here via elaborative rehearsal.

Why it matters: It provides a foundational framework for understanding memory architecture, but examiners frequently ask candidates to evaluate its simplicity.

The Working Memory Model (Baddeley & Hitch, 1974)

What it is: A multi-component model that replaced the idea of a unitary STM, suggesting that short-term memory is an active processor consisting of multiple slave systems coordinated by a central executive.

Specific Knowledge:

• Central Executive: The 'boss' that directs attention and coordinates the slave systems. It has very limited capacity.
• Phonological Loop: Deals with auditory information. Divided into the Phonological Store (inner ear) and the Articulatory Process (inner voice).
• Visuospatial Sketchpad: Deals with visual and spatial information (inner eye). Divided into the Visual Cache and Inner Scribe.
• Episodic Buffer: Added in 2000, it integrates information from the other components and links to LTM.

Why it matters: It explains how we can perform dual tasks (e.g., reading while listening to music) if they use different slave systems, which the Multi-Store Model cannot explain.

Classic Studies

Loftus and Palmer (1974) - Eyewitness Testimony

Aim: To investigate the effect of leading questions on the accuracy of eyewitness testimony.

Procedure: Participants watched film clips of car accidents and were then asked questions about the speed of the cars. The critical question varied the verb used: "How fast were the cars going when they smashed / collided / bumped / hit / contacted each other?"

Results: The estimated speed was influenced by the verb. The 'smashed' condition gave the highest mean estimate (40.8 mph), while 'contacted' gave the lowest (31.8 mph). In a follow-up, the 'smashed' group was more likely to falsely report seeing broken glass.

Conclusion: Leading questions can distort memory. This supports the concept of reconstructive memory—the idea that memory is not a perfect recording but is rebuilt using post-event information.

Audio Revision

Listen to this comprehensive 10-minute podcast covering all the key concepts, examiner tips, and a quick-fire recall quiz.