Component 02: Memory - Key Concepts — OCR GCSE Psychology

Component 02 Memory focuses on cognitive psychology, examining how humans acquire, retain, and recall information. It introduces fundamental models including the Multi-Store Model by Atkinson and Shiffrin, analysing the distinct characteristics of sensory, short-term, and long-term memory.

Understanding these key concepts is critical because memory underpins human learning, identity, and practical applications such as eyewitness testimony. Within OCR GCSE Psychology, this topic establishes foundational cognitive terminology and scientific evaluation skills required across the entire qualification.

• →Information Processing Stages: Encoding (converting sensory data into neural codes), Storage (retaining information over time), and Retrieval (accessing stored information via recall or recognition).
• →Store Characteristics: The Sensory Register, Short-Term Memory (duration 18-30 seconds; capacity 7 +/- 2 chunks; acoustic encoding), and Long-Term Memory (potentially unlimited duration and capacity; semantic encoding).
• →Multi-Store Model (MSM): Linear model showing information flow from sensory input through attention into STM, and via elaborative/maintenance rehearsal into LTM.
• →Types of Long-Term Memory: Distinction between explicit/declarative memories (episodic and semantic) and implicit/non-declarative memories (procedural skills).

• Identifies input as the sensory information received from the environment.
• Defines encoding as converting information into a storable form such as acoustic or visual codes.
• Describes storage as holding encoded information over time in memory stores.
• Explains retrieval as accessing stored information when it is needed.
• Identifies output as the resulting response, such as recall or an action.
• Recognises that the stages are interdependent, so failure at one stage affects later stages.
• Identifies decay as the fading of a memory trace through lack of use over time.
• Links displacement to a limited-capacity store in which a new item forces out an older one.
• Explains retrieval failure as a stored memory that cannot be accessed because appropriate cues are absent.
• Matches a described scenario to the correct type of forgetting by checking whether the trace faded, was displaced or was stored but unreachable.
• Identifies the hippocampus as important for forming new long-term memories.
• Links hippocampal damage to anterograde amnesia, the inability to form new memories after injury.
• Links frontal lobe damage to retrograde amnesia, loss of memories formed before injury.
• Identifies the cerebellum as involved in procedural memory such as skills and actions.
• Matches a described case of neurological damage to the affected region and the resulting memory problem.

• 💡Learn the five stages in order and match each to a one-line definition.
• 💡Use a single worked example, such as remembering a phone number, to test each stage.
• 💡Check the option that names the correct stage for the described process before selecting.
• 💡Read the scenario and ask whether the memory faded, was pushed out or was stored but unreachable before choosing.
• 💡Learn one concrete example for each type so you can justify your choice.
• 💡Check the store named in the question, because decay and displacement are usually tied to short-term memory.
• 💡Use the region-function-symptom chain: name the region, state its role, then name the symptom.
• 💡Check whether the case describes difficulty forming new memories or losing old ones before choosing.
• 💡Remember the cerebellum for skills and actions performed automatically.
• 💡In multi-mark evaluation questions, use the PEEL structure (Point, Evidence, Explain, Link) to ensure balanced arguments that explicitly address the question stem.
• 💡When naming key studies (such as Peterson and Peterson for STM duration or Baddely for acoustic/semantic encoding), clearly state the independent variable, dependent variable, and key finding to secure full credit.

• Confuses encoding with storage; keep encoding as the conversion of information and storage as holding it over time.
• Places retrieval before storage in the sequence; keep the order input, encoding, storage, retrieval, output.
• Treats output as the same as retrieval; distinguish accessing information from the resulting response.
• Ignores interdependence; note that a failure at one stage limits later stages.
• Confuses decay with retrieval failure; keep decay as fading of the trace and retrieval failure as a stored but inaccessible memory.
• Treats displacement as applying to long-term memory; keep displacement tied to a limited-capacity store such as short-term memory.
• Describes retrieval failure as the memory being lost; keep it as a storage-success but access-failure explanation.
• Reverses the two amnesias; keep anterograde as inability to form new memories and retrograde as loss of earlier memories.
• Assigns procedural memory to the hippocampus; keep procedural memory with the cerebellum.
• Treats the frontal lobe as the site of memory formation; keep it linked to retrieval and organisation of memories.
• Believing rehearsal is the only way memories reach long-term storage; in reality, emotionally salient or deeply processed semantic information can enter LTM without repetitive maintenance rehearsal.
• Assuming forgetting is always the total destruction of a memory trace; forgetting often occurs due to retrieval failure (lack of cues) or interference rather than permanent loss.
• Treating short-term memory as lasting hours or days; STM without active rehearsal decays in approximately 18 to 30 seconds.

1. 1Step 1: Learn the core definitions of encoding, storage, retrieval, capacity, and duration using flashcards.
2. 2Step 2: Draw and label the Multi-Store Model from memory, annotating the processes transferring information between stores.
3. 3Step 3: Summarise the core supporting and conflicting studies (e.g., Murdock 1962 serial position study, HM case study).
4. 4Step 4: Practice 2-mark definition, 4-mark explain, and 6-mark evaluate past paper exam questions under timed conditions.

• 📋Short-answer definitions (1-2 marks): Requiring precise psychological terminology for key terms like 'encoding' or 'capacity'.
• 📋Application questions (3-4 marks): Applying memory concepts to real-world vignettes, such as explaining why a student forgot their revision list.
• 📋Extended response evaluation questions (6 marks): Critically assessing models of memory (like the Multi-Store Model) with balanced strengths and limitations.