Component 02: Memory - Theories/Explanations — OCR GCSE Psychology

The Memory component explores the cognitive architecture underpinning human data retention, examining how external stimuli are encoded, retained, and retrieved. OCR GCSE Psychology centers on two foundational explanations: Atkinson and Shiffrin's Multi-Store Model (MSM) and Bartlett's Reconstructive Memory theory.

Understanding these theories provides crucial insight into human behaviour, everyday cognitive errors, and real-world applications like eyewitness testimony reliability. This topic connects directly to neuropsychology and research methods, forming a core theoretical pillar for your overall Psychology qualification.

• →Multi-Store Model (MSM): Information flows linearly through Sensory Memory, Short-Term Memory, and Long-Term Memory, relying on attention and maintenance rehearsal.
• →Capacity, Duration, and Encoding: Sensory Memory (large capacity, fractions of a second, sensory modalities); STM (7 +/- 2 chunks, 18-30 seconds, acoustic); LTM (unlimited capacity, lifetime duration, semantic).
• →Bartlett's Reconstructive Theory: Memory is active rather than reproductive; memories are reconstructed using existing cognitive schemas.
• →Schema-Driven Distortions: Memory errors occur via rationalisation (altering unfamiliar details to make sense), assimilation (adapting to cultural norms), and omission/levelling (dropping unfamiliar details).

• Identifies the three stores of the Multi-store Model as sensory store, short-term memory and long-term memory arranged in sequence.
• States that attention moves information from the sensory store into short-term memory and rehearsal moves it into long-term memory.
• Contrasts the stores on duration, giving short-term memory a brief span without rehearsal and long-term memory a potentially very long span.
• Contrasts the stores on capacity, giving short-term memory a limited span of about 7±2 items and long-term memory an effectively unlimited capacity.
• Contrasts the stores on encoding, describing short-term memory as mainly acoustic and long-term memory as mainly semantic.
• Explains the criticism that the model over-relies on rehearsal and neglects meaning-based processing, citing deeper semantic processing as producing stronger retention.
• Identifies Clive Wearing as the amnesic patient examined by Wilson, Kopelman and Kapur (2008).
• States that the study illustrates the impact of neurological damage on memory and behaviour.
• Names the three explanations considered for the persistent loss of past awareness: delusion, impaired consciousness and coping strategy.
• Describes a behavioural feature of Wearing's amnesia, such as living in an apparent continuous present or repeatedly greeting his wife as if newly met.
• Links the case to the Multi-store Model by noting that some memory abilities were preserved while long-term memory and new learning were severely affected.
• Defines a schema as a mental framework of prior knowledge that guides encoding and retrieval
• Explains that experience and expectation shape what is noticed, stored and later recalled
• Describes confabulation as the unconscious filling of memory gaps with plausible but unverified detail
• Explains that leading questions introduce suggestive wording that can distort a witness's report
• Identifies the reductionism/holism debate as a criticism of splitting memory into isolated components versus studying it as a meaningful whole
• States that the study examined whether advertising can change or create memories of past events
• Describes that participants were exposed to adverts containing suggestive information about an event
• Explains that participants later reported memories consistent with the advert's suggestion
• Links the findings to reconstructive memory, showing that suggestion can distort recall
• Identifies the study as evidence that memory is malleable and shaped by expectation

• 💡Learn one clear contrast for each dimension (duration, capacity, encoding) so a multiple-choice option can be matched quickly.
• 💡Watch for options that swap the encoding of two stores; check which store the option names before choosing.
• 💡When a question asks for a criticism, look for the option about rehearsal versus meaning rather than a description of the stores.
• 💡Memorise the three candidate explanations so you can match them to a multiple-choice option.
• 💡Use one concrete behavioural example from the case to support your answer rather than a general statement.
• 💡Check whether an option describes preserved or impaired ability before selecting it.
• 💡Link each term to a concrete example, such as a restaurant schema filling in expected details
• 💡Distinguish confabulation from distortion caused by leading questions, since the causes differ
• 💡When discussing criticism, name the reductionism/holism debate explicitly and say what each side claims
• 💡Structure the answer around aim, method, findings and conclusion for clarity
• 💡Use the study to illustrate reconstructive memory rather than describing it in isolation
• 💡Name the researchers and year accurately to show precise knowledge
• 💡In 6-mark questions, ensure an equal split between AO1 (knowledge/description) and AO3 (evaluation/analysis) to achieve Level 3 criteria.
• 💡Always cite concrete psychological evidence such as Murdock (1962) or patient HM when critiquing or supporting structural models of memory.
• 💡When explaining Bartlett's War of the Ghosts study, explicitly link findings to schema theory using technical terminology like rationalisation.

• Treats the three stores as one single memory system; keep them as separate stores linked by attention and rehearsal.
• Gives short-term memory an unlimited capacity; state its limited capacity of about 7±2 items.
• Claims long-term memory encodes mainly acoustically; state that long-term memory is mainly semantic while short-term memory is mainly acoustic.
• Describes rehearsal as the only route to long-term memory without noting the criticism that meaning-based processing also matters; include the rehearsal-versus-meaning criticism.
• Attributes the study to a different patient; name Clive Wearing as the case examined.
• Lists only one explanation for the loss of past awareness; include delusion, impaired consciousness and coping strategy as the three considered.
• Treats the case as showing total memory loss; note that some abilities such as procedural and musical skills were preserved.
• Describes the study without linking it to the Multi-store Model; connect the preserved and impaired abilities to separate memory stores.
• Treats confabulation as deliberate lying; correct this by stressing it is an unconscious gap-filling process
• Assumes reconstructive memory means memory is a faithful recording; correct this by stating recall is rebuilt from fragments and schemas
• Confuses a schema with a single specific memory; correct this by describing a schema as a general framework built from repeated experience
• Ignores the reductionism/holism criticism; correct this by explaining the tension between component-level and whole-meaning accounts
• Claims the study proved memories are always false; correct this by saying suggestion can distort or elaborate recall, not that all memory is fabricated
• Confuses this study with Loftus and Palmer's leading-question research; correct this by keeping the advertising focus distinct
• Omits the link to reconstructive memory; correct this by explaining how the findings support schema-driven reconstruction
• Describes the method without stating the aim or conclusion; correct this by covering aim, method, findings and implication
• Believing that STM and LTM store information in identical ways; STM encodes predominantly acoustically while LTM encodes predominantly semantically.
• Thinking Bartlett suggested that forgetting is simply memory decay; Bartlett showed that recall is actively altered and distorted by cultural expectations and prior knowledge.
• Assuming rote maintenance rehearsal is the only way memories reach LTM, ignoring elaborative rehearsal and emotional salience.

1. 1Day 1-2: Master the Multi-Store Model by drawing and labeling the flowchart including duration, capacity, and encoding for each store.
2. 2Day 3-4: Learn evaluation points for MSM, focusing on Murdock's serial position curve and neuro-case studies like KF and HM.
3. 3Day 5-6: Study Bartlett's Reconstructive Memory theory and the 'War of the Ghosts' study, defining schema, rationalisation, and levelling.
4. 4Day 7-8: Practice timed 4-mark and 6-mark comparative and evaluative exam questions using official OCR mark schemes.

• 📋Short-answer definitions (1-2 marks): Defining key parameters such as 'acoustic encoding' or 'schema'.
• 📋Application questions (3-4 marks): Applying reconstructive theory or the MSM to a real-life scenario, such as an eyewitness misremembering a robbery.
• 📋Extended response / Evaluation (6 marks): Critically assessing a memory model using empirical evidence and case study strengths/weaknesses.