How do I revise E2E stub topic for WJEC GCSE?

When evaluating, always consider both strengths and weaknesses, using evidence (e.g., case studies of amnesia) to support your points.

What exam tips are there for E2E stub topic? (2)

Structure your answer clearly: describe each store separately, then explain transfer processes, then evaluate.

What exam tips are there for E2E stub topic? (3)

Use key terms like 'capacity', 'duration', 'encoding', 'rehearsal', and 'serial position effect' accurately to demonstrate knowledge.

What mistakes should I avoid in E2E stub topic?

Confusing the capacity and duration of short-term and long-term memory, e.g., thinking STM has a large capacity.

What are common errors in E2E stub topic exams? (2)

Incorrectly stating that rehearsal only occurs in STM when transferring to LTM, forgetting the role of elaborative rehearsal.

E2E stub topic

WJEC

GCSE

This subtopic explores the multi-store model of memory, which proposes that memory consists of three separate stores: sensory register, short-term memory, and long-term memory. Students examine the characteristics of each store in terms of capacity, duration, and encoding, and consider how information is transferred between stores via attention and rehearsal. The model's practical applications include understanding everyday memory phenomena and informing revision strategies.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for accurately stating the capacity, duration, and encoding of each memory store.
Credit clear description of how information moves from sensory register to STM via attention, and from STM to LTM via rehearsal.
Reward the use of specific evidence, such as the serial position effect, to support the distinction between STM and LTM.
Acknowledge evaluation that goes beyond description, e.g., discussing that the model may oversimplify memory or that evidence from brain-damaged patients (e.g., HM) provides support.

Marking Points

Key points examiners look for in your answers

Award credit for accurately stating the capacity, duration, and encoding of each memory store.
Credit clear description of how information moves from sensory register to STM via attention, and from STM to LTM via rehearsal.
Reward the use of specific evidence, such as the serial position effect, to support the distinction between STM and LTM.
Acknowledge evaluation that goes beyond description, e.g., discussing that the model may oversimplify memory or that evidence from brain-damaged patients (e.g., HM) provides support.

Examiner Tips

Expert advice for maximising your marks

💡When evaluating, always consider both strengths and weaknesses, using evidence (e.g., case studies of amnesia) to support your points.
💡Structure your answer clearly: describe each store separately, then explain transfer processes, then evaluate.
💡Use key terms like 'capacity', 'duration', 'encoding', 'rehearsal', and 'serial position effect' accurately to demonstrate knowledge.
💡In extended writing, make sure to link back to the question and avoid lengthy descriptions of studies without explaining their relevance.

Common Mistakes

Pitfalls to avoid in your exam answers

Confusing the capacity and duration of short-term and long-term memory, e.g., thinking STM has a large capacity.
Incorrectly stating that rehearsal only occurs in STM when transferring to LTM, forgetting the role of elaborative rehearsal.
Failing to link research evidence specifically to the multi-store model, instead describing studies in isolation.
Assuming the multi-store model is factually correct without considering its limitations.

Study Guide Available

Comprehensive revision notes & examples

Read Study Guide

Key Terminology

Essential terms to know

Structure and function of memory stores

Information transfer and rehearsal

Capacity, duration, and encoding differences

Research evidence for the multi-store model

Strengths and limitations of the model

Ready to test yourself?

Practice questions tailored to this topic