The Multi-Store Model of Memory

AQA

A-Level

The Multi-Store Model (MSM), proposed by Atkinson and Shiffrin (1968), represents the foundational 'modal model' of memory within the cognitive approach. It conceptualises memory as a linear information processing system comprising three unitary stores: the Sensory Register (SR), Short-Term Memory (STM), and Long-Term Memory (LTM). Information flows sequentially through these stores via specific control processes: attention (SR to STM) and maintenance rehearsal (STM to LTM). Candidates must define each store by three structural parameters: Coding (the format of information), Capacity (the volume of information), and Duration (the length of retention). The model is pivotal for introducing the distinction between temporary and permanent storage systems.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

What You Need to Demonstrate

Key skills and knowledge for this topic

Accurate specification of coding (acoustic vs. semantic), capacity (7+/-2 vs. unlimited), and duration (18-30s vs. lifetime) for STM and LTM
Explicit description of the mechanisms of transfer: attention (SR to STM) and maintenance rehearsal (STM to LTM)
Evaluation must use research evidence effectively (e.g., Glanzer & Cunitz's primacy/recency effect supports separate stores)
Credit analysis that challenges the 'unitary' nature of stores using clinical case studies (e.g., KF or Clive Wearing)

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You have described the stores well, but you must explicitly name the processes (attention, rehearsal) that link them"
"Your evaluation cites Baddeley, but you need to explain *why* acoustic confusion in STM supports the MSM's view of coding"
"When discussing the case of KF, be specific: his deficit was in verbal STM but not visual STM, which challenges the unitary nature of the MSM's STM"
"Ensure you differentiate clearly between 'capacity' (how much) and 'duration' (how long) in your descriptions"

Marking Points

Key points examiners look for in your answers

Accurate specification of coding (acoustic vs. semantic), capacity (7+/-2 vs. unlimited), and duration (18-30s vs. lifetime) for STM and LTM
Explicit description of the mechanisms of transfer: attention (SR to STM) and maintenance rehearsal (STM to LTM)
Evaluation must use research evidence effectively (e.g., Glanzer & Cunitz's primacy/recency effect supports separate stores)
Credit analysis that challenges the 'unitary' nature of stores using clinical case studies (e.g., KF or Clive Wearing)

Examiner Tips

Expert advice for maximising your marks

💡For 16-mark 'Discuss' questions, allocate exactly 6 marks to Description (AO1) and 10 marks to Evaluation (AO3)
💡Do not simply describe supporting studies (e.g., Baddeley); explicitly state *how* the findings support the MSM's assumptions
💡Use the 'PEEL' structure for evaluation: Point, Evidence (Study), Explain (Link to theory), Link (Counter-point or implication)
💡When applying to scenarios (AO2), explicitly link the 'rehearsal' mentioned in the stem to the transfer processes in the model

Common Mistakes

Pitfalls to avoid in your exam answers

Confusing 'coding' (format of information) with 'capacity' (volume of information)
Asserting LTM capacity is 'unlimited' without qualification; prefer 'potentially infinite'
Failing to distinguish between maintenance rehearsal (keeping info in STM) and elaborative rehearsal (transfer to LTM)
Describing the model without referring to the linear flow or the role of attention

Key Terminology

Essential terms to know

Likely Command Words

How questions on this topic are typically asked

Describe

Outline

Explain

Discuss

Evaluate

Refer to

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