Memory

    OCR
    GCSE

    Examine the cognitive architecture of memory through structural and process-oriented models, specifically the Multi-Store Model (MSM) and Working Memory Model (WMM). Evaluate theories of forgetting, including interference and retrieval failure, and apply psychological principles to the accuracy of Eyewitness Testimony (EWT), assessing the impact of misleading information, anxiety, and the efficacy of the Cognitive Interview.

    10
    Objectives
    8
    Exam Tips
    8
    Pitfalls
    6
    Key Terms
    8
    Mark Points

    Subtopics in this area

    Memory
    Memory

    Learning Objectives

    What you need to know and understand

    • STM Capacity: 7 +/- 2 items (Miller's Magic Number)
    • STM Duration: 18-30 seconds (Peterson & Peterson)
    • Core Study: Terry (2005) Serial Position Effect
    • Core Study: Bartlett (1932) War of the Ghosts
    • Context-dependent forgetting (Godden and Baddeley)
    • STM Capacity: 7 +/- 2 items (Miller's Magic Number)
    • STM Duration: 18-30 seconds (Peterson & Peterson)
    • Murdock (1962): Serial Position Effect demonstrating separate STM/LTM stores
    • Bartlett (1932): War of the Ghosts demonstrating reconstructive memory and schemas
    • Effort after meaning: The process of trying to make sense of unfamiliar material (Bartlett)

    Example Examiner Feedback

    Real feedback patterns examiners use when marking

    • "You have described the theory accurately, now apply it specifically to the character in the scenario."
    • "Your evaluation of Bartlett is generic; discuss the specific lack of control in the 'War of the Ghosts' procedure."
    • "Distinguish clearly between the Primacy Effect (LTM) and Recency Effect (STM) when explaining Terry's results."
    • "Use specific psychological terminology like 'encoding failure' or 'retrieval cue' rather than 'forgetting'."
    • "You have defined the concept, now apply it specifically to the character in the scenario"
    • "Avoid describing the study procedure; focus on the findings and what they tell us about memory structure"
    • "Your evaluation is generic; explain *why* the laboratory setting reduces ecological validity in this specific context"
    • "Differentiate clearly between the 'capacity' and 'duration' of the sensory register"

    Marking Points

    Key points examiners look for in your answers

    • Award marks for precise citation of STM/LTM characteristics: Duration (18-30s vs up to a lifetime), Capacity (7+/-2 vs potentially unlimited), and Encoding (Acoustic vs Semantic).
    • Credit explicit application of psychological theory to novel scenarios (AO2), not just generic definitions.
    • Evaluation (AO3) must use specific criteria: Validity (Ecological/Task), Reliability, and Generalisability.
    • Differentiate clearly between Proactive Interference (old memories disrupt new) and Retroactive Interference (new memories disrupt old).
    • Credit accurate use of terminology: encoding (input), storage (retention), and retrieval (output)
    • Award marks for explicit differentiation between Sensory Register, Short Term Memory (STM), and Long Term Memory (LTM) regarding capacity, duration, and encoding
    • Responses must link psychological theory to the provided scenario (AO2) rather than providing generic definitions
    • Evaluation of studies must address specific methodological issues (e.g., ecological validity of word lists) rather than generic statements

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For 13-mark 'Discuss' questions, structure responses with a clear AO1 outline followed by competing AO3 evaluation points.
    • 💡When citing Terry (2005), explicitly link the Primacy Effect to LTM rehearsal and the Recency Effect to STM availability.
    • 💡Use the 'GRAVE' acronym (Generalisability, Reliability, Application, Validity, Ethics) to structure evaluation paragraphs.
    • 💡In scenario questions, name the character and reference specific details from the text to secure AO2 marks.
    • 💡Use the GRAVE acronym (Generalisability, Reliability, Application, Validity, Ethics) to structure evaluation points
    • 💡Allocate approximately 15 minutes for the 13-mark extended response question
    • 💡Distinguish clearly between 'Describe' (AO1 knowledge) and 'Explain' (AO2 application) in your answers
    • 💡Memorise the specific statistics for Murdock’s Serial Position curve (primacy/recency effects) to support descriptions

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing the findings of Terry (2005) with the Multi-Store Model theory itself.
    • Interchanging 'displacement' (capacity issue) with 'decay' (duration issue) when explaining forgetting.
    • Providing generic evaluation points (e.g., 'it is unethical') without contextual justification.
    • Describing the procedure of Bartlett's 'War of the Ghosts' rather than explaining the significance of the results (rationalisation/shortening).
    • Confusing the duration of STM (18-30 seconds) with its capacity (7+/-2 items)
    • Describing the procedure of a study (what they did) when the question asks for results (what they found) or conclusions
    • Conflating 'decay' (fading over time) with 'displacement' (pushing out information)
    • Failing to refer to the specific scenario characters when answering 'Explain' questions

    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Define
    Describe
    Explain
    Evaluate
    Discuss
    Calculate

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