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AS Level Psychology

AS Level Psychology. PSYA1 Memory. Name: _______________________________ Form: _______________________________ Teacher: _______________________________. PSYA1 Memory. Specification.

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AS Level Psychology

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  1. AS Level Psychology PSYA1 Memory Name: _______________________________ Form: _______________________________ Teacher: _______________________________

  2. PSYA1 Memory Specification In the exam you will have 1 hour 30 minutes to answer three sections. Each section will be worth 24 marks. For 12 mark questions, 6 marks will be awarded for A01, and 6 marks will be awarded for A02. See Mark Scheme overleaf.

  3. PSYA1 Memory Sample Mark Scheme (12 Marks)

  4. PSYA1 Memory What is A01 and A02? Let’s apply this to a Donut… A02 Application & Evaluation A01 Knowledge & Understanding What is your opinion of the Donut? What are it’s strengths? What are it’s weaknesses? How does it compare to other cakes? What evidence is there for and against this Donut? Describe the Donut…. What is a Donut? What shape is it? What is it covered in? What ingredients does it contain? These questions are designed for you to demonstrate your knowledge and understanding of what a Donut is. You can do this in an exam by describing or outlining studies or theories. By doing this you are showing you know and understand! These questions are designed to develop your evaluation and critical thinking skills. You can do this in the exam by evaluating theories using strengths and weaknesses. You can also present research evidence to support or refute.

  5. PSYA1 Memory Glossary

  6. PSYA1 Memory Glossary

  7. PSYA1 Memory Memory is… Cognitive Psychology is…

  8. PSYA1 Memory Let’s investigate the Primacy & Recency effect (Murdock 1962)

  9. PSYA1: Memory Duration Peterson & Peterson (1959) Aim Duration: Method/Procedure Duration of STM… Results/Findings Duration of LTM… Conclusion What does this show about the duration of STM?

  10. PSYA1: Memory Peterson & Peterson (1959) Duration Evaluation… Additional Research into the Duration of LTM Bahrick 1975

  11. PSYA1: Memory Capacity of STM Jacobs (1887) Jacobs (1887) Capacity… Capacity of STM… Capacity of LTM… Digit Span…

  12. PSYA1: Memory Capacity of STM Miller Miller’s Magic Number… What are his arguments? 7 What is Chunking and how do we test it? Create your own piece of chunking…

  13. PSYA1: Memory Capacity of STM Research Evaluation How might research into the capacity of STM be evaluated?

  14. PSYA1: Memory Encoding Baddeley (1966) Aims: (what did they want to find out): To test whether acoustic encoding (based on the sound of the word) is used in short-term memory, whereas semantic encoding is used in long-term memory. This research was based in part on earlier research by Conrad (1964). Conrad argued that STM encodes acoustically. Baddeley aimed to confirm Conrad’s findings and provided the same level of evidence for LTM. • Procedure/Method: (how did they test it): • A laboratory experiment with four types of word lists (2 experimental, 2 control) • CONDITION ONE: Acoustically similar (meet, feet, sweet) • CONDITION TWO: Semantically similar (neat/clean/tidy) • CONDITION THREE: Acoustically dissimilar (hot, far, jam) • CONDITION FOUR: Semantically dissimilar (pen/jump/day) • The variables changed were the acoustically similar/dissimilar and semantically similar/dissimilar words • The variable measured was the number of substitution errors (confusing one item for another) • The words in the lists were of similar frequency in the English language • Participants were asked to serial recall either immediately (STM) or delayed (LTM) • Findings: (what were their results): • With immediate recall (STM) there were more substitution errors on the acoustically similar lists than the acoustically dissimilar ones. There was no difference between semantically similar and dissimilar words. • With delayed recall (LTM) there were more substitution errors on the semantically similar lists than the semantically dissimilar ones. There was no difference between acoustically similar and dissimilar words. Conclusions: (what does this suggest/show): The findings suggest that the nature of encoding is different for LTM and STM. STM appears to be acoustically encoded, suggesting semantics is not important. Whereas is LTM it appears to be semantically encoded, with acoustics not playing an important role.

  15. PSYA1: Memory Encoding Baddeley (1966) A02

  16. PSYA1: Memory Exam Q 12 Marks “Outline and evaluate research into the duration, capacity, and encoding of information in short-term memory.” (12 Marks) In the exam a 12 mark question will be split into A01 and A02 marks. 6 marks = A01 6 marks = A02 So you need to make 6 relevant and accurate A01 points and 6 accurate A02 points for full marks. However you can also gain extra marks through effective elaboration! So you can write less points if you elaborate fully! We would expect you to spend approximately 15 mins on a 12 marker in the exam!

  17. PSYA1: Memory Exam Q 12 Marks “Outline and evaluate research into the duration, capacity, and encoding of information in short-term memory.” (12 Marks)

  18. Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968) A01: Annotate the model. What do each of the memory stores do? How does memory flow through the model? Sensory Memory (SM) Short-Term Memory (STM) Long-Term Memory (LTM) Maintenance Rehearsal Environmental Stimuli Retrieval Attention Elaborative Rehearsal Information retrieval

  19. Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968) E.g. ‘Outline & Evaluate the Multi-store Model of Memory’ (12 Marks) A01 A02 How does this model explain memory? A01 Key Terms..

  20. Theories of Memory: Multi-store Model (Atkinson & Shiffrin, 1968) A02 Supporting  and Challenging  Studies

  21. Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974) A01: Annotate the model. What do each of the components do? How does memory flow through the model?

  22. Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974) A01: The Components

  23. Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974) E.g. ‘Outline & Evaluate the Working Memory Model’ (12 Marks) A01 A02 How does this model explain memory? A01 Key Terms..

  24. Theories of Memory: Working Memory Model (Baddeley & Hitch, 1974) A02 Supporting  and Challenging  Studies

  25. EWT: Leading Questions (Loftus, 1974) A01

  26. EWT: Leading Questions (Loftus. 1974) A02 Leading Questions – Loftus A01

  27. EWT: Leading Questions: Additional Research A02 Leading Questions Studies

  28. EWT: Weapon Focus Weapon Focus A01 A02 A01 Key Terms..

  29. EWT: Weapon Focus A02 Weapon Focus Studies

  30. EWT: Anxiety Anxiety A01 Deffenbacher explains differences using the YERKES-DODSON LAW (1908) A02 A01 Key Terms..

  31. PSYA1: Memory EWT Exam Q 2010 An American space shuttle exploded soon after it was launched. All of the astronauts on board were killed. Crowds of people were watching, including friends and relatives of the astronauts. Six months after the explosion, a student decided to investigate the accuracy of some of the eyewitnesses’ memory of this event. Explain how anxiety might have affected eyewitness testimony of this event. Refer to psychological research in your answer. (6 marks)

  32. EWT: Age A01 A02 A01 Key Terms..

  33. EWT: Age: Anastasi & Rhodes (2006) Own Age Bias…

  34. EWT: Age: Additional Research Young or Old? Which of the studies show that young people are better eye witnesses? Which show that older people are more accurate eye witnesses?

  35. EWT: Cognitive Interview Create a storyboard to illustrate the process of the cognitive interview… 1) REPORT EVERYTHING 2) REINSTATEMENT OF CONTEXT 3) CHANGE ORDER 4) CHANGE PERSPECTIVE

  36. EWT: Cognitive Interview A02

  37. Strategies for Memory Improvement For each strategy: Describe the strategy, explain an example and evaluate it’s usefulness…

  38. PSYA1: Memory : Tracking Your Progress After each assessment complete the tables to track your targets, feedback and progress.

  39. PSYA1: Memory: Tracking Your Progress

  40. PSYA1: Memory: Tracking Your Progress

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