Psychology AQA GCSE PAPER 1
EXAM QUESTIONS AND ANSWERS16
Encoding - ANSWERS-Changing information so it can be stores
Storage - ANSWERS-Holding info in the memory system
Retrieval - ANSWERS-Recovering info from storage
4 memory stores - ANSWERS-Multi store, sensory store, short term store, long term store
Multi store - ANSWERS-Idea that memory allows info to pass through a series of memory stores
Sensory store - ANSWERS-Holds info received from senses for short period of time
Short term store - ANSWERS-7 chunks limited amount of time
Long term store - ANSWERS-Vast amount of info for long period of time
Peterson and Peterson - ANSWERS-Aim- see rehearsal necessary to hold info short term
memory store
Method- participants given set of 3 letters count backwards prevent rehearsal then asked to
recall
Results- forgotten after 18 seconds
Conclusion- concluded we cannot hold info in short unless rehearsed
,Evaluation- lacks ecological validity we do not normally do this
Murdock - ANSWERS-Aim- provide evidence to support multi store explanation of memory
Method- learn list words recall in any order
Results- words at end recalled (recency effect) and words at start recalled (primary effect)
middle forgot
Conclusion- concluded provides evidence for short term and long term memory stores
Evaluation- lacks ecological validity not a normal task
Reconstructive memory - ANSWERS-Altering our recollection of things so that they make more
sense to us
Bartlett - ANSWERS-Aim- when given unfamiliar to tell would we alter info
Method- read 'the war of the ghosts' later asked to recall repeated several times in week
Results- discovered difficulty remembering changed parts
Conclusion- memory is influenced by our beliefs
Evaluation- not normal task lacks ecological validity
Wynn and Logie - ANSWERS-Aim- see if recall of stories change familiar event
Method- uni students recalled first week several times in year
Results- stayed the same
Conclusion- concluded memory for familiar events will not change
Evaluation- we do not know how accurate it was to begin with
Structural processing - ANSWERS-Thinking about the appearance of a word to learn it
Phonetic processing - ANSWERS-Thinking about the sound of a word to learn it
, Semantic processing - ANSWERS-Thinking about the meaning of a word to learn it
Levels of processing - ANSWERS-The depth of which info is thought about when trying to learn it
Craik and Lockhart - ANSWERS-Aim- type question asked about word effected how many words
could be recalled
Method- list of words asks yes/no questions some required structural/phonetic/ semantic
processing then asked to identify words and answered questions
Results- 70% semantic, 35% phonetic, 15% structural
Conclusion- deep info processed more like to be remembered
Evaluation- lacks ecological validity not a normal task
Interference - ANSWERS-Things that we have learnt that make it difficult to recall other
information that we have learnt
Retroactive interference - ANSWERS-Recently learnt info hinders ability to recall previous info
Proactive interference - ANSWERS-Info already learnt hinders ability to learn new information
Underwood and Postman - ANSWERS-Aim- see if learning interferes with previous
Method- 2 groups A list word pairs, 2 lots B only 1 list
Results- B recall of first was more accurate
Conclusion- new learning will cause people to recall info less accurately
Godden and Baddeley - ANSWERS-Aim- learn and tester in same environment would recall info
better than those tested in different environments
EXAM QUESTIONS AND ANSWERS16
Encoding - ANSWERS-Changing information so it can be stores
Storage - ANSWERS-Holding info in the memory system
Retrieval - ANSWERS-Recovering info from storage
4 memory stores - ANSWERS-Multi store, sensory store, short term store, long term store
Multi store - ANSWERS-Idea that memory allows info to pass through a series of memory stores
Sensory store - ANSWERS-Holds info received from senses for short period of time
Short term store - ANSWERS-7 chunks limited amount of time
Long term store - ANSWERS-Vast amount of info for long period of time
Peterson and Peterson - ANSWERS-Aim- see rehearsal necessary to hold info short term
memory store
Method- participants given set of 3 letters count backwards prevent rehearsal then asked to
recall
Results- forgotten after 18 seconds
Conclusion- concluded we cannot hold info in short unless rehearsed
,Evaluation- lacks ecological validity we do not normally do this
Murdock - ANSWERS-Aim- provide evidence to support multi store explanation of memory
Method- learn list words recall in any order
Results- words at end recalled (recency effect) and words at start recalled (primary effect)
middle forgot
Conclusion- concluded provides evidence for short term and long term memory stores
Evaluation- lacks ecological validity not a normal task
Reconstructive memory - ANSWERS-Altering our recollection of things so that they make more
sense to us
Bartlett - ANSWERS-Aim- when given unfamiliar to tell would we alter info
Method- read 'the war of the ghosts' later asked to recall repeated several times in week
Results- discovered difficulty remembering changed parts
Conclusion- memory is influenced by our beliefs
Evaluation- not normal task lacks ecological validity
Wynn and Logie - ANSWERS-Aim- see if recall of stories change familiar event
Method- uni students recalled first week several times in year
Results- stayed the same
Conclusion- concluded memory for familiar events will not change
Evaluation- we do not know how accurate it was to begin with
Structural processing - ANSWERS-Thinking about the appearance of a word to learn it
Phonetic processing - ANSWERS-Thinking about the sound of a word to learn it
, Semantic processing - ANSWERS-Thinking about the meaning of a word to learn it
Levels of processing - ANSWERS-The depth of which info is thought about when trying to learn it
Craik and Lockhart - ANSWERS-Aim- type question asked about word effected how many words
could be recalled
Method- list of words asks yes/no questions some required structural/phonetic/ semantic
processing then asked to identify words and answered questions
Results- 70% semantic, 35% phonetic, 15% structural
Conclusion- deep info processed more like to be remembered
Evaluation- lacks ecological validity not a normal task
Interference - ANSWERS-Things that we have learnt that make it difficult to recall other
information that we have learnt
Retroactive interference - ANSWERS-Recently learnt info hinders ability to recall previous info
Proactive interference - ANSWERS-Info already learnt hinders ability to learn new information
Underwood and Postman - ANSWERS-Aim- see if learning interferes with previous
Method- 2 groups A list word pairs, 2 lots B only 1 list
Results- B recall of first was more accurate
Conclusion- new learning will cause people to recall info less accurately
Godden and Baddeley - ANSWERS-Aim- learn and tester in same environment would recall info
better than those tested in different environments
