Edexcel A-Level Psychology Unit 1 June
2024 Exam Questions and Answers
100% Pass
Define the cognitive approach (4 marks) - Answer>> Compares
human brain to computor
Info taken in by senses
Info id stored, encoded and retrieved
Theories of forgettinging can explain why we forget things in
terms of problems with accessibility
Hypothesis for LOP model (2 marks) - Answer>> Semantic
(deeper) processing will lead to more correct answers than
structural or phonemic (shallower) processing
Framework for LOP model (4 marks) - Answer>> Semantic is
deepest, structural is shallowest
Phonemic is second deepest
Shallow processing uses maintenance rehersal which only retains
info for the time being
Deep processing uses elaborative rehearsal whuch expands upon
material creating more lasting memories
Describe LOP model (6 marks) - Answer>> Is necessary to
explain transfer of info to LTM without rehearsal
Memory is a consequence of how we process info
Semantic is deepest, structural is shallowest
Sematic results in deeper processing which results in a more
durable memory
Shallow results in shallower processing whuch results in a less
durable memory
It distinguishes between maintenance and elaborative rehearsal
,Evaluate LOP model (6 marks) - Answer>> Has real life
applications - students revising make notes instead of just reading
the info
Support from Craik and Tulving (1975) - semantically processed
words were more deeply processed and recalled better
Circular reasoning - Baddeley (1978)
Lab experiment - Supporting studies lack ecological validity so
may not be representative of real life
2 features of MSM (4 marks) - Answer>> Has 3 stores - enters
through senses and is attended to or not, if attended to passed to
STM where stays for 30 secs max, if rehearsed passed to LTM
LTM - has unlimited capacity and duration, hold is semantic form
mainly but also accoustically and visually stored, Stored in order it
was learnt through repetition and organisation
Evaluate a feature of MSM (2 marks) - Answer>> LTM -
evidence from brain damaged patients that id does exist(e.g.
Clive wearing and HM), too simplistic; there could be 4 LTM
memory stores (as shown by Clive Wearing)
Describe MSM (6 marks) - Answer>> Info moves through 3
systems (SSM, STM, LTM) under the control of cognitive
processes e.g. attention, rehearsal etc.
STM has capcity of 7+/-2 items and 15-30 sec duration
LTM has unlimited capacity and duration
We recieve info from the environment through our senses, which
is then stored in our sensory memory/ register
Coding and rehearsal determine the fate of the info, rehearsal is
key because it keeps info in the STM and also transfers it to the
LTM
Material in the SSM is attended to and passes to the STM, info in
the STM is rehearsed and passes to the LTM
, Evaluate the MSM (6 marks) - Answer>> Brain damaged
patients provide evidence for STM and LTM distinction because
brain damage can affect one but not the other
Supported by Glanzer and Cunitz (1966)
Supported by Brown (1958) and Peterson and Peterson (1959)
Critisized for lumping the different types of LTM together, doesn't
differentiate between procedural, sematic and declarive memory
Supporting studies were lab experiments - lack ecological validity
Words and numbers used as stumuli - not realistic
2 features of cue-dependency theory (4 marks) - Answer>>
CONTEXT CUES
Environmental cues e.g. classroom
E.g. when someone goes upstairs to get something and forgets
what it was, they might remember again when they are back
downstairs in the same place (context) they first thought about it
STATE CUES
Cues internal to the person e.g. being excited or afraid
E.g. if you learn something when in a relaxed mood but cannot
recall it when in a tense mood
Describe the cue-dependency theory (6 marks) - Answer>> •
When cues present at encoding are not present at retrieval then
forgetting may occur
• These memory cues may be necessary to access information
that is available but not accessible
• There are two types of cues, one is context which are
environmental cues e.g. classroom
• E.g. when someone goes upstairs to get something and forgets
what it was, they might remember again when they are back
downstairs in the same place (context) they first thought about it
• Another is state which are cues internal to the person such as
being excited or afraid
• E.g. if you learn something when in a relaxed mood but cannot
recall it when in a tense mood
2024 Exam Questions and Answers
100% Pass
Define the cognitive approach (4 marks) - Answer>> Compares
human brain to computor
Info taken in by senses
Info id stored, encoded and retrieved
Theories of forgettinging can explain why we forget things in
terms of problems with accessibility
Hypothesis for LOP model (2 marks) - Answer>> Semantic
(deeper) processing will lead to more correct answers than
structural or phonemic (shallower) processing
Framework for LOP model (4 marks) - Answer>> Semantic is
deepest, structural is shallowest
Phonemic is second deepest
Shallow processing uses maintenance rehersal which only retains
info for the time being
Deep processing uses elaborative rehearsal whuch expands upon
material creating more lasting memories
Describe LOP model (6 marks) - Answer>> Is necessary to
explain transfer of info to LTM without rehearsal
Memory is a consequence of how we process info
Semantic is deepest, structural is shallowest
Sematic results in deeper processing which results in a more
durable memory
Shallow results in shallower processing whuch results in a less
durable memory
It distinguishes between maintenance and elaborative rehearsal
,Evaluate LOP model (6 marks) - Answer>> Has real life
applications - students revising make notes instead of just reading
the info
Support from Craik and Tulving (1975) - semantically processed
words were more deeply processed and recalled better
Circular reasoning - Baddeley (1978)
Lab experiment - Supporting studies lack ecological validity so
may not be representative of real life
2 features of MSM (4 marks) - Answer>> Has 3 stores - enters
through senses and is attended to or not, if attended to passed to
STM where stays for 30 secs max, if rehearsed passed to LTM
LTM - has unlimited capacity and duration, hold is semantic form
mainly but also accoustically and visually stored, Stored in order it
was learnt through repetition and organisation
Evaluate a feature of MSM (2 marks) - Answer>> LTM -
evidence from brain damaged patients that id does exist(e.g.
Clive wearing and HM), too simplistic; there could be 4 LTM
memory stores (as shown by Clive Wearing)
Describe MSM (6 marks) - Answer>> Info moves through 3
systems (SSM, STM, LTM) under the control of cognitive
processes e.g. attention, rehearsal etc.
STM has capcity of 7+/-2 items and 15-30 sec duration
LTM has unlimited capacity and duration
We recieve info from the environment through our senses, which
is then stored in our sensory memory/ register
Coding and rehearsal determine the fate of the info, rehearsal is
key because it keeps info in the STM and also transfers it to the
LTM
Material in the SSM is attended to and passes to the STM, info in
the STM is rehearsed and passes to the LTM
, Evaluate the MSM (6 marks) - Answer>> Brain damaged
patients provide evidence for STM and LTM distinction because
brain damage can affect one but not the other
Supported by Glanzer and Cunitz (1966)
Supported by Brown (1958) and Peterson and Peterson (1959)
Critisized for lumping the different types of LTM together, doesn't
differentiate between procedural, sematic and declarive memory
Supporting studies were lab experiments - lack ecological validity
Words and numbers used as stumuli - not realistic
2 features of cue-dependency theory (4 marks) - Answer>>
CONTEXT CUES
Environmental cues e.g. classroom
E.g. when someone goes upstairs to get something and forgets
what it was, they might remember again when they are back
downstairs in the same place (context) they first thought about it
STATE CUES
Cues internal to the person e.g. being excited or afraid
E.g. if you learn something when in a relaxed mood but cannot
recall it when in a tense mood
Describe the cue-dependency theory (6 marks) - Answer>> •
When cues present at encoding are not present at retrieval then
forgetting may occur
• These memory cues may be necessary to access information
that is available but not accessible
• There are two types of cues, one is context which are
environmental cues e.g. classroom
• E.g. when someone goes upstairs to get something and forgets
what it was, they might remember again when they are back
downstairs in the same place (context) they first thought about it
• Another is state which are cues internal to the person such as
being excited or afraid
• E.g. if you learn something when in a relaxed mood but cannot
recall it when in a tense mood
