AQA A LEVEL PSYCHOLOGY MEMORY EXAM QUESTIONS AND ANSWERS WITH COMPLETE SOLUTIONS VERIFIED

AQA A LEVEL PSYCHOLOGY MEMORY EXAM QUESTIONS AND ANSWERS WITH COMPLETE SOLUTIONS VERIFIED Study of capacity of STM Miller (Immediate Digit Span Test) Jacobs Support Study of duration of STM Peterson and Peterson (Trigrams) 24 students given a consonant syllable and a three digit number ie. THX 512. They were asked to recall the consonant syllable after a retention interval of 3, 6 , 9, 12 or 15 seconds. During this interval they had to count backwards from their three digit number. Participants were 90% correct after 3 seconds, 20% correct after 9 and only 2% correct after 18 seconds. Suggesting it is less than 18 seconds. Study of duration of LTM Bahrick (Free recall, photo recognition and name recognition tests) 400 people of various ages were tested on their memory of high school classmates. They were given a free recall to recall as many class mates as they could. Then they were given 50 photos, some with people from their school year book. Bahrick found that recall after 15 years of graduation was 90% accurate from photos, and after 48 years was 70%. With free recall it was about 60% accurate and 30%. Showing that it is possibly an unlimited duration for LTM. Study of encoding Baddeley (Semantically and Acoustically Similar/Dissimilar words) Baddeley had lists of acoustically similar words such as: Cat, cab, can, map, mat, max etc. And also semantically similar words: Huge, big, large, titanic, massive etc. He found that participants had difficulty remembering acoustically similar words in the STM and in the LTM struggled with semantically similar words. He concluded that STM is largely encoded acoustically whereas LTM is encoded semantically. Capacity of STM 7+_ 2 units Capacity of LTM Potentially unlimited Duration of STM 30 seconds Duration of LTM potentially unlimited Encoding in STM Mainly acoustically Encoding in LTM Mainly semantically MSM of memory Sensory Memory- Attention-STM-(Maintenance rehearsal or) elaborative rehearsal-LTM-(Retrieval, Interference, Decay Retrieval failure, displacement for STM) What does the MSM model suggest It attempts to explain how memory works Memory Consists of multiple stores There is a sequence between these stores Evidence to support the MSM Glanzer and Cunnitz (primacy and recency effect) HM (LTM gone) Beardsley (Prefrontal cortex for STM and Hippocampus for Ltm) (Bahrick Peterson and Peterson, miller, baddeley) Evaluate the MSM Too simple (but easier to understand) Supporting Evidence What does the WMM suggest STM is made up of multiple stores and the MSM is too simple What does the Central Executive do directs attention to particular tasks and controls the 2 slave systems (phonological loop, visuo-spatial sketchpad) What does the phonological loop do processes and retains the order of heard information can be divided into 2 substores What can the phonological loop be divided into phonological store (stores heard information, inner ear) articulatory process (subvocal repetition, inner voice) What does the visuo-spatial sketchpad do plans spatial tasks and stores visual or spatial information What can the visuo-spatial sketchpad be divided into Visual cache (visual information) Inner scribe (processes spatial relations) What does the episodic buffer do integrates information from all other STM stores What study provides evidence for the WMM Hitch and Baddeley ( dual tasks "B is followed by A") KF (Verbal bad Visual Fine) Evaluate the WMM Lack of evidence for the CE Supporting evidence for separate stores of STM (Hitch and Baddeley) Lieberman stated that the visuo-spatial should be divided into two separate components: one for visual and one for spatial as the sketchpad presumes that all spatial was first visual, but it cant be as blind people have good spatial awareness Name the three types of LTM Episodic memories are about events that have happened to us before and is concerned with our personal experiences. Procedural memories are memories of how to do things such as tie your shoe laces or making a cup of tea, they are acquired through repetition. Semantic memories are concerned with knowing things, such as facts or that you go to school at a certain age etc. These usually start as episodic memories but eventually transition to semantic. Outline the two ways interference can explain forgetting Proactive interference - This is where old information interferes with trying to learn new information. Retroactive interference - This is where new information has interfered with old information.