Memory AO3

Question 1

AO3 msm (research studies)

Answer 1

P-strength supported by research studies, STM and LTM, separate unitary stores
E-baddley found STM mix up acoustically similar words and LTM mix up semantically similar
E-shows coding LTM semantic and coding STM – acoustic
L-support MSM – STM and LTM are separate stores

Question 2

MSM AO3 rts strength

Answer 2

P-RTS Clive Wearing
E-amnesia info unable to pass STM to LTM
E-wife leaves the room and re-enters he greets her
L-support MSM – STM and LTM as separate unitary stores and that information flows in a linear way
D-low population validity one person, unusual illness
Difficult to generalise to wide population as memory may work differently
Limits support for MSM

Question 3

MSM AO3 weakness

Answer 3

P-too simplistic, STM and LTM unitary stores
E-e.g. shallice and Warrington’s research , STM patient KF
E- found very poor recall when digits read aloud however better when seeing visually
L-different stores in LTM, visual and auditory, casting doubt on STM as unitary.

Question 4

Overall AO3 for coding,capacity and duration studies (duration stm weakness)

Answer 4

P-lacks mundane realism
E-task(consonant trigram recall) artificial
E-not reflect meaningful real life memory
L-⬇️ external validity research into duration stm
TF- phone number,meaningful??

Question 5

Overall AO3 for coding,capacity and duration studies (coding of LTM strength)

Answer 5

P-⬆️ control extraneous variables
E-controlled setting/lab(lists matched on difficulty and shown same time)
E-cause and effect IV(word lists) and DV (accurate recall)
L- ⬆️internal validity of coding stm

Question 6

Overall AO3 for coding,capacity and duration studies (Capacity of stm Strength)

Answer 6

P- praised ⬆️reliability
E-controlled environment/lab
E- research can repeated same conditions
L- check for consistent results (CAP STM)

Question 7

Overall AO3 for coding,capacity and duration studies (BAHRICK STRENGTH )

Answer 7

P-⬆️ mundane realism
E- real life memory classmates
E- everyday activity-friends socials
L-easier generalise finds real life apps
⬆️external validity

Question 8

Overall AO3 for coding,capacity and duration studies (BAHRICK WEAKNESS )

Answer 8

P- critics-⬇️control extraneous variables
E-not controlled environment
E- eg- contact between classmates not controlled
L- cause and effect not clearly established no firm conclusions
⬇️internal validity

Question 9

Types of LTM AO3 strength

Answer 9

P- neuroimaging evidence to support
E- ppts memory tasks PET scanners
E- brain areas active LTM tasks,procedural mc and cerebellum
L-different types of LTM different brain area

Question 10

Types of LTM AO3 Strength

Answer 10

P-use of scientific methods
E- objective and empirical brain scans
E- parts of brain active memory tasks (procedural)
L- ⬆️ internal validity of research ⬆️psych’s scientific status

Question 11

Types of LTM AO3 Strength REAL LIFE EVIDENCE

Answer 11

P-real life evidence Clive wearing
E- amnesia
E- damaged episodic- musical ed
Procedural intact- play piano
L- supports only 1 store damaged- must be separate
TF- virus damage hippocampus
D-low population validity- rare generalise

Question 12

Working memory model AO3 strength RTS IMPORTANT FOR AO2

Answer 12

P-RTS dual task studies - separate components STM
E-Baddeley ppts ⬆️difficult 2 visual tasks than 1 visual and 1 acoustic
E-not competing same limited capacity- delegated to different slave systems
L-performance ⬇️
credibility ⬆️

Question 13

Working memory model AO3 strength RTS KF

Answer 13

P-RTS case study Patient KF
E-Shallice and Warrington- KF amnesia
E-recall of digits poor (only read aloud ) better recall (when he could visually see them)
L- supports wmm - separate stores (acoustic and visual ) STM as PL was damaged but the VSS intact
CA- low population validity

Question 14

Working memory model Weakness AO3

Answer 14

P-weakness,despite empirical RTS, focus on Slave systems, lack of clarity role of the CE
E- CE is a single component of attention- delegates to Slave systems
E-psychologists - several components
L-this casts doubt on STM as explanation of STM

Question 15

Interference Theory (Forgetting)AO3 STRENGTH

Answer 15

P- RTS McGeoch + McDonald
E-list A (100%) list B(interference) List A
E- synonyms- 12%
not?- 26%
L-supports ⬆️similar, ⬆️ interference
TF- time periods?

Question 16

Interference Theory (Forgetting)AO3 STRENGTH 2

Answer 16

P- strength interference-McD +McG ⬆️ reliability
E-controlled lab environment
E- repeated same conditions (context)
L-check for consistent results effect of interference on forgetting
⬆️credibility
TF-most consistent- in psych

Question 17

Interference Theory (Forgetting)AO3 WEAKNESS

Answer 17

LOA- interference ⬆️likely - research than real life
P- ⬇️ mundane realism
E-artificial tasks (lists)
E- difficult to generalise-not rep of real memory tasks (birthdays )
meaningful- ⬇️interference
L- ⬇️support
TF- phone numbers/ number plates

Question 18

Theories of forgetting- absence of retrieval cues AO3 STRENGTH

Answer 18

P-RTS (CD-F) Godden and Baddeley
E-scuba divers learn list - words in/ out of water
E-recall info in same/ different- 40% ⬇️accuracy - different
L-supports C-D- F lack of external cues forgetting ⬆️ likely
D-Baddeley- context effects not strong every day life - must very different - effect

Question 19

Theories of forgetting- absence of retrieval cues AO3 STRENGTH 2

Answer 19

P- RTS Goodwin et al (1969) SD-F
E- volunteer male ppts learn word list - drunk/ sober
E- tested same/ opposite (24 hrs)
recall ⬇️- different more likely to forget
L-support - lack of internal memory cues ⬆️forgetting

Question 20

Theories of forgetting- absence of retrieval cues AO3 WEAKNESS

Answer 20

P-⬇️ mundane realism
E-artificial tasks - learning of words often used
E- difficult generalise- everyday life - more info eg: theories - not as easily accessed int/ext cues
L- ⬇️external validity- research
? Retrieval failure absence of cues - explanation of forgetting

Question 21

Eyewitness testimony AO3 leading questions STRENGTH

Answer 21

P- prac apps
E- principles- improvements criminal justice system + cognitive interview
E-cognitive interview- avoids leading questions ⬆️accuracy of EWT
eg: recall everything
L- research- important part of applied psychology- more accurate testimonies improve lives affected by crime
TF- positive effect on the economy- more accurate witness statements- quicker conviction

Question 22

Eyewitness testimony AO3 leading questions WEAKNESS

Answer 22

P-⬇️ mundane realism
E- loftus + palmer - artificial task
E- difficult generalise findings- LQ- accuracy of EWT foster et al - consequences
L-⬇️ internal validity of research into accuracy of EWT

Question 23

Eyewitness testimony AO3 Post event discussion STRENGTH

Answer 23

P- RTS - Skagerburg and wright
E- two clips - mugging- d/L brown hair
E-ppts discussed pairs - not seen same
Report- medium brown
L- supports PED- memory contamination does occur not just conformity

Question 24

Eyewitness testimony AO3 Post event discussion WEAKNESS

Answer 24

P- demand characteristics
E-controlled environment- unrealistic tasks
E- research- ppts helpful
Pick up clues - change behaviour fit aims
L- ⬇️ internal validity effects ❌ accurately measured

Question 25

Eye witness testimony- Anxiety PEEL 1 WEAKNESS

Answer 25

P- RTC Christianson and Hubinette
E- interview 58 bank robbery witnesses
⬆️and ⬇️ anxiety conditions bank tellers and customers
E- all ⬆️ 75% accurate - accuracy higher if directly threatened
L- contradicts - allows to focus - perpetrator caught
D- several months- PED??

Question 26

Eye witness testimony- Anxiety PEEL 2 STRENGTH 1

Answer 26

P- RTS Valentine and mesout
E- ⬆️and ⬇️ anxiety conditions- ❤️ rate
E- ldn dungeons labyrinth experience- give details of actor
⬆️ anxiety ⬇️ accuracy of EWT
L-suggests ⬆️anxiety had negative effect on immediate recall

Question 27

Eye witness testimony- Anxiety PEEL3 TO EVALUATE

Answer 27

P- to evaluate anxiety as factor effecting EWT- Yerkes Dodson law
E - to little/ high anxiety cause ⬇️ accuracy of EWT - optimal level- positive effect
E-explains difference in findings C+ H and J+S
L- resolves contradiction- anxiety effects EWT