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MEMORY EXAM QUESTIONS AND ANSWERS WITH SOLUTIONS 2024
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MEMORY EXAM QUESTIONS AND ANSWERS WITH SOLUTIONS 2024
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MEMORY EXAM QUESTIONS AND ANSWERS WITH SOLUTIONS 2 024 Identify the main type of coding used in each of the following components of the multi -store model of memory: Short term memory Long term memory [2 marks] - ANSWER Short term memory = acoustic (accept sound or similar). Long term memory = semantic (accept meaning or similar). Memory studies are sometimes criticised for being unrealistic. Briefly explain two ways that this criticism could be addressed in memory research. [4 marks] - ANSWER Researchers could use environments that are natural for participants such as school classrooms when learning and recalling information Researchers could ensure that the task are everyday tasks for their participants, such as learning definitions if they are student participants Realistic stimuli can be used to recall information such as visual tasks so that they more closely reflect everyday memory tasks. Different methodology/data collection techniques Zina witnessed a violent incident. The attacker pulled out a knife and threatened the victim. Zina was close to the attacker and was very frightened and anxious. Her friend, Amanda, was further away and less anxious. The police took witness statements from both Zina and Amanda. Their statements were very different. Using your knowledge of research into the effects of anxiety on eye -witness testimony, explain why Zina's and Amanda's statements are different. [4 marks] - ANSWER When anxiety/arousal is high, as is the case for Zina, this leads to a decrease in accuracy/detail compared with Amanda. This is supported by research, e.g. Johnson and Scott who found that those in the high anxiety condition were less likely to accurately identify the man. This is supported by research, e.g. Duffenbacher (1983) meta -analysis found that high levels of anxiety negatively affected the memory of eyewitnesses. When anxiety/arousal is high, as is the case for Zina, this leads to increased accuracy/detail compared with Amanda. This is supported by research evidence, e.g. Christianson and Hubinette where victims were more accurate than onlookers. This is supported by research, e.g. Yuille and Cutshall's study where those witnesses that were close to the shooting were accurate, even months later. A psychologist decided to interview both Zina and Amanda five months later to see if they could still remember the same level of detail about the incident. Explain one ethical issue the psychologist must consider before interviewing Zina and Amanda. [2 marks] - ANSWER Treating people with respect such as assuring their confidentiality, giving them the right to withdraw, etc. Protection from harm - Zina and Amanda could experience psychological harm from having to recall the details of the incident again so they could be offered counselling Informed consent - the psychologist must gain informed consent, so Zina and Amanda are aware that they will be interviewed about the incident. Describe and evaluate interference as an explanation for forgetting. [12 marks] - ANSWER *AO1* Interference is where two lots of information become confused in memory Proactive interference is where old learning affects recall of new information Retroactive interference is where new learning affects recall of old information Newer information may overwrite earlier information Interference is more likely to occur when the two pieces of information are similar/response competition The impact of passage of time/intervening events on forgetting *AO3* Use of research evidence to support or contradict the role of interference Loss of information may only be temporary, therefore interference is not a true explanation for forgetting Issue of validity - evidence that interference can explain forgetting frequently comes from artificial laboratory experiments using artificial tasks, so interference may not occur to the same extent in more real-life settings and scenarios, so challenging interference as an explanation of forgetting However, everyday/real life situations have shown interference can explain forgetting, e.g. Baddeley and Hitch (1977); Schmidt et al (2000). Practical applications, e.g. revision strategiesThe benefits of buying summaries with Stuvia:
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