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AQA A LEVEL PSYCHOLOGY - YEAR #1 EXAM QUESTIONS WITH CORRECT
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AQA A LEVEL PSYCHOLOGY - YEAR #1 EXAM QUESTIONS WITH CORRECT
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AQA A LEVEL PSYCHOLOGY - YEAR #1EXAM QUESTIONS WITH CORRECT
Central executive - answer-- acts as a filter to determine what information is received
- limited capacity
- baddeley found participants couldn't type letters and numbers on a keyboard whilst
speaking random numbers
- limited research
Phonological loop - answer-- stores verbal information
- divided into:
- acoustic store: holds words heard
- articulatory process: holds words heard and repeats them
Visuo-spatial sketchpad - answer-- stores visual and spatial information
- divided into:
- visual cache: stores visual material
- inner scribe: handles spatial information
- baddeley found participants couldn't trace a capital f whilst explaining each angle as
both use the vss
- the brain activates in the left hemisphere for visual information and right information for
spatial information supporting the divided store
Episodic buffer - answer-- created by baddeley as a general store
- stores all types of information
- limited capacity
- a case study shows a person held 25 items in their stm which is more than the
capacity of the vss and pl suggesting a third store
- very limited research to support this being here
Interference theory example and evaluation - answer-information in the ltm gets
disrupted with other information during coding which leads to inaccurate recall.
1. Proactive interference:
Occurs when something previously-stored interferes an attempt to recall something new
e.g. Trying to recall a new phone number but getting confused with the old one
2. Retroactive interference:
Occurs when newly stored information interferes with the recall of previously stored
information e.g. Trying to recall your new number plate but getting confused with the old
one
Baddeley and hitch got rugby players to recall all the teams they have played against to
test interference theory and trace decay. They found forgetting was more due to the
number of games played rather than the time between each game supporting
interference theory rather than decay theory
, Only explains forgetting when two sets of information are similar -> lacks mundane
realism
Cue dependent forgetting example and evaluation - answer-- information is in the ltm
but cannot be accessed
- see's recall as dependent on retrieval cues
- the effectiveness depends on how overloaded the cue is, if there isn't much
information, recall will be easier
- the effectiveness also depends on how deep the processing is, the more meaningful it
is, the easier recall
1. Context dependent forgetting
Forgetting occurs when the external environment is different in recall than it was in
coding
2. State dependent forgetting
Forgetting occurs when the internal environment is different at recall than it is at coding
Overton found recall was worse when the internal state was different at recall than it
was at coding, suggesting state-dependent forgetting is a valid explanation
- most studies are lab based so reliability is decreased
- supports the theory that deeper processed memories are easier to recall
- a lot of evidence support
Repression example and evaluation - answer-- motivated forgetting where emotionally
threatening events are pushed to the unconscious to prevent anxiety
- the effect of the memories are still there but it is harder to recall the memory itself
- some don't believe it as repressed thought therapy has often proved to be false (false
memory syndrome)
- williams found 38% of women who suffered sexual assaults in childhood had no
recollection of the memory whatsoever. He also found, the earlier the abuse, the more
likely it was to not be remembered
- holmes looked into 60 years of research into repression and couldn't find any solid
evidence, weakening the support
- court cases in the usa which convicted people based on a recovered repressed
memory have proven to be false and been given a large sum of money
The cognitive interview - answer-- developed by fisher and geiselman
- series of memory retrieval and communication techniques designed to improve recall
1. Change of narrative order
Recall the event in a different chronological order
2. Change of perspective
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