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AQA A level psychology- Memory summary notes R96,07
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AQA A level psychology- Memory summary notes

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  • Course
  • Memory
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  • AQA Psychology for A Level Year 1

Detailed Revision Notes of the Memory topic of AQA A-Level Psychology produced by me using both the textbook and class notes. Has both the AO1 and AO3 needed to gain top marks. Includes: CODING, CAPACITY & DURATION OF MEMORY, MULTI-STORE MODEL OF MEMORY, TYPES OF LONGTERM MEMORY, WORKING MEMORY MO...

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  • 2
  • July 26, 2022
  • 10
  • 2021/2022
  • Summary

Subjects

  • coding
  • coding
  • working memory model
  • capacity amp duration of memory
  • multi store model of memory
  • capacity and duration of memory
  • explanations for forgetting interference
  • explanations for forgetting

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  • A/AS Level
  • AQA
  • Psychology
  • Memory
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Memory
CODING, CAPACITY & DURATION OF MEMORY
Coding: format that information is stored in various memory stores
 Semantic, acoustic, visual
 Process of converting one format to another
 Evidence: Baddeley gave different lists of words to 4 groups of ppts to remember
o Acoustically similar, acoustically dissimilar, semantically (meaning) similar &
semantically dissimilar
o When ppts had to recall the words immediately (STM) they did worse with acoustically
similar words but when recalled 20 mins later (LTM) did worse with semantically
similar words
 Suggests information is coded acoustically in STM & semantically in LTM

Capacity: the amount of information that can be held at any one time in memory
 Evidence: Jacobs digit span test was designed to investigate how much information can
be stored in the short-term memory.
o Sample of 443 female students (aged from 8-19) from North London Collegiate School
o Pps had to repeat back a string of numbers or letters in the same order
o Number of digits/letters was gradually increased, until the pps couldn’t recall the
sequence
o Found mean for digits was 9.3 items and letters was 7.3
 Evidence: Miller researched chunking (grouping sets of digits/letters into chunks)
o Noted everyday things (days of the week, deadly sins etc.) came in sevens
o He thought the capacity of the STM is about 7 (+ & - 2)

Duration: the length of time information can be held in memory
 Evidence for duration of STM: Peterson & Peterson
o Tested 24 students in 8 trials each
o On each trial, student given a consonant syllable (trigram) (e.g. YCG) to remember & a 3
digit number
o Student counted backwards from this number until told to stop (to prevent mental
rehearsal of consonant syllable)
 Each trial had varying periods of time they were told to stop after (retention
interval)
o Found the STM duration is around 18 seconds (unless verbal rehearsal)
 Evidence for duration of LTM: Bahrick et al
o Studied 392 American pps between 17 & 74
o High school yearbooks were obtained and recall was tested through
1. Photo-recognition of 50 photos (some from pps’ yearbook)
2. Free recall where pps recalled all the names of their graduating class
o Found 20% difference between photo recognition and 30% difference for free recall
between those tested 15 and 48 years after graduation
o Both more accurate in photo recognition than free recall

, MULTI-STORE MODEL OF MEMORY
The Multi-Store Model is a representation of how memory works
 3 stores called: sensory register, STM and LTM
 Also describes how information is transferred from one store to another, how it is remembered
& how it is forgotten




Sensory register (SR)
 All stimuli from the environment pass through SR
 Comprised of sensory memory stores (1 for each sense)
 Coding in each store is modality-specific (depends on sense)
 Duration in the SRs is very brief (less than half a second)
 Capacity is very large e.g. 100 million cells in one eye, each storing data
 Info passes into the rest of the memory system only if you pay attention to it

STM
 Mainly coded acoustically & lasts about 18 seconds so it is a temporary store
o Baddeley evidence (showed it was coded acoustically)
o Peterson & Peterson evidence
 Capacity is limited (5-9 items)
o Jacob’s digit span test evidence
 Maintenance rehearsal is when we rehearse material to ourselves over & over until it passes
into LTM

LTM
 Permanent store for info that has been rehearsed
 Duration may be up to a lifetime
o Bahrick evidence
 Capacity is unlimited
 To recall information from LTM is has to be transferred back into STM by retrieval

AO3 PARAGRAPHS
P- One strength is that there is supporting research.
E- For example, Baddeley found that we tend to mix up words that sound similar when using our STM
but mix up semantically sounding when using our LTM.
E- This shows that STM and LTM are separate and independent memory stores shown by the MSM.
C- However, Baddeley’s research has low ecological validity because the task of remembering the
words is not representative of real-life uses of memory, lacking mundane realism. Therefore, it is
difficult to generalise the findings to outside of the lab.
L- Therefore, this shows that the MSM may not be a valid model or how memory works in our
everyday lives.

P- A limitation of the MSM is that there is evidence of the STM not being a unitary store
E- Shallice and Warrington’s client, referred to as KF, had amnesia. His recall for digits when read out
loud was very poor however when reading himself, his recall was much better.
E- Therefore, this shows that there could be another short-term memory store. Furthermore, his
visual STM was undamaged whereas his verbal STM was damaged suggesting STM is not a passive,

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