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Multi-Store Model of memory questions
Q1.
According to the multi-store model of memory, there are several ways in which short-term memory and long-term memory differ. Explain how the findings of one or more studies demonstrate that short-term memory and long-term memory are different. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 4 marks) Q2. The multi-store model of memory proposes that there are separate short-term and long- term stores. Explain two differences between short-term memory and long-term memory in this mode Difference 1 ........................................................................................................... ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (2) Difference 2 ........................................................................................................... ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (2)
(Total 4 Marks) Q3. Outline the difference between the capacity of short-term memory and the capacity of long-term memory. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 2 marks) Q4. Describe and evaluate the multi-store model of memory. Refer to evidence in your answer. (Total 16 marks) Q5. Describe and evaluate the multi-store model of memory. (Total 16 marks) Q6. Describe and evaluate the multi-store model of memory. (Total 12 marks)
Q9.
This is a diagram of Atkinson and Shiffrin’s multi-store model of memory. From the following list, select the appropriate labels for A , B and C. Write A , B or C in the three correct boxes. Secondary memory Long-term memory Recognition Rehearsal loop Central executive Sensory memory Short-term memory (Total 3 marks)
Q10.
A researcher carried out an experiment to investigate how many numbers could be held in short-term memory. The participants were 15 children and 15 adults. Participants were asked to repeat lists of random numbers, in the correct order, as soon as they were read out by the researcher. For example, when the researcher said, “3, 4, 2, 8” the participant immediately repeated “3, 4, 2, 8”. When the researcher then said,“7, 5, 9, 6, 4” the participant immediately repeated “7, 5, 9, 6, 4”. One number was added to the list each time until participants were unable to recall the list correctly.Each participant’s maximum digit span was recorded. (a) Write an appropriate non-directional hypothesis for this experiment. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ (2) (b) Explain why the researcher used an independent groups design for this experiment. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ (2)
(3) (e) Do the results of this experiment support the findings of other research into the capacity of short-term memory? Explain your answer. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ (2) (Total 11 marks) Q11. Describe one way in which psychologists have investigated the duration of short-term memory. In your answer, you should include details of stimulus materials used, what participants were asked to do and how duration was measured. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. Extra space ............................................................................................................ ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 4 marks)
Q12.
A case study was carried out on Peter whose brain was damaged in a motorcycle accident. Psychologists tested how many numbers he could hold in his short-term memory. They did this by reading him lists of numbers and asking him to recall the numbers immediately in the right order. He could recall a maximum of two items. The psychologists found that his long-term memory was normal. (a) How was Peter’s short-term memory after the accident different from most adults’ short-term memory? ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ (2) (b) Does this case study support the multi-store model of memory? Explain your answer. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ (Extra space) ................................................................................................. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................
Q14.
Outline the main features of the multi-store model of memory. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ( Extra space ) .......................................................................................................... ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 6 marks)
Q15.
The multi-store model of memory has been criticised in many ways. The following example illustrates a possible criticism. Some students read through their revision notes lots of times before an examination, but still find it difficult to remember the information. However, the same students can remember the information in a celebrity magazine, even though they read it only once. Explain why this can be used as a criticism of the multi-store model of memory. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ( Extra space ) ......................................................................................................... ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 4 marks) Q16. Research has suggested that the encoding and capacity of short-term memory are different from the encoding and capacity of long-term memory. Explain what is meant by coding. ................................................................................................................................. ................................................................................................................................. .................................................................................................................................
M1.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
- AO1 knowledge and understanding
- AO2 application (of psychological knowledge)
- AO3 evaluation, analysis, interpretation. Although the essential content for this mark scheme remains the same, mark schemes for the new AQA Specification (Sept 2015 onwards) take a different format as follows:
- A single set of numbered levels (formerly bands) to cover all skills
- Content appears as a bulleted list
- No IDA expectation in A Level essays, however, credit for references to issues, debates and approaches where relevant. AO2 = 4 The focus of this answer must be on explaining difference. Candidates may base their explanation on the findings of one experiment such as Murdock (1962) which showed a primacy effect (LTM) and a recency effect (STM), or on a case study such as KF which showed impaired STM but unaffected LTM. Reference to evidence from brain scans would also be relevant, eg Squire (1992) found the hippocampus is active in LTM tasks and areas in the pre-frontal cortex are active during STM tasks. Alternatively the explanation may relate to a specific feature of STM / LTM e.g. Peterson and Peterson supported the idea of limited duration in STM while Bahrick supported that of relatively permanent LTM. Other relevant features are capacity, encoding and forgetting. STM encoded acoustically and LTM encoded semantically. Baddeley found that lists of similar sounding words confused STM term memory and lists of semantically similar words confused long term memory. Candidates who describe the findings of one study relating to the capacity of STM can access full marks by simply stating that the capacity of LTM is considered to be unlimited. AO2 Application of knowledge and understanding 4 marks Effective explanation Explanation is accurate, reasonably detailed and demonstrates sound knowledge and understanding of how research findings support a difference. e.g. 1 or more detailed differences + evidence illustrating both parts. (The evidence can be from 1 study) 3 marks Reasonable explanation
Explanation is generally accurate but less detailed and demonstrates reasonable knowledge and understanding of how research findings support a difference. e.g. 2 detailed differences (e.g. duration and capacity) or 1 detailed difference + evidence illustrating one part of the difference. 2 marks Basic explanation Explanation demonstrates basic knowledge of how research findings support a difference. e.g. Duration is 20 seconds in STM and unlimited in LTM. 1 marks Rudimentary explanation Explanation demonstrates rudimentary knowledge of how research findings support a difference. e.g. Capacity is smaller in STM than LTM. 0 marks No creditworthy material relating to an explanation of how research findings support a difference. M2. AO2 = 4 Candidates are likely to identify capacity, duration and encoding as ways in which STM and LTM differ. Processes are acceptable eg putting information into the stores or keeping information in the stores. Any legitimate difference(s) in multi-store model should be credited. For each difference: 1 mark for identifying the difference eg STM holds less than LTM or LTM lasts longer than STM. 2nd mark for accurate elaboration eg the capacity of STM is limited to 7 + / - 2 items whereas the capacity of LTM is unlimited or the duration of STM is up to 30 seconds whereas the duration of LTM is a lifetime. 0 marks for simply naming eg capacity, duration, encoding of STM or LTM but no difference. M3. AO2 = 2 The capacity of LTM is much larger than STM. (1 mark) Unlimited capacity in LTM, 7 + / - 2 items in STM. (2 marks) For full marks there must be accurate reference to the capacity of STM, but this may refer to chunks.
requirement for transfer of information to LTM; criticisms of aspects of the model by comparison with other models, such as arguments that the STS and LTS are not unitary stores; explanation of primacy and recency effects in serial position studies; coding confusion in STM; discussion of the nature of deficits in case studies of neurological damage. Credit evaluation of the methodology of studies only when made relevant to the discussion of the model. Credit use of evidence. Likely studies include: Murdock (1962) Glanzer and Cunitz (1966), Peterson and Peterson (1959), Craik and Watkins (1973), Conrad (1963 / 4), Baddeley (1966), Milner et al (1978), Blakemore (1988), Craik and Tulving (1975), Hyde and Jenkins (1973), and Working Memory studies such as Baddeley, Thomson and Buchanan (1975), Hoosain and Salili (1988). M5. Marks for this question: AO1 = 6, AO3 = 10 Level Marks Description 4 13 – 16 Knowledge is accurate and generally well detailed. Discussion / evaluation / application is thorough and effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking. 3 9 – 12 Knowledge is evident. There are occasional inaccuracies. Discussion / evaluation / application is apparent and mostly effective. The answer is mostly clear and organised. Specialist terminology is mostly used effectively. Lacks focus in places. 2 5 – 8 Some knowledge is present. Focus is mainly on description. Any discussion / evaluation / application is only partly effective. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions. 1 1 – 4 Knowledge is limited. Discussion / evaluation / application is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used. 0 No relevant content. Please note that although the content for this mark scheme remains the same, on most mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a
bulleted list AO Atkinson and Shiffrin’s (1968) multi-store model of memory (MSM) makes a distinction between the separate stores of sensory, short-term and long-term memory. Likely features include: Structural nature. SM STM and LTM are unitary stores. Information passes from store to store in a linear way. Rehearsal is needed to pass information from STM to LTM. Each store has its own characteristics in terms of encoding, capacity and duration. Explanations of forgetting are different for each store. Limited credit for diagram only. AO Evaluation of the MSM in terms of strengths and weaknesses. Use of research in support of the distinction between STM and LTM; in terms of capacity, duration and encoding eg HM, Glanzer and Cunitz. Likely weaknesses include an emphasis on rote rehearsal as a mechanism for transfer from STM to LTM although this is not a very effective means of transfer, and transfer often occurs with no rehearsal. Candidates may also refer to case studies such as that of Clive Wearing who lost episodic but not procedural memory, suggesting there may be more than one type of LTM. Comparison / contrast with alternative models of memory. M6. Marks for this question: AO1 = 6, AO3 = 6 Level Marks Description 4 10 – 12 Knowledge is accurate and generally well detailed. Discussion / evaluation / application is effective. The answer is clear, coherent. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking. 3 7 – 9 Knowledge is evident. There are occasional inaccuracies. There is some effective discussion / evaluation / application. The answer is mostly clear and organised.
episodic but not procedural memory, suggesting there may be more than one type of LTM. Comparison / contrast with alternative models of memory. M7. AO1 = 2 B Duration (short-term memory). C Encoding (short-term memory). 1 mark for each correct answer. M8. AO2 = 4 According to the MSM rehearsal is needed to keep information in the STM or transfer it to LTM. The conversation with his friend will prevent Jamie from rehearsing the phone number. Reference to the limited capacity and duration of STM would also be relevant. Candidates may explain one of these in reasonable detail or refer to more than one more briefly. 1 mark for a very brief or muddled explanation eg He can’t rehearse it. Further marks for elaboration. M9. AO1 = 3 A Sensory memory B Long-term memory C Rehearsal loop 1 mark for each correct answer.
M10.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:
- AO1 knowledge and understanding
- AO2 application (of psychological knowledge)
- AO3 evaluation, analysis, interpretation. (a) AO3 = 2 0 marks for a directional hypothesis. 1 mark if not operationalised, eg “Age affects memory.” “There will be a difference between the two conditions.” 2 marks for eg “There will be a difference in how many numbers are correctly recalled by children and adults.” “Children and adults have different short-term memory spans.” Or “The capacity of short-term memory is different for adults and children. Candidates may write a hypothesis where the IV is how many numbers are in the list and the DV is the number of participants who can recall that digit span. Eg As numbers in the list increase, recall changes. 1 mark. As the number of random numbers in the list increases, the number of participants recalling the list correctly, changes. 2 marks. (b) AO3 = 2 The experiment uses adults in one condition and children in the other so it would be impossible to use a repeated design unless the researchers waited for the children to grow into adults. Given the nature of this experiment, demand characteristics and order effects are inappropriate. 1 mark for a brief explanation. A further mark for elaboration. Eg Can compare the two different groups to see who is better. 0 marks (because this relates to all experimental designs). They needed to have different people in each condition. 1 mark. They needed to have different people in each condition based on age. 2 marks. They needed to have children in one group and adults in the other. 2 marks. (c) AO3 = 2 Children 6 Adults 7 1 mark for each correct answer. (d) AO3 = 3
