Cognitive Psychology
Revision Lesson
Legal or Illegal Questions?
 Task: If it’s not on the specification, it will NOT be asked. Look at the
specification on your handout and then decide if the 10 questions
below are legal or illegal questions…
Question
1. Outline two strengths of the multi-store model (4 marks)
2. Outline & evaluate research into how misleading information affects the accuracy of
EWT(12)
3. Outline the findings of dual task studies? (2)
4. Outline what Loftus & Palmers (1979) study showed? (4)
3. Outline was is meant by encoding in memory research? (1)
6. Identify a difference in long term and short term memory (2)
7. Outline and evaluate techniques used to improve the accuracy of EWT (12)
8. Outline the main functions of the phonological loop and the visuo-spatial sketchpad (2)
Legal/Illegal
Question?
Question
1. Outline two strengths of the multi-store model (4 marks)
Legal/Illegal
Question?
Legal
2. Outline & evaluate research into how misleading information affects the accuracy Legal
of EWT(12)
3. Outline the findings of dual task studies? (2)
Illegal
4. Outline what Loftus & Palmers (1979) study showed? (4)
Illegal
3. Outline was is meant by encoding in memory research? (1)
Legal
6. Identify a difference in long term and short term memory (2)
Legal
7. Outline and evaluate techniques used to improve the accuracy of EWT (12)
Legal
8. Outline the main functions of the phonological loop and the visuo-spatial
Legal
sketchpad (2)
Psychological Language
 It’s important to understand the language that AQA uses. Consider
the following two questions: What is the difference between these
two questions? How would you answer both of these questions?
 Outline how one research study has investigated the effects of
anxiety on the accuracy of eyewitness testimony (EWT).
 Outline what researchers have found in relation to the effects
of anxiety on the accuracy of eyewitness testimony (EWT).
 Although these questions are similar, what you include in your
answers is very different.
 How = method
 What = results
Psychological Language – Studies & Theories
 Question: What does AQA mean when they say ‘research’?
 Studies & Theories!
 Question: How do you evaluate studies? What key terms might
you use?
 Ecological validity
 Researcher bias
These are all methodological issues,
 Social desirability
which can be used to evaluate studies.
 Demand characteristics
 Sampling issues
Psychological Language – Evaluating Theories
 Question: How do you evaluate theories (i.e. the Multi-Store Model
of Memory)?
 Bring in a study that supports the theory?
 “The theory is supported by … study”
 Further evaluation…
 “However, we should be cautious when using this study to
support the theory because there are problems with the
study. For example…”
Psychological Language – Finally…
 Don’t use – ‘Prove’
 Nothing is ever proven in psychology!
 Instead say:
 This suggests…
 This supports…
 However, there are problems with the study…
 There may have been demand characteristics/researcher bias…
 This reduces the chances of demand characteristics/researcher
bias…
Flash Cards - Revision
 Learn your key theories and studies…
The Multi-Store Model
 Task 1: Complete the diagram of the Multi-Store Model of
Memory. Add labels to the components (boxes) and processes
(arrows).
3 Minutes
The Multi-Store Model – The Answers
Rehearsal
Retrieval
Information
Sensory Memory
(SM)
Attention
Long Term
Memory (LTM)
Short Term
Memory (STM)
Transfer
Forgetting
Capacity, Duration and Coding
 Question: What is meant by the following terms?
Capacity
Space - The amount of information
that can be stored.
Duration
Time - How long the information
can be stored for.
Coding
Format – The way in which
information is changed and stored.
The Multi-Store Model
 Task 2: Complete the table on your handout, detailing the
capacity, duration and coding for sensory memory, STM and LTM.
If possible, also write the name of any researchers that support
these ideas.
SENSORY
MEMORY
CAPACITY
DURATION
3 Minutes
CODING
SHORT-TERM
MEMORY
LONG-TERM
MEMORY
The Multi-Store Model
SENSORY MEMORY
SHORT-TERM
MEMORY
LONG-TERM
MEMORY
CAPACITY
Very large
Limited (7+/-2 ‘chunks’
of information)
Miller (1956)
Unlimited
DURATION
Very limited (1-2
seconds)
Limited (20 seconds)
Peterson & Peterson
(1959)
Lifetime/Years
Bahrick et al., (1975)
CODING
Raw/Unprocessed
information
(From ALL 5 Senses)
Acoustic (Sound)
Semantic (Meaning)
The Multi-Store Model
SENSORY MEMORY
SHORT-TERM
MEMORY
LONG-TERM
MEMORY
CAPACITY
Very large
Limited (7+/-2 ‘chunks’
of information)
Miller (1956)
Unlimited
DURATION
Very limited (1-2
seconds)
Limited (20 seconds)
Peterson & Peterson
(1959)
Lifetime/Years
Bahrick et al., (1975)
CODING
Raw/Unprocessed
information
(From ALL 5 Senses)
Acoustic (Sound)
Semantic (Meaning)
SM :
•Capacity: Very large
•Duration: Very limited period (1-2 secs)
•Encoding: Raw/Unprocessed (all 5 senses)
LTM
•Capacity: Unlimited
•Duration: Lifetime/Years
•Encoding: Semantic (Meaning)
Rehearsal
Retrieval
Information
Sensory Memory
(SM)
Attention
Long Term Memory
(LTM)
Short Term Memory
(STM)
Transfer
STM :
Forgetting
•Capacity: Limited (about 7+- 2)
•Duration: Very limited (20 secs)
•Encoding: Acoustic (sound)
Evaluating the MSM
 Task 3: Using the key ‘information’ below, write three evaluation
points for the Multi-Store Model. Hint: Are the following points,
strengths or weaknesses of the model?
Clive Wearing
Brain Scans
Research Evidence
Peterson &
Peterson (1959)
Bahrick (1975)
Miller (1956)
The Working Memory Model
 Task 4: Complete the diagram of the Working Memory Model.
Then complete the table, outlining the different components of
the model.
3 Minutes
The Central
Executive
Phonological
Loop
Visuo-Spatial
Sketchpad
Inner Scribe
Articulatory
Control System
Episodic
Buffer
Phonological
Store
Visual Cache
Central Executive
The Phonological
Loop
The boss of the Articulatory Control
WMM;
Process
(Inner
Voice)
Controls attention Sub vocalvrepetition
and
directs of items in the
information to the phonological store.
two slave systems;
Limited capacity.
The Visuo-Spatial
Sketchpad
The ‘Inner Eye’ of It integrates (binds
the WMM;
together)
information
from
Stores visual and the LTM and other
spatial information; components.
v
v
Manipulates mental
images;
Phonological Store
(Inner Ear)
Limited capacity.
Stores
acoustic
items (speech based
sounds) vfor short
periods of time.
Limited capacity.
Episodic Buffer
Central Executive
The Phonological
Loop
The boss of the Articulatory Control
WMM;
Process
(Inner
Voice)
Controls attention Sub vocal repetition
and
directs of items in the
information to the phonological store.
two slave systems;
Limited capacity.
The Visuo-Spatial
Sketchpad
The ‘Inner Eye’ of It integrates (binds
the WMM;
together)
information
from
Stores visual and the LTM and other
spatial information; components.
Manipulates mental
images;
Phonological Store
(Inner Ear)
Limited capacity.
Stores
acoustic
items (speech based
sounds) for short
periods of time.
Limited capacity.
Episodic Buffer
Evaluating the WMM
 Task 5: Using the key ‘information’ below, write three evaluation
points for the Working Memory Model. Hint: Are the following
points, strengths or weaknesses of the model?
Case Study - KF
Dual Task Studies
Only STM?
What about
Sensory Memory
and LTM?
Eyewitness Testimony
Anxiety, Misleading Information & Post Event Discussion
Eye Witness Testimony
 Task 6: Below are the key points from the method and result
sections for the following studies:
 Loftus (1979) / Johnson & Scott (1976)
 Loftus & Palmer (1974)
 Gabbert et al. (2003)
 Use these key points to complete your notes on these studies,
using the tables below.

Participants waited in a reception 
area and were exposed to: 1 High
anxiety condition – man with knife
runs past. 2 Low anxiety condition –
man with pen walks past.
The sample consisted
American students.

The sample consisted of 60 
students from Aberdeen and 60
older adults.
These results suggest that the
accuracy of EWT is affected by
misleading questions.

Each participant watched 7 videos 
of car traffic accidents.
Participants had to identify the man
from 50 photos.

They were then asked misleading 
The verb smashed generated an
of
45
Loftus (1979) / Johnson & Scott (1976)
Method:
 Participants waited in a reception area and
were exposed to:
1 High anxiety condition – man with knife
runs past.
2 Low anxiety condition – man with pen
walks past.
 Participants had to identify the man from 50
photos.
Results:
 Those in the pen condition were correct 49%
of the time. Those in the knife condition were
correct 33% of the time.

Johnson & Scott concluded that the knife
created higher levels of anxiety, so that the
witnesses focused their attention on the
weapon and not the face of the man (weapon
focus effect), therefore reducing the accuracy
of their EWT.
Loftus (1979) / Johnson & Scott (1976)
Method:
 Participants waited in a reception area and
were exposed to:
1 High anxiety condition – man with knife
runs past.
2 Low anxiety condition – man with pen
walks past.
 Participants had to identify the man from 50
photos.
Results:
 Those in the pen condition were correct 49%
of the time. Those in the knife condition were
correct 33% of the time.

Johnson & Scott concluded that the knife
created higher levels of anxiety, so that the
witnesses focused their attention on the
weapon and not the face of the man (weapon
focus effect), therefore reducing the accuracy
of their EWT.
Loftus & Palmer (1974)
Method:
 The sample consisted of 45 American
students.
 Each participant watched 7 videos of car
traffic accidents.
 They were then asked misleading
questions, using different verbs, e.g.
smashed, hit, bumped, contacted or
collided.
Results:
 The verb smashed generated an average
speed of 40.8 mph.
 The verb contacted generated an average
speed of 31.8 mph.
 These results suggest that the accuracy
of EWT is affected by misleading
questions.
Loftus & Palmer (1974)
Method:
 The sample consisted of 45 American
students.
 Each participant watched 7 videos of car
traffic accidents.
 They were then asked misleading
questions, using different verbs, e.g.
smashed, hit, bumped, contacted or
collided.
Results:
 The verb smashed generated an average
speed of 40.8 mph.
 The verb contacted generated an average
speed of 31.8 mph.
 These results suggest that the accuracy
of EWT is affected by misleading
questions.
Gabbert et al. (2003)
Method:
 The sample consisted of 60 students
from Aberdeen and 60 older adults.
 Each participant watched a video of girl
stealing money from a wallet, but from
different perspectives.
 Participants then discussed video before
answering a series of questions.
Results:
 71% of witnesses recalled information
they had not seen.
 60% said they saw the girl stealing
money, when they hadn’t.
 These results suggest that the accuracy
of EWT is affected by post-event
discussion.
Gabbert et al. (2003)
Method:
 The sample consisted of 60 students
from Aberdeen and 60 older adults.
 Each participant watched a video of girl
stealing money from a wallet, but from
different perspectives.
 Participants then discussed video before
answering a series of questions.
Results:
 71% of witnesses recalled information
they had not seen.
 60% said they saw the girl stealing
money, when they hadn’t.
 These results suggest that the accuracy
of EWT is affected by post-event
discussion.
Evaluating EWT Research
 Laboratory studies  often lack ecological validity. Why?
 EWT research often lacks population validity
 Gabbert et al.  UK sample – Why is this an issue?
 Loftus & Palmer  US student sample – Why is this an issue?
 However, laboratory research = highly controlled  high level of
replication – Why is this a strength?
 Ethical guidelines  Protection from harm
 Loftus  Exposed to a man with a knife – Why is this an issue?
 Lofts & Palmer  Watched a video – Why is this an issue?
 Task 7: Add three of these evaluation points to your table,
ensuring that you answer the underlined question.
Evaluation (AO3)
The Cognitive Interview
 Question: What do each of the following initials mean in relation
to the Cognitive Interview?
CR
Context Reinstatement - mentally reinstate the context of the target
event. For example, recalling the scene, the weather, thoughts, and
feelings;
RE
Report Everything - report every detail you can, even those which seem
trivial;
CP
Change Perspective - report the event from a different perspective (put
yourself in someone else’s shoes)
RO
Reverse Order - report the event in the reverse order, from the endpoint
to the start.
Geiselman (1985) & Fisher (1989)
 Task 8: Read the two summaries of Geiselman (1985) and Fisher
(1989) and then evaluate these two pieces of research, using the
points on the last page of your handout to guide you.
15 Minutes
Evaluation AO3
Lacks Ecological Validity
Lacks Population Validity
Highly Controlled = Replication
One weakness of Geiselman A
second
weakness
of However, Geiselman’s (1985)
(1985) is that his study lacks Geiselman (1985) is that his study was highly controlled.
ecological validity.
study lacks population validity.
His study was conducted in a
In his study participants watched His study examined 89 students laboratory and therefore there
a video of a simulated crime on and therefore his sample is would have been a high degree
a video screen and witnessed biased.
of control for extraneous
the incident from start to finish,
variables.
which is unlike what would This matters because we are
happen in the real world.
unable to generalise the results This matters because it allows
of this study to other psychologist to easily replicate
This matters because the results populations and we do not know this study, to see if we would get
do not apply to what happens in if
non-student
populations the same results with different
the real world and therefore we would respond to the cognitive populations and it means that
do not know if people involved interview in the same way.
we can be more certain that our
in real crime (who would have a
IV affected out DV.
stronger emotional connect)
would respond to the cognitive
interview in the same way.
Evaluation AO3
Lacks Ecological Validity
Lacks Population Validity
Highly Controlled = Replication
One weakness of Geiselman A
second
weakness
of However, Geiselman’s (1985)
(1985) is that his study lacks Geiselman (1985) is that his study was highly controlled.
ecological validity.
study lacks population validity.
His study was conducted in a
In his study participants watched His study examined 89 students laboratory and therefore there
a video of a simulated crime on and therefore his sample is would have been a high degree
a video screen and witnessed biased.
of control for extraneous
the incident from start to finish,
variables.
which is unlike what would This matters because we are
happen in the real world.
unable to generalise the results This matters because it allows
of this study to other psychologist to easily replicate
This matters because the results populations and we do not know this study, to see if we would get
do not apply to what happens in if
non-student
populations the same results with different
the real world and therefore we would respond to the cognitive populations and it means that
do not know if people involved interview in the same way.
we can be more certain that our
in real crime (who would have a
IV affected out DV.
stronger emotional connect)
would respond to the cognitive
interview in the same way.
Any questions?
email: joseph@tutor2u.net
www.tutor2u.net