Cognitive Psychology – Revision
The Specification
Task: If it’s not on the specification, it will NOT be asked. Look at the specification below
and then decide if the 10 statements below are legal or illegal questions?
Legal/Illegal
Question?
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)
Understanding AQA Language
Question: What is the difference between these two questions? How would you answer
both of these questions?
Outline how one research study has Outline what researchers have found in
investigated the effects of anxiety on the relation to the effects of anxiety on the
accuracy of eyewitness testimony (EWT).
accuracy of eyewitness testimony (EWT).
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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).
Question: What is meant by the following terms?
Task 2: Complete the table below, 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.
SHORT-TERM
SENSORY MEMORY
LONG-TERM MEMORY
MEMORY
CAPACITY
DURATION
CODING
Task 3: Using the key information on the whiteboard, write three evaluation points for the
Multi-Store Model. Hint: Are the following points, strengths or weaknesses of the model?
AO3 – The Multi-Store Model
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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.
Central Executive
The Phonological
Loop
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The Visuo-Spatial
Sketchpad
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Episodic Buffer
Task 5: Using the key information on the whiteboard, write three evaluation points for the
Working Memory Model. Hint: Are the following points, strengths or weaknesses of the
model?
AO3 – The Working Memory Model
Notes
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Eyewitness Testimony
Task 6: Below are the key points from the method and result sections for the following
studies:
 Loftus (1979)
 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  The sample consisted of 45 American
and were exposed to: 1 High anxiety
students.
condition – man with knife runs past. 2
Low anxiety condition – man with pen
walks past.

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 
questions, using different verbs, e.g.
smashed, hit, bumped, contacted or
collided.
The verb smashed generated an
average speed of 40.8 mph.

Those in the pen condition were 
correct 49% of the time. Those in the
knife condition were correct 33% of the
time.
The verb contacted generated an
average speed of 31.8 mph.

71% of witnesses recalled information 
they had not seen. 60% said they saw
the girl stealing money, when they
hadn’t.
Each participant watched a video of girl
stealing money from a wallet, but from
different perspectives.

These results suggest that the accuracy 
of EWT is affected by post-event
discussion.
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.
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EWT - Research
Loftus (1979) / Johnson & Scott Loftus & Palmer (1974)
(1976)
Method:
Method:
Results:
Results:
Gabbert et al. (2003)
Evaluation (AO3)
Method:
Results:
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The Cognitive Interview
Question: What do each of the following initials mean in relation to the Cognitive
Interview?
CR
RE
CP
RO
Geiselman (1985)
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 following page to guide you.
Aim: To examine the effectiveness of the cognitive interview.
Method: 89 students watched a video of a simulated crime. Two days later these students
were interviewed by detectives using either standard police interviewing techniques or the
new cognitive interview. Each interview was taped and analysed for accuracy of recall.
Results: The students
Standard Interview
who were interviewed
using the cognitive
Correct items
interview
recalled
41.5
29.4
recalled
significantly
more
correct information in
Incorrect items
7.3
6.1
comparison to those
recalled
interviewed using the
standard interview. However, the number of errors made was similar for both interview
types.
Cognitive
Interview
Conclusion: The cognitive interview is effective at helping people to recall more correct
information.
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Fisher (1989)
Aim: To examine the effectiveness of the cognitive interview in real life cases.
Method: 16 experienced detectives recorded a selection of their interviews, using a standard
interviewing techniques (88 interviews were recorded). The detectives were then split into
two groups, one group was trained in CI techniques; the other was not. After training, the
interviews were recorded for the two groups and analysed.
Results: The trained detectives elicited 47% more information after they had CI interview
training.
Conclusion: The cognitive interview is effective in helping people to recall more information.
Evaluating Geiselman (1985) / Fisher (1989)
One weakness of Geiselman A second weakness of However,
Geiselman’s
(1985) is that his study lacks Geiselman (1985) is that his (1985) study was highly
ecological validity.
study lacks population controlled.
validity.
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