Learning Objectives
• To review key research for the working
memory model
• To review knowledge and understanding of
models of memory
• To apply knowledge to examination
questions
DO NOW: Complete the WMM template (on
the whiteboard) with as much information
as you can – what each component does,
the research evidence – anything you can!
Starter
• Memory game!
DIFFERENCE: MSM
proposes that STM is a
passive store which can
simply hold information
temporarily, the WMM
provides us with a more
active model of human
processing where
information can be
manipulated.
DIFFERENCE: MSM
proposes that STM is a
single unitary store, WMM
proposes that it is made up
of several distinct
components with separate
functions
Levels of
Processing
DIFFERENCE: A negative evaluation of the
MSM is that we remember things we haven’t
rehearsed. This is explained by the LoP
explanation which states that (i) the type of
information is important in rememberingsemantic information is remembered best (ii)
the idea of maintenance rehearsal leads to
poorer recall than elaborative rehearsal
Introduction: the following are all key terms /
pieces of information from yesterday’s lesson
•
•
•
•
Dual tasks
Word length effect
Articulatory suppression
Sub-system
Make a note of
what each key
term means!
Think, Pair, Share:
What is meant by each one of
the key terms?
Past Paper Questions: Memory
•
Q1 According to the multi-store model, there are differences between short-term
memory and long-term memory. Outline one way in which short-term memory and
long-term memory differ. (2 marks)
•
Q2 A researcher is investigating the levels of processing model of memory. He shows
participants words printed on cards. Each card has a different word, for example
‘SACK’, ‘fake’ and ‘bread’. After each word, he asks one of the following three
questions:
A: “Can you eat it?”
B: “Is it in capitals?”
C: “Does it rhyme with ‘lake’?”
For each of the three questions (A, B and C), indicate which level of memory is most
likely to be used when participants respond.
o
o
o
•
Q3 Describe one study in which the working memory model was investigated.
Indicate why the study was conducted, the method used, the results obtained and the
conclusion drawn. (4 marks)
•
Q4 Describe and evaluate the working memory model. Refer to empirical evidence in
your answer. (10 marks) [AO1 = 5 AO2 = 5]
June 2009 PPQ
• 1 According to the multi-store model, there
are differences between short-term
memory and long-term memory. Outline
one way in which short-term memory and
long-term memory differ. (2 marks)
1 According to the multi-store model, there are differences between
short-term memory and long-term memory. Outline one way in which
short-term memory and long-term memory differ. (2 marks)
• [AO1 = 2]
• AO1 One mark for identifying (by name or
description) one difference and a further mark
for relevant elaboration.
• Likely answers:
• Duration – lifelong in LTM/18/30 seconds STM;
• Capacity – 7+/- 2 in STM/ unlimited for LTM;
• Coding – mainly acoustic in STM/mainly
semantic LTM;
• Types of forgetting.
June 2008 PPQ
• 2 A researcher is investigating the levels of processing
model of memory. He shows participants words printed
on cards. Each card has a different word, for example
‘SACK’, ‘fake’ and ‘bread’. After each word, he asks one
of the following three questions:
• A: “Can you eat it?”
• B: “Is it in capitals?”
• C: “Does it rhyme with ‘lake’?”
• For each of the three questions (A, B and C), indicate
which level of memory is most likely to be used when
participants respond.
2 A researcher is investigating the levels of processing model of
memory. He shows participants words printed on cards. Each card has
a different word, for example ‘SACK’, ‘fake’ and ‘bread’.
• 1 AO1 mark each for identifying levels plus 1
AO2 mark each for correctly linking questions
with levels as follows:
• “Can you eat it?” - Semantic/deep
• “Is it in capitals?” Structural/shallow/visual/orthographic
• “Does it rhyme with ‘lake’?” Phonetic/phonological/acoustic
• Note: if levels are correctly identified but not
correctly linked, 1 mark for each level should be
awarded.
June 2009 PPQ
• 3 Describe one study in which the
working memory model was investigated.
Indicate why the study was conducted, the
method used, the results obtained and the
conclusion drawn. (4 marks)
3 Describe one study in which the working memory model
was investigated. Indicate why the study was conducted,
the method used, the results obtained and the conclusion
drawn. (4 marks)
• [AO1 = 4]
• AO1
• Likely studies include: Paulescu et al (1993), Logie et al (1989),
Robbins et al (1996),
• Hunt (1980), Brooks (1968), Baddeley, Thomson and Buchanan
(1975), Hoosain and
• Salili (1988), Hulme, Thomson, Muir and Lawrence (1984), Levey,
Aldaz, Watts and
• Coyle (1991), Baddeley et al (1998).
• 1 mark – why the study was conducted (must go beyond the stem)
• 1 mark – information about the method
• 1 mark – indication of results
• 1 mark – indication of a conclusion to be drawn
January 2009
• 4 Describe and evaluate the working
memory model. Refer to empirical
evidence in your answer. (10 marks) [AO1
= 5 AO2 = 5]
4. Describe and evaluate the working
memory model. Refer to empirical evidence
in your answer. (10 marks)
•
•
•
•
•
•
AO1 Up to 5 marks for description with up to 3 marks for definition/description of
features of the model: a central executive with series of subsystems which are
named/described: articulatory loop/articulatory control system/‘inner voice’; primary
acoustic/phonological store/‘inner ear’; visuo-spatial sketchpad/scratchpad/‘inner
eye’; phonological loop; limited capacity; episodic buffer; limited/short duration/ short
term memory. Description of how model works, eg the central executive allocates
data to slave systems, or the idea that dual tasks are unimpaired if they rely on
different subsystem/slave components.
Credit description of relevant studies up to 2 marks.
Likely studies include: Brooks (1968), Baddeley, Thomson and Buchanan (1975),
Hoosain and Salili (1988), Hulme, Thomson, Muir and Lawrence (1984), Levey,
Aldaz, Watts and Coyle (1991), Paulesu et al (1993), Baddeley et al (1998).
AO2 Up to 5 marks.
Application of knowledge of the model to examples, eg use of articulatory loop as
temporary store for short sequences of words or digits, use of VSS for navigation.
Analysis of the implication of studies. Evaluation of the model including support from
studies and practical application/relevance and comparison with other models eg, the
multistore model view of STM.
Plenary
• Peer review of the questions
• One achievement, one target