WJEC PSYCHOLOGY SCHEME OF WORK – MEMORY TOPIC
WK
Syllabus focus
1. Memory
Multi-store model
of memory
(Atkinson &
Shiffrin).
2. Alternatives to
the Multi-store
model of memory
(e.g. Levels of
processing, Craik &
Lockhart; Working
Memory Model,
Baddeley).
learning objectives
Revise the multi-store model.
Identify the evidence for each store in
the model
Present evidence in APFCC format
Evaluate evidence using the
DRREEEEAAMMS evaluation criteria
Describe the DREAMS evaluation terms
Apply the DREAMS terms to the multistore model
Plan a multi-store model essay
Discuss the format for writing A2
essays
Learning outcomes/Assessment
Mind map on board the multi-store model of memory.
Take notes from textbooks summarising evidence for model.
Write the evidence for the multi-store model in the APFCC format.
Use the DREAMS evaluation power point to identify the relevant issues
Write post-it notes and put them on the power point slide
Read the DREAMS handout
Choose the evaluation terms applicable to the model
Write on post-it notes and put on board
Take notes from board
In small groups apply the terms to an exam question plan
Explain as a group how to write an A2 essay
Write up as full essay for IS
Resources
Henderson
Memory and
forgetting Ch3
Explain the structure of the
Alternatives topic
Experience the difference between
deep and shallow processing
Describe the evidence for and against
LoP
Evaluate the LoP model using the
DREAMS evaluation
Outline the Encoding Specificity model
Evaluate the model
Apply evaluation terms to the
evaluation
Copy structure of Alternatives topic from board in notes
Complete Craik and Lockhart’s levels of processing activity
Calculate mean scores for activity
Discuss reason for the results
Take notes from power point
Discuss results from activity
Read the evidence for and against the model
Summarise the evidence in the table in notes
As a whole group using notes summarise key points to use in mind map.
Copy mind map on board
Apply DREAMS evaluation terms to evidence
Carry out Morris et als Encoding specificity activity
In pairs convert the Encoding Specificity model into visual
representation
Apply the evaluation issues to the visual representation
Convert notes into an answer to an exam question
Prepare a visual representation of the working memory model
Henderson Ch4
DREAMS handout and
power point
Post-it notes
Levels of processing
power point
DREAMS handout
Poster materials
WK
Syllabus focus
3. The role of
emotion in memory
(e.g. flashbulb
memories,
repression,
depressive state).
learning objectives
Use examples from own life to
illustrate emotion in memory
Debate about the usefulness of
flashbulb memory
Decide on most common flashbulb
memory in UK
Gain an understanding of current view
of flashbulb memory
Be able to summarise evidence
Learning outcomes/Assessment
Look at pictures from recent events (Diana, 9/11, Tsunami) carry out
questions from page 58 Henderson
Whole group discussion on how we recall these events
Vote on the event that is most remembered in UK (results on BBC
website)
Listen to exert from ‘all in the mind’ on BBC
Flashbulb memory activity from psychlotron
Summarise key points from flashbulb memory and evaluate on revision
sheet
Resources
Ch 4 Henderson
Pictures of recent
major events
Handouts from
psychlotron
AS notes on defence
mechanisms
Describe the evidence relating to
flashbulb memory
Evaluate flashbulb theory of memory
Repression activity from psychlotron using AS Notes and general
textbooks
Revise psychodynamic
approach/defence mechanisms
Discuss the causes of depression
Apply defence mechanisms to memory
Take notes from Radio 4 programme on memory
Mind map the different explanations of the effects of depression on
memory
Handout on
Depression and
memory
http://www.bbc.co.uk/
radio4/memory/progr
ammes/sharpen_memo
ry1.shtml
DREAMS handout
Describe the effects of depression on
memory
Evaluate the role of emotion in memory
Apply DREAMS evaluation terms to the role of emotion in memory
WK
Syllabus focus
4. Explanations of
forgetting (e.g.
decay,
displacement,
context
dependency,
interference).
learning objectives
Theorise the causes of forgetting
Define key terms related to forgetting
Contrast different explanations of
forgetting
Apply DREAMS evaluation terms to
explanations of forgetting
5. Explanations for
disorders of
memory (e.g.
Amnesia,
Alzheimer’s
disease).
Discuss the causes of different
disorders of memory:
Alzheimers
Korsokoff syndrome
Amnesia
Gain an understanding of the trauma of
memory loss
Learning outcomes/Assessment
Split into two groups
Group 1 prepare a 20 minute lesson on the Decay theory of
forgetting, complete with handouts and activities
Group 2 complete a 20 minute lesson on displacement theory of
forgetting with handouts and activities
Resources
Chapter 5 from
Henderson
Resources on
forgetting from
psychlotron
Groups deliver their lessons
Mindmap the key points from the student led lessons
Convert the mind map into an essay plan
Evaluate different explanations of forgetting
Internet research on the different types of disorders of memory
Mind map the disorders of memory
Watch Memento as an example of amnesia
Extend mind map to include evaluation of the use of case studies in
disorders of memory
Evaluate Disorders of Memory
Listen to radio 4 programme on the effects of memory loss on
everyday life
DVD of Memento
Handout of the
disorders
http://www.bbc.co.uk/
radio4/memory/progr
ammes/me_and_my_m
emory1.shtml