DO NOW
• Complete your PERSONAL examples of
memory underneath the diagram of
memory on your sheet from yesterday
Done it?: What is the difference between
procedural and semantic memory? What is a
flashbulb memory?
Learning Objectives
• ALL will remember the advantages and
disadvantages of case study evidence
• MOST will be able to describe how case
study evidence supports the existence of
different types of LTM
• SOME will successfully apply knowledge
of LTM to examination questions
Starter: Research Methods
refresher!
• Case Studies
• Advantages
• Disadvantages
Think of at least one
advantage and one
disadvantage of the
case study method
Research Methods refresher!
• Case Studies
• Advantages – high levels of validity because they go
into depth, allow researchers to study events they
could not practically or ethically manipulate, case
studies are efficient as it only takes one case study
to disprove a theory
• Disadvantages – difficult to generalise, researcher
may become too involved and lose their objectivity
this may mean that they influence outcomes, it can
be difficult to establish cause and effect because
they are often picked up ‘after the event’
Case study evidence for the existence
of separate components of LTM
• HM Radio 4 link http://www.youtube.com/watch?v=utfv4SCDxtw
• HM video link http://www.pbs.org/wgbh/nova/body/how-memoryworks.html#
• HM was 27 years old and suffered from severe epilepsy when
surgeons decided to remove the hippocampus. His memory was
affected dramatically. He recalled most events from before the
operation but could not store new memories – both episodic and
semantic memories were affected. Although he could not remember
what he had eaten for breakfast he did learn how to play tennis. The
part of his brain concerned with learning such new skills (the
cerebellum) was not affected by the operation
 Q1: If he could learn to play tennis which type of memories was he
still able to acquire?
 Q2: How does this case study provide us with evidence for the
existence of separate components of LTM?
Case study evidence for the existence
of separate components of LTM
• Clive Wearing Video Link
http://www.youtube.com/watch?v=WmzU47i2xgw
• Clive was a famous musician who suffered a brain
infection in 1985 which left him with only ‘moment to
moment’ memory. However, some of the procedural
memories he had previously stored, such as playing the
piano, were still available to him. If you asked him if he
could play the piano (declarative knowledge) he would
answer ‘no’ but he could play (procedural memory)
• How does this case study provide us with evidence for
the existence of separate components of LTM?
Learning Objectives
• ALL will remember the advantages and
disadvantages of case study evidence
• MOST will be able to describe how case
study evidence supports the existence of
different types of LTM
• SOME will successfully apply knowledge
of LTM to examination questions
REVIEW POINT: Summarise your learning so far with the person
you are sitting next to into 3 sentences then cut these down to 3
words
WRITE THE 3 WORDS ONTO YOUR WHITEBOARD
Interactivity: all of the different
types working together
A02 ALERT= Interactivity: although the memory
systems are considered largely independent lots
of tasks require interaction of the stores
• E.g. Playing tennis requires procedural memory
(how to play), semantic memory (knowing the
rules) and may even involve episodic memory
(remembering previous games against this
opponent)
• TASK: can you think of your own example where
all of the different types of memory are being
used together?
Applying your knowledge of Long-Term
Memory: answer these questions!
1.
2.
3.
4.
Jan 2009 6(a) Using an example, state what is meant by semantic
memory (2 marks)
June 2007 6(a) Nadia bought a new car and even though she had
not driven for 20 years,
A: she still remembered how to change gear
B: she still remembered what happened during her driving test
C: she still remembered the number plate of her first car
Which statement (A, B or C) is an example of (i) episodic (ii)
semantic (iii) procedural memory (3 marks)
June 2008 6(a) State what is meant by procedural memory.
Illustrate your answer with an example (2 marks)
Explain how one case study of a brain-damaged patient offers
support for the distinction between different types of long-term
store
Exam Question Review: PEER ASSESSMENT –
use a different coloured pen
• 1. Jan 2009 6(a) Using an example, state
what is meant by semantic memory (2
marks)
• [AO1 = 1, AO2 = 1]
• AO1 One mark for definition of term:
memory for facts/general knowledge.
• AO2 One mark for example: such as
knowing the make of your own car .
2. June 2007 6(a) Nadia bought a new car and even
though she had not driven for 20 years,
A: she still remembered how to change gear
B: she still remembered what happened during her
driving test
C: she still remembered the number plate of her first
car
Which statement (A, B or C) is an example of (i)
episodic (ii) semantic (iii) procedural memory (3 marks)
•
•
•
(i) B
(ii) C
(iii) A
3. June 2008 6(a) State what is meant by
procedural memory. Illustrate your
answer with an example (2 marks)
• [AO1 = 1, AO2 = 1]
• Memory for motor skills/knowing how to
do things (1 AO1) plus example such as
how to ride a bicycle (1 AO2)
Explain how one case study of a brain-damaged patient
offers support for the distinction between different
types of long-term store
• Clive Wearing was a famous musician who
suffered a rare brain infection in 1985 that left
him with only a ‘moment to moment’ memory.
However, some of the procedural memories that
he had previously stored were intact. If you
asked him if he could play the piano (declarative
knowledge) he would answer ‘no’, but when he
sits down at the piano he can in fact play
(procedural memory). These two types of longterm store must be separate in order for one to
be so badly impaired but the other remain intact.
SOME will successfully apply knowledge of
LTM to examination questions
•
•
•
•
•
How successful were you?
A= 6
B= 5
C= 4
D= 3
• WERE YOU ON, ABOVE, or BELOW
target – what do you need to do to be
successful next time?
Meta Puddings
• How are you going to remember this learning?
• What is the key aspect you will remember from this
lesson?
• What has this lesson reminded you of?
• Which senses were most important in today’s learning?
• What did you learn today that you didn’t know before?
• What have you learned that could be useful elsewhere?
• What have you learned elsewhere that is like this?
• How will you apply what you have learnt?