Memory - AQA Psychology Unit 1 GCSE - created from Mind Map

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Multi store model

Encoding- Storage- Retrieval

Sensory- very brief memory

Short term - 7 chunks

Long term - Lots of information

Murdock

Practical apps

Learn lists of words with 2 secs per word. Then were told to recall the words in any order. Words from the end of the lost were recalled the best and the ones at the beginning were also quoted quite well

Evaluation

Practical Implication

Primacy/recency effect

Lacks ecological validity and mundane realism - Not very realistic

Not everything in the world has to be recalled only remembered

Helps us understand why it is so difficult top remember phone numbers as the primacy and recency effect will mostly remember the first and last numbers

Car registrations not being longer than 7

Postcodes not longer than 7

Reconstructive memory

Bartlett

Evaluation

Practical Applications

See if people would alter the information in a story to make it seem more familiar if it seemed odd to them. Recalled the war of the ghosts several times in following weeks .

.Each time they told it they replaced unfamiliar elements with more familiar times. Changing it more each time they retold it

Very difficult to measure accuracy of retelling of story. High Mundane realism as the situation is quite real

Explains why two different people may give two completely different version of the same event

Be careful with eyewitness testimonies

Does not necessarily mean one of them is lying

Whilst thinking they might be accurate they may be altering the information without meaning to

Levels of processing

Structural processing - Physical appearance of words

Phonetic processing - Sounds of the words

Semantic processing - Meaning of the words

Craik and Lockhart

Practical applications

Participants presented with a list of words one at a time. Had to answer questions about the words with yes/no answers. Required different kinds of processing for each question. 70% identified words which required semantic. 35% phonetic. 15% Structural

Evaluation - Doesn't explain why semantic is better only proves it is. Some say that deeper processing takes a lot more time. Low ecological validity and mundane realism

Improve study skills

Forgetting

Interference

Context

Brain Damage

Underwood and Postman

Retroactive interference - recently learnt information hinders our ability to recall other information we recently learnt

Proactive interference - when information we have already learnt hinders our ability to recall new information

2 groups A and B. Group A had two lists of two word pairs they had to learn. Group B only having 1 list.

Group B's first list more accurate then group A. New learning interfered with the learning of the first list with the group A

Godden and Baddeley

Deep sea divers in 4 groups. Group 1 underwater recall and learn words. Group 2 Learn underwater recall above water. Group 3 Learn on shore and recall on shore. Group 4 learn on shore and recall underwater.

Groups 1 and 3 recalled 40% more words than Groups 2 and 4.

Recalling will be better if it is the same place as it learnt

Practical application - Studying in same place as exam will help to remember information

Anterograde amnesia - being unable to lean new information after suffering brain damage

Retrograde amnesia - Loss of memory for events that happened before the brain damage occured

Memory - AQA Psychology Unit 1 GCSE