Psychology

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1. Define the terms "encoding" and "capacity" as they are used in cognitive psychology" (2 marks)

Encoding - changing sensory experience into a form that can be used by a memory store.

Capacity - Amount of information you are able to store by the memory system.

2. a) Draw an appropriate graph to represent Barbara's results (3 marks)

Title - bar chart to show the mean amount of classroom and non-classroom objects recalled by participants.

Label y axis - Mean number of objects recalled

Label x axis - Types of objects

2. b) Analyse Barbara's results to show if they support a prediction that could be made using the theory of reconstructive memory. (3 marks)

Reconstructive memory theory states that we use our existing knowledge, also known as schemas to guess what we expect to see. In this case, Barbara's results support this theory as the mean of the normal objects found in a classroom is higher than the objects not normally found in a classroom. People will recall familiar

objects more than unfamiliar as they will recall based on prior knowledge of they expect to find in a classroom environment.

2. c) Explain one way in which Barbara could have improved this investigation.

To improve Barbara's investigation, I would suggest that she doesn't give the participants an object list. This is because by doing this, it shows investigator effects, and as a result leading to less valid results.

3. Explain, using the working memory model, why Rashine found it difficult to revise while listening to music. (3 marks)

The working memory model suggests that it is difficult to perform 2 tasks at the same time if they are using the same part of the brain. This is because Rashine isn't fully focused and as a result is having difficulty in concentrating on revision. 4. a) Explain 2 ways in which the case of Henry Molaison (HM) contributes to our understanding of memory (4 marks)

HM allowed us to understand that there must be two separate stores of memory, meaning that there is a short-term memory and a long-term memory. this is because he could remember memories from decades ago but not what happened 30 seconds ago. He could only retain information from 18-30 seconds due to lack of rehearsal and so meaning that it could not go into the long-term memory store.

4. b) Explain one strength and one weakness of using case studies of brain-damaged patients to inform our understanding of how memory works (4 marks)

Strength - The use of case studies allows us to gather information which is in depth and detail, this then contributes to our knowledge and improves our understanding.

Weakness - all cases of brain-damaged patients are different as they are affected in different ways. because we can't get a large sample of people, the results will be generalized making them less valid. 5. Discuss the multi-store model of memory in terms of Mr Williams's ability to cope with everyday life. (8 marks)

One of the things that the multi-store model helps us to understand is that information is received to the sensory store from the environment via our senses, then is transferred from the short-term memory into the long term-memory store through rehearsal. Mr Williams shows that he has problems with his STM. This is shown as he can remember his children as this memory was already permanent in his long term memory which has unlimited duration, whereas he cannot remember his grandson who is two weeks old therefore suggesting that new information can no longer be transferred into the LTM. The reason why the new information is only briefly being retained in the STM is because it only has a duration of 18-30 seconds. The fact that Mr Williams cannot remember taking his medication supports the idea that because he doesn't rehearse the fact that he has taken his medication means that memory disappears within seconds.