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Year 11 Revision
B541: Studies and Applications in Psychology
MEMORY
Use your learning tables and books to help you.
1. Complete the information processing diagram with the words in the correct order. (5)
ENCODING
RETRIEVAL
OUTPUT
INPUT
STORAGE
USE THIS MNEMONIC TO HELP YOU REMEMBER THE ORDER IT SHOULD GO IN:
I EXIT SHOPS RIDING OSTRICHES
2. Now match up the key word to the correct definition. (5)
3. Fill in the paragraph using the words below. (8)
Accessibility & Availability Problems
Accessibility problems occur when we cannot get a piece of information ………… of our memories. In other words, we
know it is there but we just cannot …………………..it. This may also involve the ‘tip of the tongue………………………., when
you feel sure you know something but you just cannot ………………………. it there and then.
Availability problems are more………………….., this describes the idea that information is no longer ……………………… in
the memory at all. We lose information if we do not ………….it enough, or if there is not enough …………….. for it.
room
retrieve
serious
phenomenon
out
recall
use
available
4. Put the key words in the correct place in the MSM. (10)
5. Colour in the squares to match up the memory store with its characteristics. (9)
MEMORY STORE
SENSORY MEMORY
CAPACITY
7 +/- 2 CHUNKS
DURATION
UNLIMITED
SHORT TERM MEMORY
UNLIMITED
VERY LIMITED
LONG TERM MEMORY
VERY LIMITED
10 – 20 SECONDS
6. Evaluate the Multi-Store Model.
Criticism 1: …………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………(2)
Criticism 2: ……………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………(2)
7. Alternative Theory: LEVELS OF PROCESSING THEORY
Fill in the gaps using the words below. (6)
This theory suggest that we remember things …………………….term because they have……………………., not because we
………………………. them. For example, if we are involved in a bad accident or have a brilliant …………………………. party,
we don’t remember these events because we rehearse them over in our……………………, we remember them because
they are …………………….. and meaningful to us.
Long
8.
meaning
rehearse
birthday
minds
significant
Draw an arrow to the appropriate characteristic. There will be more than one characteristic for each type of
processing. (5)
Type of Processing
DEEP PROCESSING
SHALLOW PROCESSING
Characteristic
If we only shallow process information, then we are not really thinking about its meaning.
Includes thinking about what a piece of writing means, or trying to understand what a person
is saying.
We are not processing what the slogan or person is saying, so we are less likely to recall it.
If we process information for meaning, we are more like to recall it.
Includes noticing only the colour a slogan is in, or only recognising whether a person’s voice is
male or female.
9. Colour code this study about Levels of Processing with the correct section. (4)
Section of Study
AIM
PROCEDURE
FINDINGS
CONCLUSIONS
Description
The Levels of Processing would say that the scores meant something to the football fans (e.g. it
affected where their club was in the league) and so they were able to process the information deeply
and recall it better. Moreover, because the non-football fans were not interested, they were simple
memorising random digit pairs. They were shallow processing the information and therefore, could
not recall it as well as the football fans.
The football fans were much better at recalling the match scores than the non-football fans.
A group of participants were asked to memorise a large number of real football scores in a short
amount of time. Half the participants were football fans, half were non-football fans.
To investigate if deep processing had an impact on recall.
10. Core Study: Terry (2005) - Answer the questions about Terry’s research. (6)
a) What was the aim of Terry’s research?
b) Terry tested participants’ memory for?
c) What type of design did Terry use?
d) What was the IV?
e) What was the DV?
f)
Label the graph with Terry’s results, which line represents immediate recall and which line represents
delayed recall?
11. Colour code the table to match up the PEEL to evaluate Terry’s research. (12)
EXAMPLE
EXPLANATION
LINK
P: A major weakness of Terry’s
experiment is that it lacks
ecological validity.
POINT
E: This is because the experiment
takes a narrow measure of what
is being investigated.
L: As a result, we cannot
generalise Terry’s assumptions
about memory to anything other
than simply recalling a list of
commercials.
P: Another flaw of Terry’s
research is that it lacks construct
validity.
E: This is because the experiment
was carried out in an artificial
setting that does not reflect
remembering things in real life.
E: For example, the participants
obviously knew they were being
experimented on and may have
tried to help Terry achieve the
results he wanted. After the
written task, they could have
realised that he was trying to
affect their memory. They may
not have recalled the last few
products on purpose.
E: For example, in this case
memory was being studied
however Terry only investigated
memory for commercials. There
is so much more to memory
than simply remembering
commercials.
P: Furthermore, a limitation of
Terry’s study is that the results
may be subjected to demand
characteristics.
E: This is because cues in the
study may have pointed to what
the researcher was trying to
investigate.
E: In real life there is a good
chance that people watch
commercials with many other
distractions around them, they
would probably not give the
commercials the attention that
L: This therefore casts doubt over
the credibility of Terry’s results
as you cannot generalise the
findings to memory outside the
laboratory setting.
L: As a consequence, the findings
may not be valid which reduces
the credibility of Terry’s study as
a whole.
they did in the controlled
settings.
12. Real Life Application – Memory Aids
Match up the correct picture with the memory technique and the definition of the technique. (9)
1)
MEMORY AID
Use of Cues
PICTURE
DEFINITION
If you have to learn and remember
written information it has been found
that relating it to images (or pictures)
will help. Not only does it give the
information more meaning, it also
doubles you chances of remembering it
(i.e. having a word and an image to
recall).
Mind mappings are another way in
which to aid your memory.
If constructed correctly, there are
supposed to improve recall because they
are organised in the same way in which
memory is organised.
2)
Mnemonics (Acrsotics)
3)
Mind Mapping
Cues work on the assumption that ‘lost’
information is just inaccessible and can
be retrieved. Cues help to trigger and
therefore access lost information.
4)
Use of Imagery
The work mnemonic is an umbrella term
for any memory aid. An acrostic is a
sentence/phrase of words that begin
with the same letter as the list of words
you would like to remember.