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Memory revision booklet
- 1. 1 AS Psychology: Unit 1 PSYA1 (January exam) Revision for Memory Booklets 1 and 2 (Including a ‘Memory Dictionary’) Name…………………………………………
- 2. 2 2, Characteristics of Memory (STM and LTM):AO1 Short term memory (STM) and long term memory (LTM) differ from each other in 3 main ways (YOU MUST KNOW THE WAYS IN WHICH THEY DIFFER!!): CHARACTERISTICS STM LTM Capacity Encoding Duration Research into the Characteristics of STM and LTM (AO1): 1. Capacity – the amount of information the memory store holds Research: …………………………………………………………………………………………………………………………………... ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………......................................................................................................... Duration – the length of time the memory store holds information Research: ………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………….... 3, Coding – the way information is encoded in the memory store Research: …………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………....
- 3. 3 Evaluation (AO2) of this Memory Research: (1)A strength of these studies is that the investigations into the characteristics of the STM and LTM are conducted in a laboratory setting and therefore the researcher has a high degree of control. Explain:................................................................................................................................. ................................................................................................................................................ Evidence/Example:............................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Evaluation:........................................................................................................................... ................................................................................................................................................ (1)A weakness however is that within laboratory experiments there are high demand characteristics (environmental cues and clues in the investigation that cause participants to behave unnaturally. Explain:................................................................................................................................. ................................................................................................................................................ Evidence/Example:............................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Evaluation:........................................................................................................................... ................................................................................................................................................ (2)Another weakness of the research is that the studies are conducted in a laboratory and therefore they lack ecological validity. Explain:................................................................................................................................. ................................................................................................................................................ Evidence/Example:............................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Evaluation:........................................................................................................................... ................................................................................................................................................
- 4. 4 Encoding by ……………………… . Encoding by ……………………… . Models of Memory The Multi-Store Model (MSM) of Memory (AO1): ………………………. and ………………………… (1968): …………… ………... Now have a go at writing a description (AO1) of the Multi- Store Model of memory (use your buzz words) …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ………………… ………………… …………………………… …………………………… . …………………………… …………………………… . ………….. . ………….. . ……………………………….. ……………………………… … ……………………………….. ……………………………… … Create a set of buzz words to help you remember the Multi-Store Model of memory. ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................................................................
- 5. 5 Evaluation of the Multi-Store Model (AO2) (1)Evidence to support the MSM comes from research that supports the idea of separate memory stores. Explain: …………………………………………………………................................................................... …………………………………………………………………………………………………………………………………………… Evidence/Example:………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………….…………………………………………………………………… …………………………………………………………………………………………………………………………………………… Evaluation:……………………………………………………………………………………………………………………… …………………………………........................................................................................…………………… (1)However, one weakness of the MSM is that it suggests that the STM and LTM stores are unitary. Explain: This means that………………………………………………………......................…………….. ................................................................................................................................................ Example/Evidence:………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………............................................................................................................………………. Evaluation:……………………………………………………………………………………………………………………… …………………..........................................................................................................................…. (2)Another weakness of the MSM is that there is evidence to go against the notion of unitary LTM. Explain: Brain scanning techniques have found that in fact the LTM is made up of different stores which are located in different areas of the brain. Example/Evidence: Cohen and Squire proposed........................................................ …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… Evaluation:……………………………………………………………………………………………………………………… ………………………….......................................................................................……………………………. (3)A further weakness of the MSM is that there is evidence which suggests that the LTM is not unitary. Explain:................................................................................................................................. ................................................................................................................................................ Example/Evidence:............................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Evaluation:........................................................................................................................... ................................................................................................................................................
- 6. 6 The Working Memory Model Description of the Working Memory Model (WMM) (AO1): …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………. Create a set of buzz words to help you remember the Multi-Store Model of memory. ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... .......................................................................................................................................................................
- 7. 7 The Components of Working Memory (AO1): 1, Central Executive: ………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… 2, Phonological Loop (inc. Articulatory Loop): ……….……………………………………… ………………………………………………………………………………………………..………………………………….….. ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… 3, Visuo-Spatial Scratchpad: …………………………………………………………………………….… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… EEvvaalluuaattiioonn ooff tthhee WWoorrkkiinngg MMeemmoorryy MMooddeell ((AAOO22)) (1)One strength of working memory is that there is evidence to support the view that STM is not unitary. Explain: This means… ……………………………………………….......................................……….. ………………………………………………………………………………………………………………………………………… Evidence/Example:………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………..................................................................................................................……… Evaluation:……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… (2)Another positive aspect is that there is physiological evidence to support the WMM. Explain: This means… ……………………………………………….......................................……….. ………………………………………………………………………………………………………………………………………… Evidence/Example:………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………..................................................................................................................……… Evaluation:……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………
- 8. 8 Evaluation continued... (1)However, a weakness is that the exact role of the Central Executive unclear. Explain: This means… ……………………………………………….......................................……….. ………………………………………………………………………………………………………………………………………… Evidence/Example:………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………..................................................................................................................……… Evaluation:……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… (2)A further criticism is that the model fails to account for ‘musical memory’. Explain: This means… ……………………………………………….......................................……….. ………………………………………………………………………………………………………………………………………… Evidence/Example:………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………..................................................................................................................……… Evaluation:……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… Question Checkpoint Why not have a go at this 6 Mark Application Question? Zac is playing a computer game which involves sorting coloured shapes that appear on the screen. He has to capture the shapes and drag them to the appropriate collection box. While he plays, he chats to Dan about a football match. When he has completed Level 1, he moves on to Level 2. Here, the shapes are replaced by words that have to be sorted according to their meaning. Zac begins to make mistakes and so stops talking to Dan. With reference to features of the working memory model, explain why Zac can easily cope with Level 1 and chat to Dan but, when he gets to Level 2, he cannot do both things at the same time. (6 marks)
- 9. 9 Booklet 2: Eyewitness Testimony Loftus’ Research into EWT – The effect of misleading information on the accuracy of EWT Research Study: ……………………. and ………………….. (1974) Aim: This study aimed to investigate the accuracy of memory of a car accident to see if ………………… questions distort the accuracy of immediate recall. Procedure: …… students were shown ……. films of different traffic accidents. After each film the participants were given a questionnaire. There was one critical question: ‘About how fast were the cars going when they hit each other?’ One group received this question, the other 4 groups received a variation on this, with ‘hit’ being replaced by either ‘…………………’, ‘……………………’, ‘…………………’ or ‘……………………’. Findings: The mean speed estimates were calculated for each group. Smashed: _______mph Collided: _______mph Bumped: _______mph Conclusions: It was concluded that misleading information (leading questions) can affect the accuracy of memory. It may be that such post- ……………… information causes the information to be altered before it is stored so that memory is permanently affected. Information Checkpoint (1) What are ‘leading questions’? : .......................................................................... ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ (2) What is Post Event information: ....................................................................... ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Hit: _______mph Contacted: _______mph
- 10. 10 EEvvaalluuaattiioonn ooff LLooffttuuss aanndd PPaallmmeerr’’ss ((11997744)) RReesseeaarrcchh ((AAOO22)) (1)One strength of Loftus and Palmer’s study is that there was a high degree of control over variables. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (1) However, the research was conducted in the artificial setting of the laboratory. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (2)Another problem is that due to the fact the research was carried out in a laboratory the findings may not be representative of real life. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (3)A further criticism is that Loftus used her own students as participants. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................………
- 11. 11 Validity in EWT Research Discuss the validity of research into EWT (as most EWT research is usually conducted in laboratory settings does it have high/low internal/external validity)? Question Checkpoint (1) Explain why studies of EWT have been criticised as lacking validity. (5 marks) Revision Tip: In this question discuss the external validity of EWT research, e.g. low population validity (Loftus and Palmer used their own Psychology students) and low ecological validity (are laboratory settings reflective of real life?) ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ Internal Validity External Validity Ecological Validity: Population Validity:
- 12. 12 Factors Affecting the Accuracy of EWT: Anxiety: How can anxiety affect the accuracy of eyewitness testimony? Laboratory Studies have shown that anxiety can ................................. the accuracy of eye witness testimony (e.g. research by.....................................) Other researchers (e.g. ............................................) have found through real-life investigations that anxiety can ........................................ recall. 1. ………………. 2. …………………… What does Deffenbacher (1983) suggest? Research into the Weapons-focus effect. ( ) Aim:................................................................................................................................................................. ......................................................................................................................................................................... Procedure:..................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... Findings:........................................................................................................................................................ ......................................................................................................................................................................... Conclusion:.................................................................................................................................................... .........................................................................................................................................................................
- 13. 13 EEvvaalluuaattiioonn ooff LLooffttuuss’’ ((11997799)) WWeeaappoonn--FFooccuuss RReesseeaarrcchh ((AAOO22)) (1)Loftus’ findings are supported by further research into anxiety and EWT Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (2)Deffenbacher et al (1983) agree that high anxiety decreases the accuracy of EWT. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (1)There are contradictory findings from studies in real-life settings which suggests that anxiety can improve the accuracy of EWT. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (2)Another weakness is that the research carried out by Loftus was conducted in a laboratory and it is likely that this is problematic because other factors could have affected the findings. Demand Characteristics:................................................................................................. ................................................................................................................................................ ................................................................................................................................................ Ecological Validity:............................................................................................................ ................................................................................................................................................ ................................................................................................................................................
- 14. 14 ……….. of the Eyewitness (including ‘Source Monitoring’) Young children are poor at ‘Source Monitoring’ Poole and Lindsay (2001) EEvvaalluuaattiioonn ooff PPoooollee aanndd LLiinnddssaayy ((22000011)) RReesseeaarrcchh ((AAOO22)) ((11))AA ssttrreennggtthh ooff tthhee ssttuuddyy iiss tthhaatt iitt wwaass aa ffiieelldd eexxppeerriimmeenntt.. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… ((22))AA ffuurrtthheerr ssttrreennggtthh ooff tthhee ssttuuddyy iiss tthhaatt tthhee pprroocceedduurree wwaass ccoonndduucctteedd iinn aann eetthhiiccaall mmaannnneerr.. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… Aim:................................................................................................................................................................ ........................................................................................................................................................................ Procedure:.................................................................................................................................................... ........................................................................................................................................................................ ........................................................................................................................................................................ ........................................................................................................................................................................ Findings:....................................................................................................................................................... ........................................................................................................................................................................ Conclusion:................................................................................................................................................... ........................................................................................................................................................................ ........................................................................................................................................................................
- 15. 15 (1)However, the fact that Poole and Lindsay used a field experiment can also be considered a weakness. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (2)In comparison to Poole and Lindsay, some studies have shown that children can show accurate and reliable memory for events. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… What is the ‘own age’ bias? (AO1) Evaluation of the ‘own age’ bias? (AO2)
- 16. 16 The Use of The Cognitive Interview Research study: Fisher and Geisleman (1992) reviewed the relevant psychological literature on memory, and related this to the way that interviews were carried out by the police in real life. They found that problems with the standard police interview include: (1).............................................…………………………………………………………………………...... (2).………………………………………………………………………………………………………………………… (3)……………………………………………………………………………………………………………………….… (4)………………………………..........................................................................………………… (5).............................................................................................................................. They also found memory research suggested people remember events better when they are provided with ……………… …………….. This could be accomplished in the police interview by mentally reinstating the context of the event being recalled. Fisher and Geisleman developed an interview technique, the cognitive interview, which was based on established psychological principles concerning effective recall. The original cognitive interview technique is characterised by four distinct components: Cognitive Interview Techniques (1)C ………………… R………………….. (CR) – ……….....................................………………………………. ……………………………………………………………………………………………………………………………………………….... How does this stage help increase recall? ................................................................... ....................................................................................................................................................... (2) R……………….. E…………………. (RE) – …………………..................................………………………… ………………………………………………………………………………………………………………………………………………… How does this stage help increase recall?………………………………………............................ ..................................................................................................................................................................................... (3) C…………… the P………………………. (CP) - ………………………………...............................…………. ………………………………………………………………………………………………………………………………………………… How does this stage help increase recall?…………………………………………………................. ...................................................................................................................................................... 4. R…………….. the O……………….. (RO) …………………………………………………............................ ………………………………………………………………………………………………………………………………………………… How does this stage help increase recall?………………………………………………….................. .......................................................................................................................................................
- 17. 17 Outline the key differences between the standard and the cognitive interview. Standard Police Interview W H E R A S Cognitive Interview Evaluation of the Cognitive Interview (AO2): (1)One strength of the cognitive interview is that it does enhance recall. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… The second principle behind the Cognitive Interview: E................. S................ P................. (1973) ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ Abernathy (1940):............................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ...
- 18. 18 (2)The effectiveness of the cognitive interview has been supported by psychological research. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (3)A further strength is that evidence suggests that retrieval cues do enhance recall. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (1)A weakness of the cognitive interview is that research has suggested that it does not enhance recall. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (2)A weakness of the cognitive interview is that police have criticised the procedure. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................………
- 19. 19 (3)The cognitive interview raises ethical issues. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… Question Checkpoint Trevor is a police officer. He is concerned that eyewitness statements he has taken have often proven to be incomplete and some contain false elements. When he interviews witnesses, in generally asks lots of short, closed questions. Because he is always quite busy, he avoids asking general questions and tends to interrupt if witnesses don’t really say what he wants to know immediately. He claims his habit of asking questions ‘in no particular order’ ensures he keeps witnesses on their toes and stops them elaborating on what really happened. Identify the problems with Trevor’s current method of interviewing witnesses and suggest changes he could make to improve the accuracy of the eyewitness testimony. (6 marks) ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... .....................................................................................................................................................
- 20. 20 Strategies for Memory Improvement (AO1) Verbal mnemonics: Acronym: ………………………………………………………………………………..............................................…. ………………………………………………………………………………………………….……………………………………………… ……………………………..................................................................................................……………………. Example: ……………………………………………..........................................………………………………………... Why (or how) it works: …………………………………………………………................................…………. ………………………………………………………………………………………………….……………………………………………… ……………………………………………….................................................................................................…. ....................................................................................................................................................... Acrostic: ……………............................................…………………………………………………………………..…. ………………………………………………………………………………………………….……………………………………………… ………………………………..................................................................................................…………………. Example: ………………………………………………………………………………..........................................……... Why (or how) it works: ………………………………………………………………................................……. ………………………………………………………………………………………………….……………………………………………… …………………………………………..................................................................................................………. ...................................................................................................................................................... Rhyme: …………………………………...............................................……………………………………………..…. ………………………………………………………………………………………………….……………………………………………… ……………………………………………........................................................................................................ Example: …………………………………………………………….........................................………………………... Why (or how) it works: …………………………………………………………………................................…. ………………………………………………………………………………………………….……………………………………………… ………………………………………………..................................................................................................…. ...................................................................................................................................................... Chunking: ………............................................………………………………………………………………………..…. ………………………………………………………………………………………………….……………………………………………… ……………………………………..................................................................................................……………. Example: ……………………………………………………………………………..........................................………... Why (or how) it works: ………………………………………………………………................................……. ………………………………………………………………………………………………….……………………………………………… ………………………………………...................................................................................................………… .......................................................................................................................................................
- 21. 21 Visual imagery mnemonics: Mind Maps: …........................................……………………………………………………………………………..…. ………………………………………………………………………………………………….……………………………………………… ……………………………………………..................................................................................................……. Example: ……………………………………………………………………………………............................................. Why (or how) it works: ……………………………………………………………................................………. ………………………………………………………………………………………………….……………………………………………… …………………………………………………................................................................................................... ....................................................................................................................................................... Method of Loci: ………...............................………………………………………………………………………..…. ………………………………………………………………………………………………….……………………………………………… ……………………………………………..................................................................................................……. Example: ……………………………………………………………………………………............................................. Why (or how) it works: …………………………………………………………………................................…. ………………………………………………………………………………………………….……………………………………………… …………………………………………………................................................................................................... ....................................................................................................................................................... Key Word Method: …………….........................…………………………………………………………………..…. ………………………………………………………………………………………………….……………………………………………… ………………………………………………..................................................................................................…. Example: ……………………………………………………………………………………............................................. Why (or how) it works: …………………………………………………………………................................…. ………………………………………………………………………………………………….……………………………………………… …………………………………………………................................................................................................... ....................................................................................................................................................... Evaluation: Strategies for Memory Improvement (AO2) (1)Memory improvement techniques work. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................………
- 22. 22 Evaluation Continued... (2)Visual imagery has been shown in many studies to enhance recall. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (3) Research into memory improvement strategies has validity. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… (1)Many of the memory improvement strategies are very simplistic. Explain: This means………………………………………………….................................................……….. ……………………………………………………………………………………………………………………………........…………… Evidence/Example:……………………………………………………………………………………………..……………… ………………………………………………………………………………………………………………………………………………… ……………................................................................................................................................……… Evaluation:………………………………………………………………………………………………………………….………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………................……… How can ESP help a person to remember information?
- 23. 23 Term Definition/Explanation Acronym Acrostic Age of Witness Anxiety Articulatory Store Capacity Central Executive Change the Perspective Chunking
- 24. 24 Cognitive Interview Context Reinstatement Displacement Duration Encoding Encoding Specificity Principle EWT Leading Questions LTM Method of Loci Mind-map
- 25. 25 Mnemonic Model of Memory MSM Own-age Bias Phonological Loop (inc. Phonological Store) Post-Event Information Rehearsal Rhyme Sensory Memory STM Visuo-Spatial Sketchpad Weapon-focus Effect Working Memory Model