Practise Edexcel IAL Psychology questions on memory, forgetting and cognitive processes, applying models and studies to explain recall and eyewitness evidence.
The multi-store model of memory by Atkinson and Shiffrin (1968) includes short-term memory and long-term memory stores.
Describe what is meant by the terms 'capacity' and 'duration'.
Capacity
Duration
Explain two ways that the case study of Henry Molaison (HM) demonstrates the difference between short-term memory and long-term memory.
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Philippa carried out an investigation into memory. She used a random sample of 16 participants from her local college of 208 students.
- In Condition A participants learned and recalled a list of words in a quiet classroom.
- In Condition B the same participants learned and recalled a second list of words in a noisy coffee shop.
Describe how Philippa could have used counterbalancing in her investigation.
Explain two variables that Philippa may have needed to control when designing her word lists.
1
Philippa decides to use a level of significance on her results.
State what is meant by ' '.
Philippa concluded that students recall less words from a word list they learn in a noisy coffee shop than from a word list they learn in a quiet classroom.
Justify, using working memory model, the conclusion that Philippa made. (1)
( )
Kaleb investigated the effect of leading questions on eyewitness recall. He showed a video clip to 30 participants and then asked them three questions about what they had seen in the video clip. The experimental group was asked the same three leading questions, the control group was not asked any leading questions.
The results are shown in Table 3.
Table 3
Identify the level of measurement for the data in Table 3.
Describe why Kaleb chose to use an independent groups design for his investigation.
Give two reasons why Kaleb used standardised questions in his study.
(2)
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Bartlett (1932) suggested that memory is reconstructive.
Describe what is meant by reconstructive memory.
(2)