Cognitive and Research

Cognitive and Research Methods: 2221

Guidance for writing up Unit 3 psych report – Models of memory section

Section 1: AC 1.1 – 1.2 – roughly 2000 – 2100 words. (All together 3000 words)

· Outline each of the three models of memory (approx 500 – 700 words per model – does not have to be an even split):
· MSM:
· Describe (briefly) key structures/processes (SM, STM, LTM)
· Briefly explain how model works & it’s main claims (3 separate, unitary stores, emphasis on rehearsal)
· Use evidence to illustrate/support (eg, studies showing differences between stores, eg, capacity, duration, encoding)
· Evaluate using evidence, eg, Clive Wearing – shows multiple LTM stores, so cannot be unitary; flashbulb memories don’t require rehearsal; LTM used in STM tasks
· Overly simplistic; doesn’t explain how different types of info might be processed, eg, visual/acoustic (see WMM); provides good foundation for other models/research; chunking useful technique.
· WMM:
· Link to MSM – challenges notion of unitary, passive STM
· Describe each component (briefly)
· Provide evidence to support model & illustrate components, eg, dual-tasking, articulatory suppression tasks, evidence for central executive
· Evaluate using evidence, eg, EVR good with reasoning, bad with decision-making, so more than one central executive? Reliance on case studies (unique – not generalisable); brain damaged patients – no before/after comparison, brain trauma may influence performance; doesn’t really explain processes; but has good application, eg, dyslexia; advancement over STM
· LoP:
· Link to previous models – agrees that memory is active (like WMM), but disagrees with structural models; challenges the MSM’s reliance on maintenance rehearsal
· Offers alternative view – memory as by-product of processing (therefore long/short-term retention, rather than long/short-term memory stores)
· Explain levels – shallow vs deep processing
· Illustrate using evidence, eg, Hyde & Jenkins, Perfetti & Elias, Palmere, et al.
· Evaluate – no independent measurement of depth – eg, Tyler – depth vs effort; circularity of argument; criticism by Eysenck that model only describes what’s happening, but recent studies explain that elaborative rehearsal enriches memory by linking it into pre-existing network of semantic association.

Model

Evidence for model

Evidence against model

MSM

Miller (capacity of STM)
Peterson & Peterson (duration of STM)
Bahrick (duration of LTM)
Baddeley (encoding in STM & LTM)
Beardsley (prefrontal cortex active in STM but not LTM)
Squires (hippocampus active in LTM)

Working memory – active, multiple components
Levels of processing, eg, Craik & Tulving 1975 – challenge to rehearsal
Logie (1999) – STM relies on LTM
Clive Wearing – no episodic LTM

WMM

Baddeley (word length effect)
Shallice & Warrington (case study KF)
Farah et al (case study LH)
Trojano & Grossi (case study SC)
Baddeley & Hitch (dual task)

Eslinger & Damasio (case study EVR)

LoP

Craik & Lockhart (1972)
Craik & Tulving (1975)
Elias & Perfetti (1973) (acoustic/semantic encoding)
Hyde & Jenkins (1973) (effects of shallow/deep processing)
Palmere (1983) (elaboration & recall)
Mandler (1967) (organisation)
Eysenck & Eysenck (1980) (distinctiveness)

Tyler et al (1979) Cognitive effort & memory)
Morris et al (1977) – relevance of into

1. compare and contrast models of memory including multi-store model, working memory and levels of processing.

1.1 described the key features of three models of memory (MSM, WM and LOP).

1.2 evaluated the models using relevant supporting research to draw valid conclusions about the strengths and weaknesses of each model.

2. describe and evaluate experimental methods in psychological research.

2.1 identified and described the characteristics of laboratory experiments
2.2 evaluate the strengths and weaknesses of using laboratory experiments in memory research

3. examine factors associated with research design.

3.1 describe the key features of one random and one non-random sampling method
3.2 identify the strengths and weaknesses of each sampling method
3.3 Select one study of memory and identify the dependent and independent variables
3.4 identify potential confounding variables in the selected study, and suggest at least two ways of addressing these

4. produce a psychology report.

4.1 logically organised the report into sections that are clearly titled.
4.2 concisely written the report using appropriate scientific style and a range of specialist terms.

4.3 correctly referenced work using the Harvard system to show relevant sources appropriate to L3 cognitive psychology

Resource you can use

Cardwell, M., Clark, L., & Meldrum, C. (2003) for AS-Level  (3rd Ed) HarperCollins: London
Cardwell, M. & Flanagan, C. (2015) AS The Complete Companion Student Book (5th Edition) Oxford University Press: Oxford
Cardwell, M. & Flanagan, C. (2012) A2 The Complete Companion Student Book (3rd Ed) Oxford University Press: Oxford
Cardwell, M. & Flanagan, C. (2020) A Level Year 2: The Complete Companion Student book (Online). (5th ed). Oxford University Press
Cardwell, M. & Flanagan, C. (2019) A Level Year 2: The Complete Companion Student Book for AQA. (5th ed). Oxford University Press: Oxford
Cardwell, M. & Moody, R. (2019) A Level Year 1 & AS: Revision Guide for AQA. Oxford University Press: Oxford

Cardwell, M. & Moody, R. (2019) A Level Year 2: Revision Guide for AQA. Oxford University Press: Oxford
Eysenck, M. W. (2015) AQA : AS and A-Level Year 1. (6th ed). Press: London
Eysenck, M.W. (2000) For AS-Level  (2nd Ed) Press Ltd: East Sussex
Faudemer, K., Hayden, C., McHale, K. & Simson, C. (eds) (2015) A-Level Year 1 & AS Exam Board: AQA Coordination Group Publications Ltd (CGP)
Flanagan, C., Berry, D., Jarvis, M. & Liddle, R. (2015) AQA For A Level Year 1 & AS Illuminate Publishing Ltd: Cheltenham
Flanagan, C., Berry, D., Jarvis, M. & Liddle, R. (2016) AQA For A Level Year 2 Illuminate Publishing Ltd: Cheltenham
Gross, R., McIlveen, R., Coolican, H., Clamp, A., & Russell, J. (2000) : a new introduction for A-Level  (3rd Ed)  Hodder & Stoughton: London
Gross, R. (2015) The Science of Mind and Behaviour (7th Ed) Hodder Education: London
Holt, N., Bremner, A., Sutherland, E., Vliek, M., Passer, M., & Smith, R. (2019) The Science of Mind and Behaviour. (4th ed). McGraw-Hill Education: England
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