amazon.co.ukMemory and Cognitive Psychology
A-Level Psychology revision: Memory and Cognitive Psychology. Learning objectives, key points, worked examples and practice questions across AQA, Edexcel, OCR, WJEC and CCEA.
📌 Key Points
Key Fact: MSM: Sensory (iconic/echoic, <1s) -> attention -> STM (acoustic, 7+/-2, 18-30s) -> rehearsal -> LTM (semantic, unlimited); WMM: CE (attention), PL (speech), VSSP (visual), EB (integration); LTM: episodic (events), semantic (facts), procedural (skills)
Key Fact: Encoding: acoustic (STM), semantic (LTM); Storage: consolidation; Retrieval: recall, recognition, relearning
Key Fact: Forgetting: Proactive (old->new), Retroactive (new->old), Retrieval failure (cue-dependent), Decay (trace fades), Motivated (repression)
Key Fact: EWT: Loftus & Palmer (leading questions), anxiety (weapon focus), Cognitive interview (context reinstatement, report everything, reverse order, change perspective)
Key Fact: Piaget: sensorimotor, preoperational, concrete, formal; schemas, assimilation, accommodation; Vygotsky: ZPD, scaffolding, social interaction
🎯 Learning Objectives
- Explain and evaluate the Multi-Store Model (Atkinson-Shiffrin): sensory, STM, LTM
- Understand Working Memory Model (Baddeley-Hitch): central executive, phonological loop, visuospatial sketchpad, episodic buffer
- Explain LTM types: episodic, semantic, procedural; encoding, storage, retrieval
- Analyse forgetting: interference (proactive/retroactive), retrieval failure, decay, motivated forgetting
- Evaluate eyewitness testimony: misleading information, anxiety, cognitive interview
- Understand cognitive development: Piaget (stages), Vygotsky (ZPD, scaffolding)
💡 Worked Example
Exam-Style Question
Question: Explain how the Working Memory Model accounts for dual-task performance better than the Multi-Store Model
Model Answer:
MSM: single STM store -> two verbal tasks interfere. WMM: separate stores (PL for verbal, VSSP for visual) -> can do verbal + visual simultaneously. Evidence: Baddeley (verbal reasoning + tracking). PL overload impairs both if both verbal
❓ Practice Questions
Questions:
- Compare MSM vs WMM
- Explain retrieval failure with example
- Evaluate cognitive interview
- Apply Piaget to conservation task
- Evaluate Loftus & Palmer methodology
🎬 Video Resources
- Memory and Cognitive Psychology - Overview -- YouTube Search
- Memory and Cognitive Psychology - Exam Questions -- YouTube Search
📄 Past Papers & Exam Resources
🔗 Further Reading & Resources
- Physics & Maths Tutor - Memory and Cognitive Psychology -- Free notes, worksheets, and past paper questions by topic
- Dr Frost Maths - Memory and Cognitive Psychology -- Free resources, slides, and interactive questions
- BBC Bitesize - Memory and Cognitive Psychology -- BBC Bitesize revision resources
📚 Lesson Plan (50 minutes)
- Starter (5 min): Recall prior knowledge of memory and cognitive psychology with quick questions.
- Teaching (15 min): Work through each of the learning objectives, explaining principles step by step.
- Key points review (5 min): Revisit the key points together, confirming understanding.
- Worked example (10 min): Model the example question: Explain how the Working Memory Model accounts for dual-task performance better than the Multi-Store Model. Solution: MSM: single STM store -> two verbal tasks interfere. WMM: separate stores (PL for verbal, VSSP for visual) -> can do verbal + visual simultaneously. Evidence: Baddeley (verbal reasoning + tracking). PL overload impairs both if both verbal
- Practice (10 min): Students attempt the practice questions independently; circulate and support.
- Plenary (5 min): Review answers and address misconceptions.
🏠 Homework
- Compare MSM vs WMM
- Explain retrieval failure with example
- Evaluate cognitive interview
- Apply Piaget to conservation task
- Evaluate Loftus & Palmer methodology
🧾 Assessment
Check practice answers against the model answer; use the built-in practice questions as formative assessment.