Topics

Studies, theories, methods
Amazon amazon.co.uk
Research Methods Workbooks
Experiments, ethics
Amazon amazon.co.uk
Study Cards
Key studies and theories
Amazon amazon.co.uk
Fastmail — Private Email
Privacy-first email with no ads and no tracking
fastmail.com
Dynadot — Domain Registration →
Register or transfer domains with free SSL and affordable pricing
dynadot.com
Zen Internet — UK Broadband →
Award-winning UK broadband with no data caps and great customer service
zen.co.uk
Psychology Revision Guides
A-Level Lessons Aid: This resource is designed to support your revision and may contain errors. If you find a discrepancy with your class teaching, your teacher is correct -- please let us know at alevelrevise@scott.scottrix.co.uk.

Memory and Cognitive Psychology

Year 1 / ASYear 2 / A-Level All Boards (AQA, Edexcel, OCR, WJEC, CCEA) AQA

A-Level Psychology revision: Memory and Cognitive Psychology. Learning objectives, key points, worked examples and practice questions across AQA, Edexcel, OCR, WJEC and CCEA.

Fastmail

📌 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

Model answers are being added progressively - questions marked ✗ don't have one yet. Cross-check with your teacher or the official mark scheme.

Questions:

  • Compare MSM vs WMM✗ answer coming soon
  • Explain retrieval failure with example✗ answer coming soon
  • Evaluate cognitive interview✗ answer coming soon
  • Apply Piaget to conservation task✗ answer coming soon
  • Evaluate Loftus & Palmer methodology✗ answer coming soon

🎬 Video Resources

📄 Past Papers & Exam Resources

🔗 Further Reading & Resources

📚 Lesson Plan (50 minutes)

  1. Starter (5 min): Recall prior knowledge of memory and cognitive psychology with quick questions.
  2. Teaching (15 min): Work through each of the learning objectives, explaining principles step by step.
  3. Key points review (5 min): Revisit the key points together, confirming understanding.
  4. 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
  5. Practice (10 min): Students attempt the practice questions independently; circulate and support.
  6. 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.

🎓 Smart Lesson (Guided)