OxfordAQA International A Level Psychology
OxfordAQA International A Level Psychology 3.1.1 Memory Exam Questions
Free OxfordAQA International A Level Psychology revision for 3.1.1 Memory: what you need to know, common mistakes and exam-style questions with answers. Covers the multi-store model, working memory model, types of long-term memory, eyewitness testimony and the cognitive interview.
Practise 3.1.1 Memory with past papers
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About OxfordAQA International A Level Psychology 3.1.1 Memory
Memory is the first section of Unit 1, Introductory topics in psychology, on the OxfordAQA International AS Psychology course. You study two influential models: the multi-store model, with its sensory register, short-term and long-term stores, and the working memory model, with its central executive, phonological loop, visuo-spatial sketchpad and episodic buffer. You also learn the three types of long-term memory and apply memory research to eyewitness testimony, including leading questions, post-event discussion and the cognitive interview. Examiners typically ask you to describe a model, apply it to a scenario, evaluate it using research evidence and consider the real-world value of eyewitness research.
What you need to know
- Multi-store model Atkinson and Shiffrin's model has a sensory register, short-term memory (STM) and long-term memory (LTM), linked by attention and rehearsal. STM has a limited capacity (Miller suggested about 7 plus or minus 2 items) and short duration (Peterson and Peterson found recall of trigrams fell sharply within 18 seconds when rehearsal was prevented).
- Coding, capacity and duration Baddeley (1966) found STM is mainly acoustically coded and LTM mainly semantically coded. LTM has potentially unlimited capacity and long duration: Bahrick et al. (1975) found good recognition of school classmates' faces decades later.
- Working memory model Baddeley and Hitch's model replaces a single STM with a central executive that directs attention, a phonological loop for sound, a visuo-spatial sketchpad for visual and spatial information, and an episodic buffer that integrates information and links to LTM. Dual-task studies support separate components.
- Types of long-term memory Episodic memory stores personal events, semantic memory stores facts and knowledge, and procedural memory stores skills. Case studies such as HM, who could learn new skills but not form new episodic memories, support separate stores.
- Eyewitness testimony Loftus and Palmer (1974) found participants who heard the verb 'smashed' estimated higher speeds than those who heard 'contacted', showing leading questions can distort memory. Gabbert et al. (2003) found many witnesses reported details they had only heard from a co-witness after post-event discussion.
- Cognitive interview Developed by Fisher and Geiselman, it uses report everything, reinstate the context, reverse the order and change perspective. It tends to increase correct recall, though it takes more time and training.
Common mistakes in 3.1.1 Memory
- Describing the multi-store model without coding, capacity and duration for each store. These features are part of the specification and earn description marks.
- Saying the working memory model explains long-term memory. It is a model of short-term memory.
- Confusing episodic and semantic memory. Remembering your last birthday is episodic; knowing what a birthday is, is semantic.
- Evaluating Loftus and Palmer only as 'lacking ecological validity'. Explain why, for example watching film clips lacks the emotional arousal of a real crash.
- Listing the four cognitive interview techniques without explaining how each improves recall.
Try three 3.1.1 Memory exam-style questions
1. Outline the role of the central executive in the working memory model. (3 marks)
Show the mark scheme answer
It directs attention and allocates tasks to the slave systems (phonological loop and visuo-spatial sketchpad); it has a limited capacity; it can process information from any sense but does not store it.
2. Explain how a leading question might affect the accuracy of an eyewitness's testimony, referring to research. (4 marks)
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A leading question suggests a particular answer through its wording; it may alter the witness's memory of the event (substitution or memory distortion); Loftus and Palmer found participants given 'smashed' estimated higher speeds than those given 'contacted'; and were more likely to report seeing broken glass that was not present.
3. Evaluate the multi-store model of memory. (8 marks)
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A strong answer would use support from research showing differences between STM and LTM in coding and duration (Baddeley; Peterson and Peterson); then consider limitations such as case studies like KF suggesting STM is not a single store, evidence that rehearsal is not always needed for transfer to LTM, and the model's oversimplified view of LTM as unitary; and weigh how the model influenced later theories.
3.1.1 Memory FAQs
What does OxfordAQA International A Level Psychology 3.1.1 Memory cover?
It covers the multi-store model, the working memory model, episodic, semantic and procedural memory, factors affecting eyewitness testimony and the cognitive interview.
Which unit is 3.1.1 Memory examined in?
It is examined in Unit 1 (PS01), Introductory topics in psychology, as one of three compulsory sections alongside the other Unit 1 topics.
Which studies should I learn for 3.1.1 Memory?
Learn Miller, Peterson and Peterson, Baddeley (1966), Bahrick et al., Baddeley and Hitch, Loftus and Palmer, Gabbert et al. and research on the cognitive interview. For each know the aim, method, key finding and one strength or weakness.
