1. DO NOW Complete your PERSONAL examples of memory underneath the diagram of memory on your sheet from yesterday Done it?: What is the difference between procedural and semantic memory? What is a flashbulb memory?

2. Learning Objectives ALL will remember the advantages and disadvantages of case study evidence MOST will be able to describe how case study evidence supports the existence of different types of LTM SOME will successfully apply knowledge of LTM to examination questions

3. Starter: Research Methods refresher! Case Studies Advantages Disadvantages Think of at least one advantage and one disadvantage of the case study method

4. Research Methods refresher! Case Studies Advantages – high levels of validity because they go into depth, allow researchers to study events they could not practically or ethically manipulate, case studies are efficient as it only takes one case study to disprove a theory Disadvantages – difficult to generalise, researcher may become too involved and lose their objectivity this may mean that they influence outcomes, it can be difficult to establish cause and effect because they are often picked up ‘after the event’

5. Case study evidence for the existence of separate components of LTM HM Radio 4 link http://www.youtube.com/watch?v=utfv4SCDxtwhttp://www.youtube.com/watch?v=utfv4SCDxtw HM video link http://www.pbs.org/wgbh/nova/body/how-memory- works.html#http://www.pbs.org/wgbh/nova/body/how-memory- works.html# HM was 27 years old and suffered from severe epilepsy when surgeons decided to remove the hippocampus. His memory was affected dramatically. He recalled most events from before the operation but could not store new memories – both episodic and semantic memories were affected. Although he could not remember what he had eaten for breakfast he did learn how to play tennis. The part of his brain concerned with learning such new skills (the cerebellum) was not affected by the operation  Q1: If he could learn to play tennis which type of memories was he still able to acquire?  Q2: How does this case study provide us with evidence for the existence of separate components of LTM?

6. Case study evidence for the existence of separate components of LTM Clive Wearing Video Link http://www.youtube.com/watch?v=WmzU47i2xgw http://www.youtube.com/watch?v=WmzU47i2xgw Clive was a famous musician who suffered a brain infection in 1985 which left him with only ‘moment to moment’ memory. However, some of the procedural memories he had previously stored, such as playing the piano, were still available to him. If you asked him if he could play the piano (declarative knowledge) he would answer ‘no’ but he could play (procedural memory) How does this case study provide us with evidence for the existence of separate components of LTM?

7. Learning Objectives ALL will remember the advantages and disadvantages of case study evidence MOST will be able to describe how case study evidence supports the existence of different types of LTM SOME will successfully apply knowledge of LTM to examination questions REVIEW POINT: Summarise your learning so far with the person you are sitting next to into 3 sentences then cut these down to 3 words WRITE THE 3 WORDS ONTO YOUR WHITEBOARD

8. Interactivity: all of the different types working together A02 ALERT= Interactivity: although the memory systems are considered largely independent lots of tasks require interaction of the stores E.g. Playing tennis requires procedural memory (how to play), semantic memory (knowing the rules) and may even involve episodic memory (remembering previous games against this opponent) TASK: can you think of your own example where all of the different types of memory are being used together?

9. 1.Jan 2009 6(a) Using an example, state what is meant by semantic memory (2 marks) 2.June 2007 6(a) Nadia bought a new car and even though she had not driven for 20 years, A: she still remembered how to change gear B: she still remembered what happened during her driving test C: she still remembered the number plate of her first car Which statement (A, B or C) is an example of (i) episodic (ii) semantic (iii) procedural memory (3 marks) 3.June 2008 6(a) State what is meant by procedural memory. Illustrate your answer with an example (2 marks) 4.Explain how one case study of a brain-damaged patient offers support for the distinction between different types of long-term store Applying your knowledge of Long-Term Memory: answer these questions!

10. Exam Question Review: PEER ASSESSMENT – use a different coloured pen 1. Jan 2009 6(a) Using an example, state what is meant by semantic memory (2 marks) [AO1 = 1, AO2 = 1] AO1 One mark for definition of term: memory for facts/general knowledge. AO2 One mark for example: such as knowing the make of your own car.

11. 2. June 2007 6(a) Nadia bought a new car and even though she had not driven for 20 years, A: she still remembered how to change gear B: she still remembered what happened during her driving test C: she still remembered the number plate of her first car Which statement (A, B or C) is an example of (i) episodic (ii) semantic (iii) procedural memory (3 marks) (i) B (ii) C (iii) A

12. 3.June 2008 6(a) State what is meant by procedural memory. Illustrate your answer with an example (2 marks) [AO1 = 1, AO2 = 1] Memory for motor skills/knowing how to do things (1 AO1) plus example such as how to ride a bicycle (1 AO2)

13. Explain how one case study of a brain-damaged patient offers support for the distinction between different types of long-term store Clive Wearing was a famous musician who suffered a rare brain infection in 1985 that left him with only a ‘moment to moment’ memory. However, some of the procedural memories that he had previously stored were intact. If you asked him if he could play the piano (declarative knowledge) he would answer ‘no’, but when he sits down at the piano he can in fact play (procedural memory). These two types of long- term store must be separate in order for one to be so badly impaired but the other remain intact.

14. SOME will successfully apply knowledge of LTM to examination questions How successful were you? A= 6 B= 5 C= 4 D= 3 WERE YOU ON, ABOVE, or BELOW target – what do you need to do to be successful next time?

15. Meta Puddings How are you going to remember this learning? What is the key aspect you will remember from this lesson? What has this lesson reminded you of? Which senses were most important in today’s learning? What did you learn today that you didn’t know before? What have you learned that could be useful elsewhere? What have you learned elsewhere that is like this? How will you apply what you have learnt?