1. Topic 2 – Cognitive Psychology
Lesson three – Multi-store model recap and evaluation

2. Re - cap Individually – draw the multi-store model of memory
Once complete – share with the person next to you

3. Homework - feedback

4. Long term memory Supporting study Aitkinson and Shriffin (1965)
Quizzing students on capital cities of US states.
Could not remember the Capital of Washington
Later when he recalled the capital of Oregon (Salem) he immediately remembered that the capital of Washington is Olympia.
Learned the capitals together
Associated pair, semantically or temporally, related.

6. Evaluating a theory Supporting evidence – must say how
Criticise supporting evidence – methodology only
Opposing theories – without describing the whole theory
Application to real life
Reductionism – explain to the examiner how it is reductionist

7. 5 minute task - pairs
List as many evaluation points as you can

8. Evaluation Support: Henry Molaison (HM) (Milner et al. 1968)
His sematic memory was in tact (taking and recalling skills he knew before the surgery) he could also form short term memories.
Severe impairment to his long term memory
For years he reported that the year was and that he was 27 years old.
How does this support MSM?
However…..
“like waking from a dream…every day is alone in itself”.

9. Evaluation Further support comes from the case study of Clive Wearing
Suffered brain damage due to encephalitis (inflammation of the brain)
Suffered long term memory impairment.
Lacks the ability to form new memories and cannot recall aspects of his past memories
Short-term memory remained unaffected.
However…..

10. K.F Shallice & Warrington (1970)
K.F. – Victim of a motorbike accident
Damage to short term memory
KF showed very poor digit span (usually less than 2 items)
He showed good performance on tasks that seemed to indicate an intact long-term store.
For example, he was still able to store new information.
In fact he could learn a 10 word sequence in fewer trials than normal controls and still retained seven of the 10 items some months later.
How does this go against the MSM of memory?

11. Evaluation of case studies
The subjects are case studies? What are the limitations associated with case studies?
The case studies can also be used to highlight the over simplistic view of long-term memory.
E.g. Clive Wearing was able to play the piano and conduct an orchestra
Suggests that long-term memory is not one single store but that perhaps we have different long- term stores for procedural memory of practices skills and other stores for factual information and autobiographical events.
Ethical issues with case studies?

12. Evaluation of studies i.e. Sperling and Peterson and Peterson?
Artificial tasks are used and therefore might not be valid.
E.g. rehearsal of letters or numbers from a visual array
Is this similar to day to day memories forming?

13. Alternative explanations/theories
MSM – can be seen as over simplistic
Dual task – experiments
Not explained by MSM
Baddeley and Hitch (1974) propose a different model – much more complex
Short term memory – three components

14. Reductionism
What is this…..? Think back to your lessons with Miss Shefik
Why can we argue that this model is reductionist?

15. SCOAR – evaluation of a model/theory
Supporting evidence (2 studies and 2 case studies)
Criticise supporting evidence
Opposing theories
Application to real life
Reductionist

16. Practice Questions for revision

17. Explain the difference between the three stores in the multi-store model (6 marks)

18. Evaluate the multi-store model as an explanation of how we remember (12 marks)

19. Two strengths and two weaknesses of the multi- store model of memory (8)P C
One mark for identifying the strength/weakness and one mark for an explanation
i.e.
Strength P C