1. Learning Objectives
To be able to answer short answer questions on ‘remembering and forgetting’
Well Done for giving up part of your holidays to come in for this valuable revision session.
Get the most out of it. Think what could get in the way of your learning today and how you will combat that

2. Starter 2-5-2 2 minutes 5 people
Reviewing the activity.....where is most of our knowledge? Where are our gaps?
2-5-2
2 minutes
5 people
2 things about any of the models of memory we have covered (A01 or A02)
Each person will have 12 things about the models of memory on their post-it notes by the end
No duplication!!!

3. Introduction...
We will be doing a relay of short answer questions in PAIRS
The aim is to be the fastest group to get through them all correctly
FIRST TIME you should not use your notes at all
SECOND TIME Miss will tell you if you can use them or not
We will review each question afterwards

4. 1 Outline what is meant by retrieval failure
1 Outline what is meant by retrieval failure. Briefly explain how it might affect a student’s ability to recall information in an examination room after learning the information while in his bedroom. (4 marks)

5. (AO2) Up to 2 marks for application to the example. Possible answer:
1. Outline what is meant by retrieval failure. Briefly explain how it might affect a student’s ability to recall information in an examination room after learning the information while in his bedroom. (4 marks)
[AO1 = 2 AO2 = 2]
(AO1) Up to 2 marks for knowledge of retrieval failure (credit context dependent forgetting).
(AO2) Up to 2 marks for application to the example.
Possible answer:
Information is stored in LTM (1) but not accessible because the cues needed to access it are not present. (1). Therefore in this case, the student learned while in a bedroom but this context does not match his recall environment of the exam room (1). So he will not be able to recall the information (1).
Accept other valid answers such as state cues.
(a) This was reasonably well answered. The major failing occurred when candidates did not apply their knowledge of retrieval failure to the stem, especially not saying what the effect would be for the student.

6. 2 According to the multi-store model, there is a short-term memory store and a long-term memory store. Identify three differences between these memory stores. (3 marks)

7. 2 According to the multi-store model, there is a short-term memory store and a long-term memory store. Identify three differences between these memory stores. (3 marks)
1 mark for each difference.
Likely answers:
Duration (lifelong in LTM/20/30 seconds STM);
Capacity (7+/- 2 in STM/ unlimited for LTM);
Coding (mainly acoustic STM/mainly semantic LTM);
Cause/type/mechanism of forgetting/whether or not displacement occurs.
This was well answered. The major failing occurred when candidates did not make the difference explicit by reference to both STM and LTM.

8. 3. Briefly explain what is meant by semantic memory; (2 marks)

9. 3. Briefly explain what is meant by semantic memory; (2 marks)
[AO1 = 1, AO2 = 1]
AO1 1 mark for defining/accurately describing semantic memory.
AO2 1 mark for explanation of semantic memory, which may be by example.
Likely answer: semantic memory is memory for facts/general knowledge. It is a type of ‘knowing that’/declarative memory, eg knowing that neon is a gas.

10. 4. Briefly explain what is meant by procedural memory (2 marks)

11. 4. Briefly explain what is meant by procedural memory (2 marks)
AO1 1 mark for defining/accurately describing procedural memory.
AO2 1 mark for explanation of procedural memory, which may be by example.
Likely answer: procedural memory is memory for information which cannot be inspected
consciously/memory for a motor skill/action. It is ‘knowing how’/how to/non-declarative, eg
knowing how to ride a horse (procedural).
Many candidates failed to point out that procedural memory relates to memory for motor
skills. There were also many references to unconscious memory.

12. 5 Psychologists have suggested that forgetting can be explained in a number of ways.
Four possible explanations are listed below:
A lack of consolidation;
B displacement;
C motivated forgetting;
D decay.
In your answer book, identify which explanation, A, B, C or D, is most likely to be illustrated by each of the following statements.
(i) Kim could not remember the numbers at the start of the telephone number she had just looked up because there were 11 digits in total. (1 mark)
(ii) Peter was knocked unconscious at the end of the ice-hockey game and could not remember the goal that he had just scored. (1 mark)

13. 5 Psychologists have suggested that forgetting can be explained in a number of ways. Four possible explanations are listed below......
5 Psychologists have suggested that forgetting can be explained in a number of ways.
Four possible explanations are listed below:
A lack of consolidation;
B displacement;
C motivated forgetting;
D decay.
In your answer book, identify which explanation, A, B, C or D, is most likely to be illustrated by each of the following statements.
(i) Kim could not remember the numbers at the start of the telephone number she had just looked up because there were 11 digits in total. (1 mark) B
(ii) Peter was knocked unconscious at the end of the ice-hockey game and could not remember the goal that he had just scored. (1 mark) A

14. 6. Read the following conversation.
Debbie: “I have found it really difficult to remember my new address and I keep putting in my old one instead.”
Dave: “I have a different problem. Since I have had an automatic car, I can’t remember how to drive my wife’s car with its manual gears.”
Use your knowledge of interference theory to explain Debbie’s and Dave’s memory problems. (4 marks)

15. 6 Read the following conversation.....
Debbie: “I have found it really difficult to remember my new address and I keep
putting in my old one instead.”
Dave: “I have a different problem. Since I have had an automatic car, I can’t
remember how to drive my wife’s car with its manual gears.”
Use your knowledge of interference theory to explain Debbie’s and Dave’s memory
problems. (4 marks)
[AO1 = 2, AO2 = 2]
AO1
Debbie has proactive interference (1).
Dave has retroactive interference (1).
AO2
1 mark for explaining Debbie has proactive interference because her earlier knowledge is affecting retrieval of her new memory.
1 mark for explaining Dave has retroactive interference because his new information is affecting retrieval of his previous knowledge.
(b) Several candidates confused proactive/retroactive interference with anterograde/retrograde amnesia or applied each type of interference incorrectly to the scenarios. Some candidates focused on whether or not Debbie and Dave had ‘rehearsed’ the information.

16. 7. Describe one study in which the working memory model was investigated. Indicate why the study was conducted, the method used, the results obtained and the conclusion drawn. (4 marks)

17. 7. Describe one study in which the working memory model was investigated. Indicate why the study was conducted, the method used, the results obtained and the conclusion drawn. (4 marks)
AO1
Likely studies include: Paulescu et al (1993), Logie et al (1989), Robbins et al (1996),
Hunt (1980), Brooks (1968), Baddeley, Thomson and Buchanan (1975), Hoosain and
Salili (1988), Hulme, Thomson, Muir and Lawrence (1984), Levey, Aldaz, Watts and
Coyle (1991), Baddeley et al (1998).
1 mark – why the study was conducted (must go beyond the stem)
1 mark – information about the method
1 mark – indication of results
1 mark – indication of a conclusion to be drawn
Some candidates provided excellent answers describing dual task studies of working memory with accuracy. Others gave a confused or partially incomplete description, or provided descriptions that related to the multi-store model or levels of processing.

18. Plenary
As you have seen a wide variety of short answer questions are asked across all of the aspects of the ‘remembering and forgetting’ part of the spec
Your job, as part of your learning is to devise a 2,3 or 4 mark question and a mark scheme which will be used either to test the next revision class or as a starter to one of our lessons