Term: Autumn (2

)
L esn 1 Content & Learning Objectives Nature of STM and LTM: What is the nature of Short term and Long term memory? Learning Outcomes
You must be able to… ψ Define the following terms in relation to human memory: o Duration o Capacity o Encoding ψ Outline the differences between STM & LTM in terms of: o Their roles in human information processing o Duration, capacity & encoding ψ Give APFCC for Peterson & Peterson’s (1959) study of the duration of STM You should be able to… ψ Outline a range of research findings into the nature of STM ψ Comment on what these research findings tell us about human memory ψ Explain criticisms of research studies into human memory You could be able to… ψ Evaluate research studies into the nature of human memory ψ Evaluate the view that human memory is divided into two main structures

Year Group: 12
Resourc es
- LT1

Activities
- Starter: Give out the Unit specification sheet. Students read through sheet, directed by the teacher, who informs them of the three main areas of the cognitive module (Nature of STM and LTM, Remembering and Forgetting and EWT). - Main: Students draw a table on A4 sheet of paper Capacity Duration Encoding STM 7 +/- 2 >30 secs Acoustic LTM Unlimited Unlimited Semantic

Key Words
- Short term memory - Long term memory - Capacity - Duration - Encoding

2

Nature of STM and LTM: What is the nature of Short term and Long term memory?

You must be able to… ψ Define what LTM is ψ Give APFCC for Bahrick’s (1975) study of the duration of LTM You should be able to… ψ Outline a range of research findings into the nature of LTM ψ Explain criticisms of research studies into human memory You could be able to… ψ Evaluate research studies into the nature of human memory

- Students then carry out the duration of STM experiment. Students have to learn sequences of trigrams, and count backwards to prevent rehearsal. - Teacher then describes what encoding is (coding of information in memory). - Teacher reads out two lists of words and the students should see confusion with the words that sound the same (STM) and with words with the same meaning should be confused (LTM). - Students need to take notes from the Pp presentation about Peterson and Peterson’s experiment - Students fill out the weakness from PP presentation and choose an A02 point from the back of the LT1 - Plenary: Ask students if they can bring in an old class photo. - Starter: Recap last lesson: what is the difference between STM and LTM? Students get into groups of the students that they went to primary school with. They need to try and recognise as many of their class mates as possible. - Main: Students need to work from the W/B and take notes about how LT is divided into procedural, declarative, episodic and semantic memory. - Students need to take notes from Eysenck’s AS Psychology Text Book (Pg. 51/52). - Students then need to take notes about the evaluation of the research from the PP presentation. - Students add one more A02 point from the back of LT2

- LT2

-

LTM VLTM Bahrick Bower

CHENDERIT SCHOOL: PSYCHOLOGY DEPARTMENT – MR.MARK SNAPE

Term: Autumn (2)
ψ Evaluate the view that human memory is divided into two main structures

Year Group: 12

- Plenary: Mark a student’s answer to Bahrick from June 2006 exam paper. - Starter: 3 students need to stand in the centre of the room and hold up a sign, either SM, STM or LTM. The students end up acting out the Multi-store model of memory. - Main: Students draw out the Multi-store model of memory from the W/B, colour code, capacity, duration and encoding on the diagram. - Students carry out the primacy/recency effect from Murdock’s study - Students read through the A02 points about the model. They need to add the detail from the experiment carried out during the beginning of the lesson. - Students take additional A02 material from the back of the LT and apply it to the front. - Plenary: Students have to write an answer in 6 minutes to: Describe the Multi-store model of memory (6 minutes) no notes allowed. Students need to peer mark their work. - Starter: Hang man: Visuo-spatial sketchpad - Main: Students need to take notes from the powerpoint about the model, writing about the CE, VSSP and the PL. - Students carry out experiments into each of the three components of the model. - Students need to read through LT evaluation points and highlight the top and bottom layers of bread and then add notes about why the central executive is oversimplistic. - Plenary: What are the main differences between the multi-store model of memory and the working memory model? - LT3 - Atkinson & Shiffrin - Sensory Memory - Short term memory - Long term memory - Primacy and Recency effect

3

Nature of STM and LTM: The Multi-store model of memory

You must be able to… ψ Describe the multistore model of memory You should be able to… ψ Outline a range of research findings into the nature of memory ψ Comment on the implications of research finding for different models of memory ψ Explain criticisms of different models of memory You could be able to… ψ Evaluate models of memory ψ Compare and contrast models of memory

4

Nature of STM and LTM: The Working Memory Model

You must be able to… ψ Describe the Working Memory model of memory ψ Recall a range of findings into the nature of memory You should be able to… ψ Outline a range of research findings into the nature of memory ψ Comment on the implications of research finding for different models of memory ψ Explain criticisms of different models of memory You could be able to… ψ Evaluate models of memory ψ Compare and contrast models of memory
You must be able to… ψ Describe processes of forgetting from STM: o Displacement o Trace Decay You should be able to… ψ Outline a range of research findings into: o Forgetting in STM ψ Comment on the implications of these findings for different explanations of forgetting ψ Explain criticisms of research studies into forgetting You could be able to… ψ Evaluate research studies into forgetting

- LT4

- Baddeley and Hitch - Central executive - Phonological loop - Visuo spatial sketch pad

5

Remembering and Forgetting: To explore how people forget information in STM.

- Starter: Recap both theories of Memory, using the small white boards. Put two boards together and draw out the models. - Main: Students then need to take notes from the Powerpoint projector about Trace Decay. Students need to make sure they include information about ‘Engrams’. (Students are refreshed about Peterson and Peterson’s study). - Students read through the A02 points, highlighting top and bottom layers of the paragraphs. - Students carry out the Waugh and Normal experiment in pairs - Students carry out the Peterson and Peterson experiment - Students need to evaluate the model. They must read through the A02 points and highlight the top and bottom layer of the paragraph. - Plenary: Plan the essay on the back of LT5&6

- LT5 - Displacement W/S - Number cards

- Displacement

CHENDERIT SCHOOL: PSYCHOLOGY DEPARTMENT – MR.MARK SNAPE

Term: Autumn (2)
ψ Evaluate explanations of forgetting in STM

Year Group: 12

Homework: Outline any one alternative to the multi-store model of memory and consider its strengths and weaknesses (18 marks) and Outline and evaluate research into the nature of STM (18 marks) - Starter: Re-cap last lesson - LT7 & 8 - state depen6 Remembering You must be able to… ψ Describe processes of forgetting from LTM: - Main: Work through LT 7&8. Students need to take notes from Eysenck’s dent forgetting and o Retrieval Failure Psychology Text book Pg. 68-70 - Context dep – Forgetting: You should be able to… - Plenary: Give students a traffic light quiz of material covered so far. endent To explore how ψ Outline a range of research findings into: forgetting.

people forget information in LTM

o Forgetting in LTM Comment on the implications of these findings for different explanations of forgetting ψ Explain criticisms of research studies into forgetting You could be able to… ψ Evaluate research studies into forgetting ψ Evaluate explanations of forgetting in LTM ψ

7

8

9

Emotional Factors in Memory: Examine how Repression allows memories to be forgotten Emotional Factors in Memory: Examine how Flash Bulb Memories allow memories to be remembered Reconstructiv e Memory: Is memory like a photograph OR are their holes in people’s memory?

- Describe Freud’s theory of repression - Use evidence to support Freud’s theory of repression - Evaluate Freud’s theory of repression.

- Starter: Brain storm everything students know about Freud on the W/B. - Main: Students need to complete notes about Freud from the PP presentation. - Students need to take the A02 from the PP presentation - Plenary: Plan an 18 mark question and RIFT with FBM

- LT9

- Freud - Repression

- Describe research into FBM’s - Evaluate research into FBM’s

- Starter: Show students photos of Princess Diana’s, Tsunami, September 11th. Ask students what they can remember from these events. - Main: Work through LT10. Students need to take notes about FBM from Eysenck’s Psychology Text book Pg. 71 & 72 - Students need to read through the additional A01 and A02 points on the back of the LT and place them on the front of the sheet. Plenary: Students have a go at marking an 18 mark question - Starter: Complete Chinese whispers using the War of the Ghost extract. Use 3 students, one of them reads the article, then they keep passing on the information onto each other. Hopefully, they will realise that detail and length will be lost. - Main: Work through LT11 - Describe what a schema is and provide an example - Students takes notes from Eysenck book Pg. 76 - Evaluate Bartlett’s research, where students add top and bottom layers of the A02 paragraphs. - Students need to read through the material on the back of the LT11 and choose which A02 points they are going to convert to the front. - Plenary: Students complete a marking exercise - Starter: Show the Henmann CD of EWT – students see a clip and then answer questions - Main: Students read through the journal article given to them from Psychology Review Magazine. Students need to add material from article to the front of LT12

- LT10

- Flash Bulb Memories

- Describe what reconstructive memory is - Outline research to support reconstructive memory - Evaluate research into reconstructive memory.

- LT11

- Reconstructive Memory - Bartlett

10

Eyewitness Testimony: Can leading questions influence

- Describe Loftus’ research into leading questions - Describe Loftus and Palmer’s research - Evaluate Loftus’ research into EWT

- WLT12

- Loftus - Leading questions

CHENDERIT SCHOOL: PSYCHOLOGY DEPARTMENT – MR.MARK SNAPE

Term: Autumn (2)
memory?

Year Group: 12

- Read through the A02 points and highlight key points - Students add additional A02 points to the front of the LT. - Plenary: Re-cap all unit and check students have a full set of notes. Homework: Describe and Evaluate Two theories of forgetting in STM (18 marks) and Critically consider research into FBM’s (18 marks) - Starter: Give out the challenge to the students 11 Eyewitness - Create a crime scene and create a set - Main: Students need to find a photograph on the web and write 10 Testimony: of leading questions. questions, 5 true and 5 false. Can leading - The 5 false questions can either be leading questions or after the questions fact information questions influence - Students have a go at each others EWT memory? - Plenary: Each group gives advice about what is a good and bad case study. - Starter: Give out the challenge to the students 12 Eyewitness - Create a crime scene and create a set - Main: Students need to find a photograph on the web and write 10 Testimony: of leading questions. questions, 5 true and 5 false. Can leading - The 5 false questions can either be leading questions or after the questions fact information questions influence - Students have a go at each others EWT memory? - Plenary: Each group gives advice about what is a good and bad case study. Revision of the topic. 13 14- Create spider diagram of all the material Students are given two students exam papers from June 2006 and they have to mark them 15

Compute rs

Eyewitness Testimony: Can leading questions influence memory?

Compute rs

CHENDERIT SCHOOL: PSYCHOLOGY DEPARTMENT – MR.MARK SNAPE

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