New Document 1

Name: ________________________
Memory practice questions Class: ________________________
Date: ________________________
Time: 177 minutes
Marks: 139 marks
Comments:
Cranleigh Abu Dhabi Page 1 of 32

Outline and evaluate research into duration in memory.
1.
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(Total 8 marks)
Suggest one way in which the working memory model might be a better explanation of
2. short-term memory than the multi-store model.
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(Total 1 mark)
Outline what psychological research has shown about short-term memory according to the
3. multi-store model of memory.
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(Total 4 marks)

In an investigation into memory, participants were presented with two different lists of words.
4.
List A List B
Flip Huge
Flit Large
Flop Great
Flap Giant
Flab Vast
Flan Mighty
Flat Epic
After seeing the lists, participants were tested on their ability to recall the words.
When tested immediately, participants found it more difficult to recall the words from List A in the
correct order.
When tested after 30 minutes, participants found it more difficult to recall the words from List B in
the correct order.
Using your knowledge of coding in memory, explain these findings.
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(Total 4 marks)

5.
Psychologists conducted a case study of Patient X, an individual who developed
severe amnesia following a car accident. Patient X has difficulty storing new
long-term memories, though his short-term memory and his memory for events that
happened before the accident are unaffected.
(a) Evaluate the use of case studies, like that of Patient X, in psychological research.
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(5)
(b) Briefly explain how the experiences of Patient X could be interpreted as supporting the
multi-store model of memory.
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(2)

(c)
The same psychologists conducted an experiment with Patient X where he was
given the task of tracking a rotating disc every day for a week. It was found that
Patient X’s performance on the task improved with practice, though he had no
recollection of ever having done the task, and could not remember the names of
the psychologists who conducted the experiment.
With reference to the experiment involving Patient X, outline two types of long-term
memory.
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(4)
(b) Discuss two differences between the types of long-term memory you have outlined in your
answer to part (c).
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(4)
(Total 15 marks)

The multi-store model of memory proposes that there are separate short-term and long-term
6. stores.
Explain two differences between short-term memory and long-term memory in this
mode
Difference 1 ____________________________________________________________
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(2)
Difference 2 ____________________________________________________________
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(Total 4 Marks)
Describe and evaluate the multi-store model of memory.

7.
(Total 12 marks)
A, B and C relate to memory. Write the appropriate letter in the box below. The first
8. one has been done for you.
A 7±2
B Up to 30 seconds without rehearsal

Write letter B in the appropriate box below.
C Mainly acoustic
Write letter C in the appropriate box below.
Short-term Long-term
memory memory
Encoding
Capacity A
Duration
(Total 2 marks)

Describe one way in which psychologists have investigated the duration of short-term memory.
9. In your answer, you should include details of stimulus materials used, what participants were
asked to do and how duration was measured.
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(Total 4 marks)
Which type of long-term memory would be most associated with the following?
10.
Write the correct type of long-term memory in the spaces provided.
(a) Stored with reference to contextual information, eg time and place
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(1)
(b) Difficult to describe in words
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(1)
(c) Knowing the meaning of a word
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(1)
(Total 3 marks)

Evaluate the central executive as part of the working memory model.
11.
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(Total 4 marks)
Apart from the central executive, name and briefly outline two other components of
12. the working memory model.
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(Total 4 marks)
Explain one limitation of the working memory model.

13.
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(Total 3 marks)

A researcher investigated the working memory model using a laboratory experiment. Forty
14. students from a local college volunteered to take part.
In Condition A, 20 students performed the following two tasks at the same time:
• mentally counting backwards from 100

• tracking coloured shapes on a computer screen.
In Condition B, 20 different students performed the following two tasks at the same time:
• mentally counting backwards from 100

• reading a poem out loud.
The researcher predicted that the performance of students in Condition A would be better than
the performance of students in Condition B.
(a) Name the two components of working memory that would be involved in the performance
of the tasks in Condition A.
Mentally counting backwards from 100:
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Tracking coloured shapes on a computer screen:
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(2)
(b) Briefly explain two ways in which the working memory experiment described above could
be improved.
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(4)
(Total 6 marks)

Briefly explain one strength of interference theory as an explanation for forgetting.
15.
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(Total 2 marks)
Natasha had studied a lot for her A-level Drama performance, mostly practising lines
16. from a play alone in her room. However, once on stage in front of her teacher and the
examiners, Natasha struggled to remember her lines. Instead, she kept quoting lines
from a different play she had once learnt for GCSE.
Discuss retrieval failure and interference as explanations for forgetting. Refer to

Natasha’s drama performance in your answer.
You may use this space to plan your answer.

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(Total 16 marks)
An explanation for forgetting is interference.

17.
Using an example, explain what is meant by retroactive interference.
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(Total 3 marks)
Outline techniques used in the cognitive interview and discuss the effectiveness of these
18. techniques on the accuracy of eyewitness testimony.
(Total 8 marks)

Which two of A, B, C, D and E are associated with the cognitive interview technique?
19.
Shade two boxes only.
A Alter the perspective
B Change the speaker
C Match the direction
D Remove the context
E Reverse the order
(Total 2 marks)
Kai and Neri were discussing a report of an armed robbery in the newspaper.
20.
Kai: “I think all the witnesses would have trouble recalling what they had seen as the robbers
were really dangerous.”
Neri: “I’m not so sure. When I had a car accident I was in danger, but I was able to give lots of
detail.”
Discuss what research has shown about the effects of anxiety on eye-witness testimony. Refer to
the conversation above in your answer.
(Total 12 marks)
Outline and evaluate research (theories and/or studies) into the effects of misleading information
21. on eyewitness testimony.
(Total 16 marks)
Below are five evaluative statements about the cognitive interview. Which two statements are
22. correct?
Shade two boxes only.
The cognitive interview…
A can only be used in Western cultures.
B takes longer than the standard interview.
C involves unethical treatment of witnesses.
D requires special training of police officers.
E cannot be used to interview children.
(Total 2 marks)

Identify and outline two techniques that may be used in a cognitive interview.
23.
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(Total 4 marks)

Mark schemes
[AO1 = 3 AO3 = 5]
1.
Level Mark Description
Knowledge of research into duration in memory is accurate and

generally well detailed. Evaluation is thorough and effective. Minor
4 7-8 detail and/or expansion of argument is sometimes lacking. The
answer is clear, coherent and focused. Specialist terminology is
used effectively.
Knowledge of research into duration in memory is evident but there

are occasional inaccuracies/omissions. Evaluation is mostly
3 5-6
effective. The answer is mostly clear and organised but occasionally
lacks focus. Specialist terminology is used appropriately.
Limited knowledge of research into duration in memory is present.

Focus is mainly on description. Any evaluation present is of limited
2 3-4 effectiveness. The answer lacks clarity, accuracy and organisation
in places. Specialist terminology is used inappropriately on
occasions.
Knowledge of research into duration in memory is very limited.

Evaluation is limited, poorly focused or absent. The answer as a
1 1-2
whole lacks clarity, has many inaccuracies and is poorly organised.
Specialist terminology is either absent or inappropriately used.
0 No relevant content.
Possible content
• knowledge of procedures and/or findings/conclusions of studies which investigate duration
of sensory memory, STM or LTM, eg Peterson and Peterson - Trigrams study (1959),
Bahrick - Yearbook study (1974).
Accept other valid studies of duration in memory.
Note: That the term ‘research’ may include theories/explanations and/or studies.
Possible evaluation:
• use of artificial material, eg recall of trigrams, lists of unconnected words etc
• use of artificial laboratory setting
• discussion of issues of validity (higher in Bahrick study), reliability
• alternative explanations – Peterson and Peterson’s findings may be more to do with
interference than duration.
Note that one study is sufficient for full marks.

[8]
[AO3 = 1]
2.
1 mark for a brief suggestion of why the WMM offers a better explanation.
Possible content:
• it is not a unitary store

• range of research support, e.g. dual task studies, brain scanning studies
• the WMM explains STM as a more active process than the MSM.
Credit other valid points.

[1]
3. [AO1 = 4]
Level Marks Description
Outline of what psychological research has shown about

2 3–4 STM is clear and includes detail. The answer is generally
coherent with effective use of terminology.
Outline of what psychological research has shown about

STM is present but lacks detail. The answer as a whole is not
1 1–2
clearly expressed. Terminology is either absent or
inappropriately used.
Content:
• Capacity is thought to be 7 items Plus or minus 2 items (between 5 and 9). Capacity can be
increased by chunking items together to reduce the number of separate items overall
• Duration is thought to be approximately 18-30 seconds. Duration can be extended by
verbal rehearsal ie information can be maintained in the rehearsal loop
• Coding is acoustic, sound based, phonological, auditory. Causes confusion where material
sounds the same
A detailed outline of one aspect (capacity, duration, coding) can be awarded full marks.
Credit other relevant material e.g. ways of forgetting from STM (e.g. displacement)

[AO2 = 4]
4.
Possible content:
1 mark for each of the following:
Immediate task
• list A is made up of words that are acoustically similar/sound similar

• this will cause confusion/difficulty/problems (when tested immediately) as short-term
memory (STM) uses acoustic/phonetic/sound-based coding
Delayed task
• list B is made up of words that are semantically similar/have similar meaning
• this will cause confusion/difficulty/problems (when tested after 30 minutes) as long-term
memory (LTM) uses semantic/meaning-based coding.
Accept similar wording.

(a) [AO3 = 5]
5.
Evaluation of the use of case studies in psychological

research is clear and accurate. There is at least one strength
3 4–5 and one limitation, though a number of points may be
presented in less detail. The answer is clear and organised.
Specialist terminology is used effectively.
Evaluation of the use of case studies is limited. The answer

may contain strengths or limitations, or both are presented
2 2–3 but are lacking in detail. The answer may lack accuracy and
organisation. There is some appropriate use of specialist
terminology.
One evaluative point is stated but not developed, or there

1 1 may be more than one but there is substantial inaccuracy.
Specialist terminology is absent or inappropriately used.
Likely content:
• Depth/detail of data collected – qualitative
• Validity/meaningfulness of data, insight gained
• A single anomalous case may lead to revision of a theory
• Researcher bias/subjective interpretation
• Unscientific/unreliable, cannot be replicated
• Problems of generalisation
Accept other valid points.
Application to the case of ‘Patient X’ may be present but is not essential for full marks.
(b) [AO2 = 2]
1 mark for the link to the MSM: this suggests that STM and LTM are separate
stores/functionally different (supporting the model).
Plus
1 mark for the idea that whilst Patient X’s STM is functioning normally, he is unable to
retain new info in LTM/the link between STM and LTM appears to have been cut.

(c) [AO2 = 4]
2 marks for an outline of two types of LTM from the following (1 for each type):
• Episodic – memory for events/autobiographical memory
• Semantic – memory for facts/general knowledge/the rules of language
• Procedural – memory for motor skills/actions/’muscle memory’
Plus
2 marks for linking the two types to the information in the stem (1 for each type):
• Episodic – he had no recollection of ever doing the task
• Semantic – he could not remember the names of the psychologists
• Procedural – his performance improved on the rotating disc task over consecutive
days

(d) [AO3 = 4]
Discussion of two differences is clear and mostly accurate.

For full marks, there must be reference to both types of
2 3–4
memory within each difference discussed. The answer is
generally coherent with effective use of specialist terminology.
Discussion of two differences are both incomplete/partly

accurate. For 1 mark there may be one difference briefly
1 1–2
stated. Specialist terminology is not always used
appropriately.
Content:
Possible differences (depends on the types of LTM chosen):
• Semantic/episodic – ‘knowing that’/declarative memory; available for conscious

inspection – procedural – ‘knowing how’/non-declarative memory; often unavailable
for conscious inspection
• Semantic – may not recall when we learned/encoded these memories – episodic –
stored with reference to time and place
• Credit differences based on the durability/resistance to forgetting of different types of

memory
• The fact that evidence suggests that these types of memory reside in different areas
of the brain
• Credit use of evidence as part of the discussion of the differences.
Credit other valid differences.
Do not credit differences that merely restate the definitions of both types of memory.
6. AO2 = 4
Candidates are likely to identify capacity, duration and encoding as ways in which STM and LTM
differ. Processes are acceptable eg putting information into the stores or keeping information in
the stores. Any legitimate difference(s) in multi-store model should be credited.
For each difference:
1 mark for identifying the difference eg STM holds less than LTM or LTM lasts longer than STM.
2nd mark for accurate elaboration eg the capacity of STM is limited to 7 + / - 2 items whereas the
capacity of LTM is unlimited or the duration of STM is up to 30 seconds whereas the duration of
LTM is a lifetime.
0 marks for simply naming eg capacity, duration, encoding of STM or LTM but no difference.

7. Marks for this question: AO1 = 6, AO3 = 6
Knowledge is accurate and generally well detailed.

Discussion / evaluation / application is effective. The
4 10 – 12 answer is clear, coherent. Specialist terminology is used
effectively. Minor detail and / or expansion of argument
sometimes lacking.
Knowledge is evident. There are occasional inaccuracies.

There is some effective discussion / evaluation /
3 7–9
application. The answer is mostly clear and organised.
Specialist terminology is mostly used appropriately.
Knowledge is present. Focus is mainly on description. Any

discussion / evaluation / application is of limited
2 4–6 effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology is used
inappropriately on occasions.
Knowledge is limited. Discussion / evaluation / application

is limited, poorly focused or absent. The answer as a whole
1 1–3 lacks clarity, has many inaccuracies and is poorly
organised. Specialist terminology is either absent or
inappropriately used.

Please note that although the content for this mark scheme remains the same, on most mark
schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list.
AO1
Atkinson and Shiffrin’s (1968) multi-store model of memory (MSM) makes a distinction
between the separate stores of sensory, short-term and long-term memory.
Likely features include:
Structural nature.
SM STM and LTM are unitary stores.
Information passes from store to store in a linear way.
Rehearsal is needed to pass information from STM to LTM.
Each store has its own characteristics in terms of encoding, capacity and duration.
Explanations of forgetting are different for each store.
Limited credit for diagram only.
AO3
Evaluation of the MSM in terms of strengths and weaknesses.
Use of research in support of the distinction between STM and LTM; in terms of capacity,
duration and encoding eg HM, Glanzer and Cunitz.
Likely weaknesses include an emphasis on rote rehearsal as a mechanism for transfer

from STM to LTM although this is not a very effective means of transfer, and transfer often
occurs with no rehearsal.
Candidates may also refer to case studies such as that of Clive Wearing who lost episodic
but not procedural memory, suggesting there may be more than one type of LTM.
Comparison / contrast with alternative models of memory.
8. AO1 = 2
B Duration (short-term memory).

C Encoding (short-term memory).
1 mark for each correct answer.

9. AO1 = 4
It is likely that candidates will refer to the experiment by Peterson and Peterson (1959). They
presented participants with a consonant trigram. Although Peterson and Peterson is the most
likely study, answers need not refer to an identifiable study to receive credit. Rehearsal was
prevented by asking them to count backwards in threes from a specified number. After intervals
of 3, 6, 9, 12, 15 or 18 seconds participants were asked to stop counting and to repeat the
trigram. The % of trigrams correctly recalled was recorded for each time interval.
Duration has also been investigated in a similar way using single words or sets of words.
Research relating to word length effect in the phonological loop would be credit-worthy. Any
acceptable way of investigating duration of STM should be credited.
1 mark for a brief answer, eg reference to trigrams in a duration study.
3 further marks for elaboration.
For full marks all three elements should be covered.
[AO1 = 1]
10.
Episodic
1
[AO1 = 1]
Procedural
1
[AO1 = 1]
Semantic
1
[3]
[AO3 = 4]
11.
The evaluation of the central executive is clear and detailed. The

2 3-4 answer is generally coherent with effective use of specialist
terminology.
The evaluation of the central executive is limited or muddled.

1 1-2
Specialist terminology is not always used appropriately or is absent.
Possible evaluation:
• Central executive is vague and untestable (despite being the component in overall charge)
• Central executive itself may be divided into separate sub-components
• links with attention research – allocation of resources/divided attention/dual-tasking
• use of evidence to support or contradict the central executive, eg Hunt (1980).
Accept other relevant points.

[4]
[AO1 = 4]
12.
For each component:
1 mark for name of component.

1 mark for brief outline of component.
Possible content:
• visuo-spatial sketch/scratch pad – temporary storage of visual and spatial information;
inner eye; visual coding; can hold 3–4 items; visual cache, visual scribe
• phonological store/loop/articulatory loop/control process/primary acoustic store – limited
capacity temporary storage system; holds acoustic information according to tone, volume,
pitch, etc; inner ear; verbal rehearsal loop, sub-vocal speech; duration 1.5–2 secs; inner
voice
• episodic buffer – integrates/synthesises information from other stores; link to LTM; modality
free.
Credit components as identified/offered by the candidate whether global components or

sub-components (eg visual cache).
[4]
[AO3 = 3]
13.
3 marks for a clear, coherent and detailed explanation of a limitation, using appropriate
terminology.
2 marks for a less detailed explanation of a limitation using some of the detail given below.
1 mark for a muddled or limited explanation of a limitation.
Possible limitations:
• vague, untestable nature of the central executive or episodic buffer
• evidence suggesting the central executive is not unitary, eg EVR had good reasoning skills
but was poor at decision-making
• evidence that visuo-spatial scratch pad is not unitary and divided into inner scribe and
visual cache
• supported by highly controlled lab studies which may undermine the validity of the model
• doesn’t account for musical memory because it’s possible to listen to instrumental music
without impairing performance on other auditory tasks.
Credit other relevant limitations.

[3]

(a) [AO2 = 2]
14.
1 mark for each:
Mentally counting backwards from 100 – Articulatory loop or store; phonological loop or
store; articulatory control processes.
Tracking coloured shapes on a computer screen – Visuo-spatial scratchpad / sketchpad /

Inner scribe / Visual cache.
Accept central executive / episodic buffer for either component, but not the same answer
for both.
If more than one component is named for either task, only the first should be marked.
2
(b) [AO3 = 4]
For each way:

2 marks for a clear and coherent way
1 mark for a limited / muddled way
0 marks for simply stating a way
Possible improvements: how the experiment could be improved (this might include
why this would be an improvement).
• improving the sample / sampling method / target population – details of alternative
method, e.g. stratified
• changing the design – use of an alternative design (repeated measures, matched
pairs) and brief details of how this would be implemented
• changing the nature of the tasks – suggestions for tasks that are more reflective of
real-life behaviour, e.g. reading e-mails whilst talking on the phone, etc
• changing the type of experiment – suggestions for alternative, e.g. field study – carry
out the research in a more natural setting, e.g. an office environment or a classroom
• participants should be randomly allocated to each experimental condition; brief
explanation of how this would be done.
Credit other valid improvements.

4
[6]

[AO3 = 2]
15.
2 marks for a clear and coherent explanation of a strength of interference as an explanation of
forgetting.
1 mark for a muddled/limited explanation.
Possible strengths:
• use of evidence from lab studies to support the role of interference in forgetting, eg
McGeogh & McDonald (1931)
• use of evidence from everyday/real life situations which have shown interference can
explain forgetting, eg Baddeley and Hitch (1977); Schmidt et al (2000)
• practical applications, eg avoiding similar material when revising for exams.
Credit other relevant strengths.

[2]
[AO1 = 6 AO2 = 4 AO3 = 6]

16.
Knowledge of retrieval failure and interference is accurate and

generally well detailed. Application is effective. Discussion is
4 13-16 thorough and effective. Minor detail and/or expansion of argument
is sometimes lacking. The answer is clear, coherent and focused.
Specialist terminology is used effectively.
Knowledge of retrieval failure and interference is evident but there

are occasional inaccuracies/omissions. Application and/or
3 9-12 discussion is mostly effective. The answer is mostly clear and
organised but occasionally lacks focus. Specialist terminology is
used appropriately.
Limited knowledge of retrieval failure and/or interference is present.

Focus is mainly on description. Any discussion and/or application is
2 5-8 of limited effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology is used
inappropriately on occasions. OR one theory only at Level 3/4.
Knowledge of retrieval failure and/or interference is very limited.

Discussion and/or application is limited, poorly focused or absent.
1 1-4 The answer as a whole lacks clarity, has many inaccuracies and is
poorly organised. Specialist terminology is either absent or
inappropriately used. OR one theory only at Level 1/2.

Possible content
Retrieval failure:
• forgetting is due to the absence of cues/tip-of-the-tongue forgetting
• lack of external contextual cues – where environment for learning and recall is different (eg
different room)
• lack of internal contextual cues – where physical state for learning and recall is different (eg
mood)
• encoding specificity principle
• description of relevant evidence, eg Godden and Baddeley.
Note that focus of description should be on forgetting rather than recall.
Interference:
• when two memories conflict/confuse/become mixed up with each other
• more likely when material is similar (creates response competition)
• proactive interference – when an older memory disrupts a newer memory
• retroactive interference – when a newer memory disrupts an older memory
• description of relevant evidence, eg Baddeley and Hitch.
Possible application:
• retrieval failure – Natasha is not in the same context as when she learnt the material for her
drama exam – on stage vs in her room; Natasha is unlikely to be in the same physical,
emotional state as when she learnt the material – in her room alone vs in front of the
teacher and examiner
• interference – Natasha has mixed up/confused words from another exam which has
caused her to forget; interference is likely in this case because the A-level and GCSE
performances/plays may be similar.
Possible discussion
Retrieval failure:
• use of evidence to support or contradict, eg Godden and Baddeley suggests that retrieval
failure/absence of cues is a valid explanation of forgetting
• application of explanation, eg improving memory using mnemonics, category headings
• context has to be very different in real-life to have any effect
• context effect only occurs when memory is tested in particular ways – free recall vs
recognition.

Interference:
• use of evidence from lab studies, eg McGeoch and McDonald and real-life, eg Schmidt
supports the effects of interference
• application of explanation, eg avoiding similar material when revising for exams
• use of artificial materials in lab studies, eg recall of word lists
• deliberate attempt to induce interference in lab studies, eg by limiting time between
learning and recall
• evidence suggests interference can be overcome using cued recall
• interference tends not to occur with experts.

[16]
[AO1 = 3]
17.
2 marks for a clear, elaborated explanation of retroactive interference.
1 mark for a limited or muddled explanation.
Possible content:
• when new/recently stored information disrupts/affects the recall of old/previously stored
information
• more likely if competing information is similar.
Plus
1 mark for an appropriate example.

[3]

[AO1 = 4 AO3 = 4]
18.
Knowledge of techniques used in the cognitive interview is accurate

with some detail. Discussion of the effectiveness of these
4 7-8 techniques on the accuracy of eye witness testimony is effective.
Minor detail and / or expansion is sometimes lacking. The answer is
clear and coherent. Specialist terminology is used effectively.
Knowledge of techniques used in the cognitive interview is evident

but there are occasional inaccuracies / omissions. There is some
3 5-6 effective discussion of the effectiveness of these techniques on the
accuracy of eye witness testimony. The answer is mostly clear and
organised. Specialist terminology is mostly used appropriately.
Limited knowledge of techniques used in the cognitive interview is

present. Focus is mainly on description. Any discussion of the
effectiveness of these techniques on the accuracy of eye witness
2 3-4
testimony is of limited effectiveness. The answer lacks clarity,
accuracy and organisation in places. Specialist terminology is used
inappropriately on occasions. OR One technique only at level 4.
Knowledge of techniques used in the cognitive interview is very

limited. Discussion of the effectiveness of these techniques on the
accuracy of eye witness testimony is limited, poorly focused or
1 1-2
absent. The answer as a whole lacks clarity, has many inaccuracies
and is poorly organised. Specialist terminology is either absent or
inappropriately used. OR One technique only at level 2.
Possible content:
• report everything – the interviewer encourages the witness to report all details about the
event, even though these details may seem to be unimportant
• context reinstatement – trying to mentally recreate an image of the situation, including
details of the environment, such as the weather conditions and the individual’s emotional
state including their feelings at the time of the incident
• recall from changed perspective – trying to mentally recreate the situation from different
points of view, e.g. describing what another witness present at the scene would have seen
• recall in reverse order – the witness is asked to recall the scene in a different chronological
order, e.g. from the end to the beginning.
Credit also features of the enhanced cognitive interview e.g. relax, speak slowly.
Candidates can achieve up to 4 marks by either outlining two techniques in some detail or by
covering more than two in less detail.

Possible discussion points:
• how / why recall is enhanced, e.g. role of context reinstatement; work on reconstructive
memory; use of context; makes the event more meaningful
• limitations, e.g. usefulness of the cognitive interview with children; less useful when there is
increased time between event and recall
• relative effectiveness of individual features of the cognitive interview; better for recall of
peripheral detail than central detail
• use of relevant evidence to support / refute argument, e.g. Kohnken et al (1999); Milne &
Bull (2002).
Credit other relevant discussion.

[8]
[AO1 = 2]
19.
A: Alter the perspective
E: Reverse the order
[2]
[AO1 = 6 AO2 = 2 AO3 = 4]

20.
Knowledge of what research has shown about the effects of anxiety

on eye witness testimony is accurate and generally well detailed.
4 10-12 Application is appropriate. Discussion is effective. Minor detail
and/or expansion is sometimes lacking. The answer is clear and
coherent. Specialist terminology is used effectively.

on eye witness testimony is evident but there are occasional
inaccuracies/omissions. Application is appropriate but not
3 7-9
explained. There is some effective discussion. The answer is mostly
clear and organised. Specialist terminology is mostly used
appropriately.
Limited knowledge of what research has shown about the effects of

anxiety on eye witness testimony is present. Focus is mainly on
2 4-6 description. Application is partial. Any discussion is of limited
effectiveness. The answer lacks clarity, accuracy and organisation
in places. Specialist terminology is used inappropriately on
occasions.
on eye witness testimony is very limited. Application is limited or
absent. Discussion is limited, poorly focused or absent. The answer
1 1-3
as a whole lacks clarity, has many inaccuracies and is poorly
organised. Specialist terminology is either absent or inappropriately
used.

Possible content:
• students might refer to the Yerkes-Dodson law which suggests moderate anxiety is
associated with better recall than very high or very low anxiety
• in Johnson & Scott (1976) weapon focus experiment more participants correctly identified a
person when they were holding a pen (49%) than when they were holding a knife covered
in blood (33%)
• Loftus and Burns (1982) found participants who saw a violent version of a crime where a
boy was shot in the face had impaired recall for events leading up to the incident
• however, in a real-life study Yuille and Cutshall (1986) found witnesses who had been most
distressed at the time of a shooting gave the most accurate account five months later. Also,
Christianson and Hubinette (1993) found victims of genuine bank robberies were more
accurate in their recall than bystanders.
Accept other relevant content where the anxiety component is clear.
Possible application:
• Kai’s comment may be linked to research that shows anxiety reduces accuracy, eg Loftus
(1979)
• Neri’s comment may be linked to research that anxiety improves accuracy, eg Yuille and
Cutshall (1986) or Christianson and Hubinette (1993)
• the different comments may both be linked to the Yerkes-Dodson curve.
Accept other relevant application.
Possible discussion points:
• the contradictory nature of the research, e.g. the Yerkes-Dodson curve / Deffenbacher’s
meta-analysis showed inconsistent effects of anxiety
• lack of ecological validity in laboratory studies
• problems of control might also be relevant, e.g. in Yuille & Cutshall’s study those who
experienced the highest levels of stress were closer to the event, which might have helped
their recall
• practical applications of research could also be relevant
• alternative explanations for changes in accuracy e.g. surprise (Pickel, 1998) / neurotic vs
stable personalities (Bothwell et al., 1987).
Accept other relevant discussion.

[12]

[AO1 = 6 AO3 = 10]
21.
Knowledge of research is accurate and generally well

detailed. Evaluation is thorough and effective. Minor detail
4 13 – 16 and/or expansion of argument is sometimes lacking. The
answer is clear, coherent and focused. Specialist terminology
is used effectively.
Knowledge of research is evident but there are occasional

inaccuracies/omissions. Evaluation is mostly effective. The
3 9 – 12
answer is mostly clear and organised but occasionally lacks
focus. Specialist terminology is used appropriately.
Limited knowledge of research is present. Focus is mainly on

description. Any evaluation is of limited effectiveness. The
2 5–8
answer lacks clarity, accuracy and organisation in places.
Specialist terminology is used inappropriately on occasions.
Knowledge of research is limited. Evaluation is limited, poorly

focused or absent. The answer as a whole lacks clarity, has
1 1–4
many inaccuracies and is poorly organised. Specialist
terminology is either absent or inappropriately used.
AO1 content
Knowledge of research (theories and/or studies) into the effects of misleading information on
EWT.
Leading questions:
• Loftus and Palmer (1974) – estimates of speed based on changing verb in the critical
question
• Loftus and Zanni (1975) – ‘Did you see the/a broken headlight?’
• Loftus (1975) – ‘How fast was the car going when it passed the white barn?’
• response-bias explanation – leading questions do not affect memory, just choice of answer
• substitution bias/explanation – question wording actually distorts memory.
Post-event discussion:
• Gabbert et al (2003) – paired discussions influence recall of crime
• memory contamination – co-witnesses mix (mis)information
• memory conformity – witnesses go along with others for social approval.
Accept other relevant theories/studies.

AO3 content
Evaluation/discussion of research into misleading information:

• real-life application – links to cognitive interview
• use of artificial materials in studies, eg films – less anxiety-inducing than in real-life
• demand characteristics in lab studies reduce validity
• lack of consequences in lab studies compared to real-life – Foster et al (1994)
• memory for important events/details is less susceptible to distortion
• credit other methodological issues in studies, eg sample bias
• credit ethical issues if made relevant to discussion
• use of evidence to support/challenge effects of misleading information.
Accept other valid evaluation points.
22. [AO3 = 2]
1 mark – B
1 mark – D
23. [AO1 = 4]
Two techniques are clearly identified and outlined. Minor

detail of outline is sometimes lacking or there is slight
2 3–4
inaccuracy. The answer as a whole is clear with use of
specialist terminology.
Two techniques are identified. The outline lacks detail /

accuracy.
1 1–2 The answer as a whole lacks clarity. Specialist terminology is
either absent or inappropriately used.
OR one technique at Level 2.
Possible content:
• reinstating the context – interviewee mentally reinstates the environmental and

personal context of the incident, eg sights, sounds, weather etc
• report everything – interviewer encourages the reporting of every single detail of the
event, even though it may seem irrelevant
• changing order – interviewer tries alternative ways through the timeline of the incident
• changing perspective – interviewee recalls from different perspectives, eg how it
would have appeared to other witnesses.
Credit other relevant cognitive interview techniques.

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Name: ________________________

Memory practice questions Class: ________________________

Time: 177 minutes

Marks: 139 marks

Cranleigh Abu Dhabi Page 1 of 32

Cranleigh Abu Dhabi Page 2 of 32

Using your knowledge of coding in memory, explain these findings.

Cranleigh Abu Dhabi Page 3 of 32

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Describe and evaluate the multi-store model of memory.

B Up to 30 seconds without rehearsal

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(a) Stored with reference to contextual information, eg time and place

(b) Difficult to describe in words

(c) Knowing the meaning of a word

Cranleigh Abu Dhabi Page 7 of 32

Explain one limitation of the working memory model.

Cranleigh Abu Dhabi Page 8 of 32

• mentally counting backwards from 100

• mentally counting backwards from 100

Mentally counting backwards from 100:

Tracking coloured shapes on a computer screen:

Cranleigh Abu Dhabi Page 9 of 32

Discuss retrieval failure and interference as explanations for forgetting. Refer to

You may use this space to plan your answer.

Cranleigh Abu Dhabi Page 10 of 32

An explanation for forgetting is interference.

Cranleigh Abu Dhabi Page 11 of 32

A Alter the perspective

B Change the speaker

C Match the direction

D Remove the context

E Reverse the order

Shade two boxes only.

The cognitive interview…

A can only be used in Western cultures.

B takes longer than the standard interview.

C involves unethical treatment of witnesses.

D requires special training of police officers.

E cannot be used to interview children.

Cranleigh Abu Dhabi Page 12 of 32

Cranleigh Abu Dhabi Page 13 of 32

Knowledge of research into duration in memory is accurate and

Knowledge of research into duration in memory is evident but there

Limited knowledge of research into duration in memory is present.

Knowledge of research into duration in memory is very limited.

Accept other valid studies of duration in memory.

Note that one study is sufficient for full marks.

• it is not a unitary store

Credit other valid points.

Level Marks Description

Outline of what psychological research has shown about

Outline of what psychological research has shown about

Cranleigh Abu Dhabi Page 15 of 32

• list A is made up of words that are acoustically similar/sound similar

Accept similar wording.

Cranleigh Abu Dhabi Page 16 of 32

Evaluation of the use of case studies in psychological

Evaluation of the use of case studies is limited. The answer

One evaluative point is stated but not developed, or there

• Depth/detail of data collected – qualitative

• Validity/meaningfulness of data, insight gained