AQA A-LEVEL PSYCHOLOGY PAPER 1 16 MARKERS QUESTIONS AND CORRECT VERIFIED ANSWERS

AQA A-LEVEL PSYCHOLOGY PAPER 1 16
MARKERS QUESTIONS AND CORRECT
VERIFIED ANSWERS
OutlineA2andA2evaluateA2theA2multiA2storeA2modelA2ofA2memory.A2(AO1)A2-A2Ans--
TheoreticalA2modelA2developedA2byA2AtkinsonA2andA2Shiffrin.
SuggestsA2informationA2flowsA2throughA2threeA2memoryA2stores,A2sensoryA2register,A2sho
rtA2termA2memory,A2andA2longA2termA2memory.A2EachA2storeA2isA2separateA2asA2theyA2hav
eA2differentA2coding,A2capacitiesA2andA2durations.A2EachA2storeA2isA2unitary-
A2cannotA2beA2subdivided.


TheA2sensoryA2registerA2detectA2sensoryA2stimuli,A2codesA2modalityA2freeA2andA2hasA2aA2l
argeA2capacity.A2

IfA2informationA2isA2paidA2attentionA2to,A2itA2isA2transferredA2toA2theA2shortA2termA2memoryA
2whichA2hasA2aA2capacityA2ofA2fiveA2toA2nineA2items,A2codesA2acousticallyA2andA2hasA2aA2d
urationA2ofA2upA2toA230A2seconds.

RehearsalA2involvesA2repeatingA2informationA2thatA2peopleA2areA2tryingA2toA2rememberA2o
verA2andA2overA2again.A2ThisA2preventsA2informationA2fromA2decayingA2andA2allowsA2itA2to
A2enterA2theA2longA2termA2memory.A2


LongA2termA2memoryA2hasA2aA2potentiallyA2unlimitedA2capacityA2andA2durationA2andA2isA2c
odedA2semantically.A2InformationA2inA2theA2longA2termA2memoryA2canA2beA2accessedA2byA
2theA2shortA2termA2memoryA2duringA2retrieval.
InformationA2canA2beA2lostA2fromA2eachA2storeA2throughA2decayA2orA2displacement.

OutlineA2andA2evaluateA2theA2multiA2storeA2modelA2ofA2memory.A2(AO3)A2-A2Ans--
+A2SupportingA2evidenceA2forA2theA2ideaA2thatA2eachA2ofA2theA2threeA2storesA2areA2differen
t.A2BaddeleyA2investigatedA2codingA2inA2STMA2&A2LTM:A270A2youngA2servicemenA2wereA2
dividedA2intoA2fourA2differentA2groupsA2andA2underwentA2trialsA2whereA2theyA2wereA2briefly
A2presentedA2withA2theA2sameA25A2words.A2However,A2theA2ordersA2ofA2theA2wordsA2chang
edA2eachA2time.A2TheirA2taskA2wasA2toA2writeA2downA2theA2wordsA2inA2theA2correctA2order.A
2G1:A2wordsA2acousticallyA2similar.A2G2:A2wordsA2acousticallyA2dissimilar.A2G3:A2wordsA2s
emanticallyA2similar.A2G4:A2wordsA2semanticallyA2dissimilar.A2ToA2assessA2codingA2inA2ST
MA2recallA2wasA2assessedA2withinA230A2seconds.A2ToA2assessA2LTMA2coding,A2recallA2wa
sA2assessedA2afterA2aA2longA2duration.A2ForA2STM:A2DifferenceA2inA2recallA2betweenA2aco
usticallyA2similarA2wordsA2andA2acousticallyA2dissimilarA2wordsA2-
A2codesA2acoustically.A2ForA2LTM:A2DifferenceA2inA2recallA2betweenA2semanticallyA2similar
A2wordsA2andA2semanticallyA2dissimilarA2words.-A2codesA2semantically.


-
ChallengingA2evidence:A2storesA2aren'tA2unitary.A2ResearchA2usingA2dualA2taskA2studiesA2
showsA2thatA2theA2shortA2termA2memoryA2canA2completeA2twoA2differentA2tasksA2(visualA2a

,ndA2acoustic)A2atA2theA2sameA2timeA2whichA2suggestsA2itA2hasA2subdivisions.A2ResearchA2
alsoA2suggestsA2thatA2theA2LTMA2couldA2beA2subdividedA2intoA2differentA2parts:A2Episodic,
A2semanticA2andA2procedural.A2ThisA2challengesA2theA2multiA2storeA2modelA2ofA2memory's
,A2assumptionA2thatA2allA2storesA2areA2unitary.

+A2PracticalA2application.A2SomeA2ideasA2fromA2theA2multiA2storeA2modelA2ofA2memoryA2ca
nA2beA2usedA2toA2helpA2inA2education.A2ForA2example,A2theA2ideaA2ofA2rehearsalA2toA2helpA
2aA2memoryA2enterA2theA2longA2termA2memoryA2canA2beA2usedA2byA2studentsA2andA2teach
ers.A2ItA2meansA2studentsA2shouldA2reviseA2byA2regularlyA2rehearsingA2information.A2AndA
2teachersA2shouldA2regularlyA2revisitA2topicsA2toA2continueA2rehearsal.A2ThisA2showsA2that
A2thisA2modelA2canA2beA2usefulA2inA2theA2realA2world.


OutlineA2&A2EvaluateA2theA2WorkingA2memoryA2modelA2ofA2memory.A2(AO1)A2-A2Ans--
ItA2isA2aA2modelA2forA2shortA2termA2memoryA2only,A2developedA2byA2BaddeleyA2andA2Hitch
.
ItA2dividesA2theA2shortA2termA2memoryA2intoA24A2toA28A2subdivisions:A2aA2controllerA2&A2sla
veA2systems.A2EachA2subdivisionA2isA2specialisedA2forA2aA2specificA2informationA2andA2ca
nA2onlyA2dealA2withA2oneA2taskA2atA2time.A2WeA2canA2completeA2tasksA2usingA2differentA2ty
pesA2ofA2informationA2atA2theA2sameA2time.A2ThisA2isA2theA2dualA2taskA2technique.

TheA2centralA2executiveA2isA2theA2supervisorA2ofA2theA2shortA2termA2store.A2ItA2controlsA2a
ndA2directsA2attention,A2plansA2andA2makesA2decisions,A2passesA2infoA2toA2componentsA2
andA2canA2takeoverA2fromA2overloadedA2slaveA2systemsA2forA2briefA2periods:A2codesA2mo
dalityA2freeA2&A2codesA2acoustically

PhonologicalA2loop-A2storesA2speech-
basedA2soundA2forA2briefA2periods.A2CodesA2acoustically,A2limitedA2capacity.A2A)A2phonolo
gicalA2StoreA2(innerA2ear):A2brieflyA2storesA2acousticallyA2codedA2itemsA2B)A2articulatoryA2c
ontrolA2processA2(innerA2voice):A2subA2vocalA2repetitionA2ofA2storedA2items.

VisuospatialA2sketchA2Pad-
A2SetsA2upA2andA2manipulatesA2mentalA2imagesA2fromA2visualA2andA2spatialA2information.A
2CodesA2visually,A2limitedA2capacityA2ofA2fourA2objects.A2A)A2VisualA2cache:A2objectA2formA
2andA2colourA2info.A2B)A2innerA2scribe:A2objectA2arrangementA2info.


EpisodicA2buffer.A2TemporaryA2storageA2systemA2allowingA2incomingA2infoA2toA2beA2combi
nedA2withA2longA2termA2memoryA2info.A2CodesA2modalityA2free,A2capacityA2limitedA2toA2fou
rA2chunks.

OutlineA2&A2EvaluateA2theA2WorkingA2memoryA2modelA2ofA2memory.A2(AO3)A2-A2Ans--
+SupportingA2evidence:A2dualA2taskA2studies
IfA2aA2participantA2canA2completeA2aA2verbalA2andA2visualA2taskA2atA2theA2sameA2time,A2itA2
supportsA2theA2ideaA2thatA2theA2shortA2termA2memoryA2isA2subdivided.A2IfA2theyA2areA2una
bleA2toA2completeA2simultaneouslyA2twoA2similarA2tasks,A2itA2showsA2thatA2theA2capacityA2
ofA2eachA2componentA2isA2limited.A2ForA2example,A2theA2studyA2byA2RobbinsA2etA2al.A2Sho
wedA2thatA2theA2phonologicalA2loop,A2visuospatialA2sketchA2PadA2andA2CentralA2Executive

,A2canA2dealA2withA2differentA2tasksA2atA2theA2sameA2timeA2(&thusA2subdivided).A2However,
A2theyA2can'tA2dealA2withA2twoA2tasksA2forA2periodA2ofA2timeA2dueA2toA2theirA2limitedA2capac
ity.A2

+supportingA2caseA2studyA2evidenceA2-A2KF
sufferedA2brainA2damageA2affectingA2STM.A2StruggleA2withA2tasksA2dealingA2withA2sounds
A2butA2wasA2ableA2toA2competeA2visualA2tasks.A2IfA2oneA2componentA2isA2damagedA2yetA2t
heA2othersA2aren't,A2itA2showsA2thatA2eachA2componentA2isA2separate.
-
A2LimitationsA2ofA2caseA2studyA2evidence:A2TheA2useA2ofA2brainA2damagedA2patientsA2mak
esA2itA2hardA2toA2drawA2conclusionsA2fromA2theseA2studiesA2asA2theA2researchA2isA2focuse
dA2onA2abnormalA2brains.A2MayA2notA2beA2ableA2toA2generaliseA2findingsA2toA2theA2widerA2
populationA2whoA2haveA2normalA2brains.

-
A2CentralA2executiveA2isA2oversimplified.A2PatientA2EVRA2hadA2aA2cerebralA2tumoursA2rem
oved.A2HeA2performedA2wellA2onA2reasoningA2tasks,A2butA2poorlyA2onA2everydayA2decision
A2makingA2-
A2bothA2ofA2whichA2requireA2theA2centralA2executive.A2ThisA2suggestsA2thatA2theA2centralA2
executiveA2isA2notA2unitary.A2ItA2isA2moreA2complexA2thanA2describedA2byA2theA2workingA2
memoryA2model.

DescribeA2andA2evaluateA2typesA2ofA2longA2termA2memory.A2(AO1)A2-A2Ans--
TulvingA2proposedA2threeA2typesA2ofA2longA2termA2memory:A2episodic,A2semantic,A2andA2p
rocedural.

EpisodicA2memory,A2hippocampusA2-
A2memoriesA2ofA2personalA2experiencesA2involvingA2specificA2details,A2contextA2andA2emo
tions.A2Declarative:A2requireA2consciousA2effortA2toA2remember.A2eg-A2aA2firstA2date

SemanticA2memory,A2temporal/frontalA2lobesA2-
A2MemoriesA2ofA2knowledgeA2aboutA2theA2worldA2thatA2isA2sharedA2withA2everyoneA2(facts)
A2ratherA2thanA2personalA2memories.A2Declarative:A2requiresA2consciousA2effortA2toA2reme
mber.A2eg-A2theA2currencyA2ofA2aA2country

ProceduralA2memory,A2cerebellum/motorA2cortexA2-A2KnowingA2howA2toA2doA2thingsA2/
A2memoryA2ofA2skillsA2thatA2becomeA2automatic.A2Implicit:A2RequiresA2noA2consciousA2effo
rtA2toA2recall.A2eg-A2howA2toA2rideA2aA2bike

DescribeA2andA2evaluateA2typesA2ofA2longA2termA2memory.A2(AO3)A2-A2Ans--
+A2supportingA2evidenceA2basedA2onA2caseA2studiesA2ofA2brainA2damageA2individualsA2tha
tA2suggestA2thatA2episodicA2memoriesA2andA2semanticA2memoriesA2areA2different.A2VicariA
2etA2al:A2CaseA2studyA2ofA2anA28A2yearA2oldA2girlA2whoA2sufferedA2brainA2damageA2followin
gA2theA2removalA2ofA2aA2tumour.A2DueA2toA2theA2locationA2ofA2theA2damage,A2sheA2foundA2i
tA2difficultA2toA2createA2newA2episodicA2memories,A2butA2wasA2stillA2ableA2toA2makeA2some

, A2semanticA2memories.A2ThisA2suggestsA2thatA2episodicA2andA2semanticA2memoriesA2areA
2separateA2typesA2ofA2LTMA2andA2areA2associatedA2withA2differentA2partsA2ofA2theA2brain.
-
ProblemsA2withA2evidence:A2EvidenceA2fromA2brainA2damage.A2SmallA2sampleA2sizes,A2so
A2hardA2toA2generalise,A2andA2conditionsA2areA2oftenA2unique,A2soA2weA2can'tA2sayA2typical
A2brainsA2functionA2inA2theA2sameA2way.


-
A2LongA2termA2memoryA2mayA2notA2beA2heavilyA2subdivided.A2SomeA2researchersA2disagr
eeA2withA2theA2ideaA2thatA2episodicA2andA2semanticA2memoriesA2areA2storedA2differently,A2
asA2theyA2don'tA2believeA2theyA2areA2distinctiveA2enoughA2toA2beA2separate.A2Instead,A2the
yA2shouldA2beA2collectivelyA2knownA2asA2declarativeA2memories.A2ThisA2isA2aA2limitationA2
asA2itA2suggestsA2thereA2mayA2onlyA2beA2twoA2typesA2ofA2longA2termA2memory,A2notA23.

+PracticalA2application.A2AA2researcherA2foundA2thatA2olderA2peopleA2withA2aA2mildA2cogni
tiveA2impairmentA2couldA2beA2trainedA2toA2improveA2episodicA2memory.A2BeingA2ableA2toA2
identifyA2differentA2typesA2ofA2longA2termA2memoryA2allowsA2psychologistsA2toA2haveA2aA2p
ositiveA2impactA2onA2theA2livesA2ofA2peopleA2withA2memoryA2issues.A2ItA2mayA2alsoA2helpA2
peopleA2getA2backA2toA2work,A2whichA2wouldA2haveA2aA2positiveA2effectA2onA2theA2econom
y.

DescribeA2andA2evaluateA2interferenceA2asA2anA2explanationA2forA2forgetting.A2(AO1)A2-
A2Ans--
InterferenceA2isA2forgettingA2becauseA2oneA2memoryA2blocksA2another,A2causingA2oneA2or
A2bothA2memoriesA2toA2beA2distortedA2orA2forgotten.A2
ItA2isA2anA2explanationA2forA2forgettingA2longA2termA2memories-
A2interferenceA2betweenA2memoriesA2makesA2themA2hardA2toA2locate.A2ThereforeA2weA2ex
perienceA2forgetting.
ThereA2areA2twoA2typesA2ofA2interference,A2proactiveA2andA2retroactive.

ProactiveA2interferenceA2isA2whenA2olderA2memoriesA2disruptA2theA2recallA2ofA2newerA2me
mories.A2ForA2example,A2aA2teacherA2hasA2learntA2soA2manyA2namesA2inA2theA2pastA2thatA
2theyA2haveA2difficultA2rememberingA2theA2namesA2ofA2theirA2currentA2class.


RetroactiveA2interferenceA2isA2whenA2newerA2memoriesA2disruptA2theA2recallA2ofA2olderA2
memories.A2ForA2example,A2aA2teacherA2learnedA2soA2manyA2newA2namesA2thisA2yearA2th
eyA2haveA2difficultyA2rememberingA2theA2namesA2ofA2theirA2previousA2students.

DescribeA2andA2evaluateA2interferenceA2asA2anA2explanationA2forA2forgetting.A2(AO3)A2-
A2Ans--
+A2supportingA2evidenceA2forA2retroactiveA2interference:A2McGeochA2&A2McDonald.
AllA2participantsA2learnA2listA2AA2(10A2words),A2haveA2aA210A2minuteA2breakA2andA2thenA2le
arnA2listA2BA2(differentA210A2words).A2ThenA2theyA2areA2askedA2toA2recallA2listA2A.A2Gr1:A2Li
stA2AA2andA2BA2areA2similarA2(12%A2accurate).A2Gr2:A2ListA2BA2comprisedA2ofA2nonsenseA2
syllablesA2(26%A2accurate).A2Gr3:A2listA2BA2comprisedA2ofA2numbersA2(37%A2accurate).A2