Q1.
Jenny was standing at a bus stop talking on her mobile phone. The weather was wet and
cold. Two men in the bus queue started arguing. One of the men was stabbed and badly
injured. Later that day the police questioned Jenny, using a cognitive interview. They
asked her to report everything she could remember about the incident even if it seemed
unimportant.
Apart from ‘report everything’, explain how the police could use a cognitive interview to
investigate what Jenny could remember.
In your answer you must refer to details from the passage above.
(Total 4 marks)
Q2.
Distinguish between procedural memory and semantic memory.
(Total 3 marks)
Q3.
Describe and evaluate the multi-store model of memory.
(Total 12 marks)
Q4.
Describe and evaluate the multi-store model of memory.
(Total 16 marks)
Q5.
Some psychologists argue that there is always more information about an event in a
person’s memory than can be recalled at any one time. This means that eye-witness recall
can be improved by using certain techniques and methods.
Describe and evaluate at least one way of improving eye-witness recall. Refer to
evidence in your answer.
(Total 12 marks)
Q6.
A researcher carried out an experiment to investigate misleading information. Participants
were shown a photograph in which a man and a woman were talking. The photograph
was then taken away and the participants were asked questions about it. Participants
were randomly allocated to condition one or condition two.
Participants in condition one were asked:
Question A “How old was the youth in the photograph?”
Participants in condition two were asked:
Question B “How old was the man in the photograph?”
(a) Why is Question A an example of misleading information?
(2)
Page 1 of 41
, (b) Name an appropriate experimental design which could be used in this experiment.
Explain why a repeated measures design would be unsuitable to use in this
experiment.
(4)
(c) Explain why it would be appropriate to use a pilot study as part of this experiment.
(4)
(d) In this experiment, participants were asked to look at a photograph rather than
watch a live conversation. Explain one strength and one limitation of carrying out
the experiment in this way.
(4)
(e) Describe at least one other research study into misleading information. In your
answer you should include details of what participants were asked to do and what
results were found.
(6)
(Total 20 marks)
Q7.
Claire can search through family photos on her laptop and listen to music at the same
time. However, she finds it difficult to read her e-mails when talking to a friend on the
phone.
Use your knowledge of the working memory model to explain why Claire is able to
perform the first two tasks at the same time, but finds it difficult to perform the second two
tasks at the same time.
(Total 4 marks)
Q8.
Some psychologists argue that there is always more information about an event in a
person’s memory than can be recalled at any one time. This means that eye-witness recall
can be improved by using certain techniques and methods.
Describe and evaluate at least one way of improving eye-witness recall. Refer to
evidence in your answer.
(Total 16 marks)
Q9.
Describe and evaluate the multi-store model of memory. Refer to evidence in your answer.
(Total 16 marks)
Q10.
(a) In the context of explanations of forgetting, what is meant by interference?
(2)
(b) Choose one study in which the effects of interference were investigated. Briefly
outline what the participants had to do in the study.
(2)
(c) Briefly discuss one limitation of interference as an explanation of forgetting.
Page 2 of 41
, (3)
(Total 7 marks)
Q11.
Give one example of a semantic memory and one example of an episodic memory.
Briefly explain one difference between these types of long-term memory.
(Total 3 marks)
Q12.
Outline one study that has investigated the effect of anxiety on eyewitness testimony.
(Total 4 marks)
Q13.
Outline one strength and one limitation of the working memory model.
(2)
(2)
(Total 4 marks)
Q14.
Outline the main features of the working memory model.
(Total 4 marks)
Q15.
The multi-store model of memory proposes that there are separate short-term and long-
term stores.
Explain two differences between short-term memory and long-term memory in this
mode
(2)
(2)
(Total 4 Marks)
Q16.
A researcher studied the effect of context on memory. He used an independent groups
design. He tested participants in one of two conditions.
In Condition 1, a group of 20 schoolchildren learned a list of 40 words in a classroom.
This group then recalled the words in the same classroom.
In Condition 2, a different group of 20 schoolchildren learned the same list of 40 words in
a classroom. This group then recalled the words in the school hall.
The researcher recorded the results and compared the mean number of words recalled in
each condition.
(a) Identify the independent variable in this study.
(1)
(b) Use your knowledge of retrieval failure to explain the likely outcome of this study.
Page 3 of 41
, (3)
(c) In this study, participants were randomly allocated to one of the two conditions.
Explain how this might have been carried out.
(2)
(d) In this study, the researcher used an independent groups design. The researcher
decided to repeat the study with different participants and to use a matched pairs
design.
Explain how these participants could be matched and then allocated to the
conditions.
(2)
(Total 8 marks)
Q17.
Outline and evaluate research into the effects of misleading information on eyewitness
testimony.
(Total 8 marks)
Q18.
(a) One technique used in cognitive interviews is ‘report everything’. When using this
technique, the police officer in this investigation read the following instructions to the
participants:
“Please tell me everything you can remember about what you saw in the film. Do not
leave anything out, even the small details you think may be unimportant.”
Identify one other technique which could have been used by the police officer in this
cognitive interview. Write down the instructions that he could have read out to the
participants.
(3)
(b) The psychologist also recorded the number of correct items recalled and the
number of incorrect items recalled in each type of interview. The following results
were obtained:
Cognitive Interview Standard Interview
Mean number of correct
45 32
items recalled
Mean number of
incorrect 8 8
items recalled
From these results, what might the psychologist conclude about the effectiveness of
cognitive interviews?
(2)
(Total 5 marks)
Page 4 of 41
Jenny was standing at a bus stop talking on her mobile phone. The weather was wet and
cold. Two men in the bus queue started arguing. One of the men was stabbed and badly
injured. Later that day the police questioned Jenny, using a cognitive interview. They
asked her to report everything she could remember about the incident even if it seemed
unimportant.
Apart from ‘report everything’, explain how the police could use a cognitive interview to
investigate what Jenny could remember.
In your answer you must refer to details from the passage above.
(Total 4 marks)
Q2.
Distinguish between procedural memory and semantic memory.
(Total 3 marks)
Q3.
Describe and evaluate the multi-store model of memory.
(Total 12 marks)
Q4.
Describe and evaluate the multi-store model of memory.
(Total 16 marks)
Q5.
Some psychologists argue that there is always more information about an event in a
person’s memory than can be recalled at any one time. This means that eye-witness recall
can be improved by using certain techniques and methods.
Describe and evaluate at least one way of improving eye-witness recall. Refer to
evidence in your answer.
(Total 12 marks)
Q6.
A researcher carried out an experiment to investigate misleading information. Participants
were shown a photograph in which a man and a woman were talking. The photograph
was then taken away and the participants were asked questions about it. Participants
were randomly allocated to condition one or condition two.
Participants in condition one were asked:
Question A “How old was the youth in the photograph?”
Participants in condition two were asked:
Question B “How old was the man in the photograph?”
(a) Why is Question A an example of misleading information?
(2)
Page 1 of 41
, (b) Name an appropriate experimental design which could be used in this experiment.
Explain why a repeated measures design would be unsuitable to use in this
experiment.
(4)
(c) Explain why it would be appropriate to use a pilot study as part of this experiment.
(4)
(d) In this experiment, participants were asked to look at a photograph rather than
watch a live conversation. Explain one strength and one limitation of carrying out
the experiment in this way.
(4)
(e) Describe at least one other research study into misleading information. In your
answer you should include details of what participants were asked to do and what
results were found.
(6)
(Total 20 marks)
Q7.
Claire can search through family photos on her laptop and listen to music at the same
time. However, she finds it difficult to read her e-mails when talking to a friend on the
phone.
Use your knowledge of the working memory model to explain why Claire is able to
perform the first two tasks at the same time, but finds it difficult to perform the second two
tasks at the same time.
(Total 4 marks)
Q8.
Some psychologists argue that there is always more information about an event in a
person’s memory than can be recalled at any one time. This means that eye-witness recall
can be improved by using certain techniques and methods.
Describe and evaluate at least one way of improving eye-witness recall. Refer to
evidence in your answer.
(Total 16 marks)
Q9.
Describe and evaluate the multi-store model of memory. Refer to evidence in your answer.
(Total 16 marks)
Q10.
(a) In the context of explanations of forgetting, what is meant by interference?
(2)
(b) Choose one study in which the effects of interference were investigated. Briefly
outline what the participants had to do in the study.
(2)
(c) Briefly discuss one limitation of interference as an explanation of forgetting.
Page 2 of 41
, (3)
(Total 7 marks)
Q11.
Give one example of a semantic memory and one example of an episodic memory.
Briefly explain one difference between these types of long-term memory.
(Total 3 marks)
Q12.
Outline one study that has investigated the effect of anxiety on eyewitness testimony.
(Total 4 marks)
Q13.
Outline one strength and one limitation of the working memory model.
(2)
(2)
(Total 4 marks)
Q14.
Outline the main features of the working memory model.
(Total 4 marks)
Q15.
The multi-store model of memory proposes that there are separate short-term and long-
term stores.
Explain two differences between short-term memory and long-term memory in this
mode
(2)
(2)
(Total 4 Marks)
Q16.
A researcher studied the effect of context on memory. He used an independent groups
design. He tested participants in one of two conditions.
In Condition 1, a group of 20 schoolchildren learned a list of 40 words in a classroom.
This group then recalled the words in the same classroom.
In Condition 2, a different group of 20 schoolchildren learned the same list of 40 words in
a classroom. This group then recalled the words in the school hall.
The researcher recorded the results and compared the mean number of words recalled in
each condition.
(a) Identify the independent variable in this study.
(1)
(b) Use your knowledge of retrieval failure to explain the likely outcome of this study.
Page 3 of 41
, (3)
(c) In this study, participants were randomly allocated to one of the two conditions.
Explain how this might have been carried out.
(2)
(d) In this study, the researcher used an independent groups design. The researcher
decided to repeat the study with different participants and to use a matched pairs
design.
Explain how these participants could be matched and then allocated to the
conditions.
(2)
(Total 8 marks)
Q17.
Outline and evaluate research into the effects of misleading information on eyewitness
testimony.
(Total 8 marks)
Q18.
(a) One technique used in cognitive interviews is ‘report everything’. When using this
technique, the police officer in this investigation read the following instructions to the
participants:
“Please tell me everything you can remember about what you saw in the film. Do not
leave anything out, even the small details you think may be unimportant.”
Identify one other technique which could have been used by the police officer in this
cognitive interview. Write down the instructions that he could have read out to the
participants.
(3)
(b) The psychologist also recorded the number of correct items recalled and the
number of incorrect items recalled in each type of interview. The following results
were obtained:
Cognitive Interview Standard Interview
Mean number of correct
45 32
items recalled
Mean number of
incorrect 8 8
items recalled
From these results, what might the psychologist conclude about the effectiveness of
cognitive interviews?
(2)
(Total 5 marks)
Page 4 of 41
