MEMORY EXAM QUESTIONS AND
ACTUAL ANSWERS UPDATED 2024 -25
Identify, the, main, type, of, coding, used, in, each, of, the, following, components, of, the, multi-store,
model, of, memory:
Short, term, memory
Long, term, memory
[2, marks], , ANS, -, , Short, term, memory, =, acoustic, (accept, sound, or, similar).
Long, term, memory, =, semantic, (accept, meaning, or, similar).
Memory, studies, are, sometimes, criticised, for, being, unrealistic., Briefly, explain, two, ways, that, this,
criticism, could, be, addressed, in, memory, research.
[4, marks], , ANS, -, , Researchers, could, use, environments, that, are, natural, for, participants, such, as,
school, classrooms, when, learning, and, recalling, information
Researchers, could, ensure, that, the, task, are, everyday, tasks, for, their, participants,, such, as, learning,
definitions, if, they, are, student, participants
Realistic, stimuli, can, be, used, to, recall, information, such, as, visual, tasks, so, that, they, more, closely,
reflect, everyday, memory, tasks.
Different, methodology/data, collection, techniques
Zina, witnessed, a, violent, incident., The, attacker, pulled, out, a, knife, and, threatened, the, victim., Zina,
was, close, to, the, attacker, and, was, very, frightened, and, anxious., Her, friend,, Amanda,, was, further,
,away, and, less, anxious., The, police, took, witness, statements, from, both, Zina, and, Amanda., Their,
statements, were, very, different.
Using, your, knowledge, of, research, into, the, effects, of, anxiety, on, eye-witness, testimony,, explain,
why, Zina's, and, Amanda's, statements, are, different.
[4, marks], , ANS, -, , When, anxiety/arousal, is, high,, as, is, the, case, for, Zina,, this, leads, to, a, decrease, in,
accuracy/detail, compared, with, Amanda.,
This, is, supported, by, research,, e.g., Johnson, and, Scott, who, found, that, those, in, the, high, anxiety,
condition, were, less, likely, to, accurately, identify, the, man.
This, is, supported, by, research,, e.g., Duffenbacher, (1983), meta-analysis, found, that, high, levels, of,
anxiety, negatively, affected, the, memory, of, eyewitnesses.
When, anxiety/arousal, is, high,, as, is, the, case, for, Zina,, this, leads, to, increased, accuracy/detail,
compared, with, Amanda.,
This, is, supported, by, research, evidence,, e.g., Christianson, and, Hubinette, where, victims, were, more,
accurate, than, onlookers.
This, is, supported, by, research,, e.g., Yuille, and, Cutshall's, study, where, those, witnesses, that, were,
close, to, the, shooting, were, accurate,, even, months, later.
A, psychologist, decided, to, interview, both, Zina, and, Amanda, five, months, later, to, see, if, they, could,
still, remember, the, same, level, of, detail, about, the, incident.
Explain, one, ethical, issue, the, psychologist, must, consider, before, interviewing, Zina, and, Amanda.
[2, marks], , ANS, -, , Treating, people, with, respect, such, as, assuring, their, confidentiality,, giving, them,
the, right, to, withdraw,, etc.
Protection, from, harm, -, Zina, and, Amanda, could, experience, psychological, harm, from, having, to,
recall, the, details, of, the, incident, again, so, they, could, be, offered, counselling
Informed, consent, -, the, psychologist, must, gain, informed, consent,, so, Zina, and, Amanda, are, aware,
that, they, will, be, interviewed, about, the, incident.
, Describe, and, evaluate, interference, as, an, explanation, for, forgetting.
[12, marks], , ANS, -, , *AO1*
Interference, is, where, two, lots, of, information, become, confused, in, memory
Proactive, interference, is, where, old, learning, affects, recall, of, new, information
Retroactive, interference, is, where, new, learning, affects, recall, of, old, information
Newer, information, may, overwrite, earlier, information
Interference, is, more, likely, to, occur, when, the, two, pieces, of, information, are, similar/response,
competition
The, impact, of, passage, of, time/intervening, events, on, forgetting
*AO3*
Use, of, research, evidence, to, support, or, contradict, the, role, of, interference
Loss, of, information, may, only, be, temporary,, therefore, interference, is, not, a, true, explanation, for,
forgetting
Issue, of, validity, -, evidence, that, interference, can, explain, forgetting, frequently, comes, from, artificial,
laboratory, experiments, using, artificial, tasks,, so, interference, may, not, occur, to, the, same, extent, in,
more, real-life, settings, and, scenarios,, so, challenging, interference, as, an, explanation, of, forgetting
ACTUAL ANSWERS UPDATED 2024 -25
Identify, the, main, type, of, coding, used, in, each, of, the, following, components, of, the, multi-store,
model, of, memory:
Short, term, memory
Long, term, memory
[2, marks], , ANS, -, , Short, term, memory, =, acoustic, (accept, sound, or, similar).
Long, term, memory, =, semantic, (accept, meaning, or, similar).
Memory, studies, are, sometimes, criticised, for, being, unrealistic., Briefly, explain, two, ways, that, this,
criticism, could, be, addressed, in, memory, research.
[4, marks], , ANS, -, , Researchers, could, use, environments, that, are, natural, for, participants, such, as,
school, classrooms, when, learning, and, recalling, information
Researchers, could, ensure, that, the, task, are, everyday, tasks, for, their, participants,, such, as, learning,
definitions, if, they, are, student, participants
Realistic, stimuli, can, be, used, to, recall, information, such, as, visual, tasks, so, that, they, more, closely,
reflect, everyday, memory, tasks.
Different, methodology/data, collection, techniques
Zina, witnessed, a, violent, incident., The, attacker, pulled, out, a, knife, and, threatened, the, victim., Zina,
was, close, to, the, attacker, and, was, very, frightened, and, anxious., Her, friend,, Amanda,, was, further,
,away, and, less, anxious., The, police, took, witness, statements, from, both, Zina, and, Amanda., Their,
statements, were, very, different.
Using, your, knowledge, of, research, into, the, effects, of, anxiety, on, eye-witness, testimony,, explain,
why, Zina's, and, Amanda's, statements, are, different.
[4, marks], , ANS, -, , When, anxiety/arousal, is, high,, as, is, the, case, for, Zina,, this, leads, to, a, decrease, in,
accuracy/detail, compared, with, Amanda.,
This, is, supported, by, research,, e.g., Johnson, and, Scott, who, found, that, those, in, the, high, anxiety,
condition, were, less, likely, to, accurately, identify, the, man.
This, is, supported, by, research,, e.g., Duffenbacher, (1983), meta-analysis, found, that, high, levels, of,
anxiety, negatively, affected, the, memory, of, eyewitnesses.
When, anxiety/arousal, is, high,, as, is, the, case, for, Zina,, this, leads, to, increased, accuracy/detail,
compared, with, Amanda.,
This, is, supported, by, research, evidence,, e.g., Christianson, and, Hubinette, where, victims, were, more,
accurate, than, onlookers.
This, is, supported, by, research,, e.g., Yuille, and, Cutshall's, study, where, those, witnesses, that, were,
close, to, the, shooting, were, accurate,, even, months, later.
A, psychologist, decided, to, interview, both, Zina, and, Amanda, five, months, later, to, see, if, they, could,
still, remember, the, same, level, of, detail, about, the, incident.
Explain, one, ethical, issue, the, psychologist, must, consider, before, interviewing, Zina, and, Amanda.
[2, marks], , ANS, -, , Treating, people, with, respect, such, as, assuring, their, confidentiality,, giving, them,
the, right, to, withdraw,, etc.
Protection, from, harm, -, Zina, and, Amanda, could, experience, psychological, harm, from, having, to,
recall, the, details, of, the, incident, again, so, they, could, be, offered, counselling
Informed, consent, -, the, psychologist, must, gain, informed, consent,, so, Zina, and, Amanda, are, aware,
that, they, will, be, interviewed, about, the, incident.
, Describe, and, evaluate, interference, as, an, explanation, for, forgetting.
[12, marks], , ANS, -, , *AO1*
Interference, is, where, two, lots, of, information, become, confused, in, memory
Proactive, interference, is, where, old, learning, affects, recall, of, new, information
Retroactive, interference, is, where, new, learning, affects, recall, of, old, information
Newer, information, may, overwrite, earlier, information
Interference, is, more, likely, to, occur, when, the, two, pieces, of, information, are, similar/response,
competition
The, impact, of, passage, of, time/intervening, events, on, forgetting
*AO3*
Use, of, research, evidence, to, support, or, contradict, the, role, of, interference
Loss, of, information, may, only, be, temporary,, therefore, interference, is, not, a, true, explanation, for,
forgetting
Issue, of, validity, -, evidence, that, interference, can, explain, forgetting, frequently, comes, from, artificial,
laboratory, experiments, using, artificial, tasks,, so, interference, may, not, occur, to, the, same, extent, in,
more, real-life, settings, and, scenarios,, so, challenging, interference, as, an, explanation, of, forgetting
