Q1.

Most PIN codes are 4 digits long and are easy to remember. In contrast, mobile phone
numbers are 11 digits long. Most people would not be able to remember a friend’s new
mobile phone number unless they were able to say it to themselves several times without
interruption.

Discuss the multi-store model of memory. Refer to the information above in your answer.
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 (Total 16 marks)

Q2.
(a) Read the item and then answer the questions that follow.

A researcher investigating the multi-store model of memory tested short-term

memory by reading out loud sequences of numbers that participants then had
to repeat aloud immediately after presentation. The first sequence was made
up of three numbers: for example, 8, 5, 2. Each participant was tested several
times, and each time the length of the sequence was increased by adding
another number.

Use your knowledge of the multi-store model of memory to explain the purpose of
this research and the likely outcome.

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(4)

(b) After the study was completed, the researcher decided to modify the study by using
sequences of letters rather than numbers.

Suggest one 4-letter sequence and one 5-letter sequence that the researcher could
use. In the case of each sequence, give a justification for your choice. Use a
different justification for each sequence.

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(4)
(Total 8 marks)

Q3.
Which type of long-term memory would be most associated with the following?

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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(b) Difficult to describe in words

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(c) Knowing the meaning of a word

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(Total 3 marks)

Q4.
Explain one limitation of the working memory model.

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(Total 3 marks)

Q5.
Rory is talking with his grandparent and playing a game on his phone at the same time.
The game involves matching blocks of the same colour to complete vertical and horizontal
lines. It is only when his grandparent asks him to describe his route to school that Rory
puts down his game so he can concentrate fully on his answer.

Discuss the working memory model. Refer to Rory’s behaviour in your answer.

You may use this space to plan your answer.

Page 3 of 12
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(Total 16 marks)

Q6.
An explanation for forgetting is interference.

Using an example, explain what is meant by retroactive interference.

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(Total 3 marks)

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Q7.
Briefly evaluate retrieval failure as an explanation for forgetting.

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(Total 4 marks)

Q8.
Outline and evaluate research into the effects of leading questions on the accuracy of
eyewitness testimony.
(Total 8 marks)

Q9.
Below are five evaluative statements about the cognitive interview. Which two statements
are 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)

Page 5 of 12
Mark schemes

Q1.
[AO1 = 6 AO2 = 4 AO3 = 6]

Level Mark Description

Knowledge of the multi-store model is accurate and

generally well detailed. Application is effective.
Discussion 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 the multi-store model is evident but there

are occasional inaccuracies/omissions. Any application
3 9-12 and/or discussion is mostly effective. The answer is
mostly clear and organised but occasionally lacks
focus. Specialist terminology is used appropriately.

Limited knowledge of the multi-store model is present.

Focus is mainly on description. Any discussion and/or
2 5-8 application is of limited effectiveness. The answer lacks
clarity, accuracy and organisation in places. Specialist
terminology is used inappropriately on occasions.

Knowledge of the multi-store model is very limited.

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

0 No relevant content.

Possible description:

• capacity, duration and coding of the separate stores − sensory register, short-term
memory (STM), long-term memory (LTM)
• transfer processes between stores − attention and rehearsal
• rehearsal loop − maintenance in STM
• how information is lost from each store, e.g. decay/displacement
• information processing model − linear made up of unitary stores.

Credit an accurately annotated diagram.

Possible application:

• four-digit numbers are easy to remember as 7(+/−2) items is the average capacity of
STM
• eleven-digit mobile numbers would exceed this limited capacity
• these longer mobile numbers can be recalled if people ‘say it to themselves several
times’ which implies maintenance in STM/transfer to LTM
• interruption disrupts recall because it causes displacement from STM

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 • credit reference to ‘chunking’ and/or primacy-recency effect in this context.

Possible discussion points:

• useful starting point for memory research, first model to incorporate three different
stores
• evidence that supports the coding, capacity, duration of the three stores, e.g.
Baddeley, Jacobs, Sperling, Bahrick et al
• evidence that supports the functional separation of the stores, e.g. Glanzer and
Cunitz
• evidence that challenges the unitary nature of STM and LTM, e.g. Shallice and
Warrington
• evidence which suggests that rehearsal is not the only method of transfer from STM
to LTM/ distinction between maintenance and elaborative rehearsal
• critical comparisons with alternative models, e.g. working memory.

Only credit methodological evaluation of studies if this used to discuss the

strengths/limitations of the model.

Credit other relevant material.

[16]

Q2.

(a) [A02 = 4]

1 mark for each valid point as follows:

• purpose is to test the capacity of short-term memory.
• short-term memories are coded verbally / acoustically / task requires
verbal rehearsal.
• outcome – most of the people tested would be able to repeat correctly a
sequence of between 5 and 9 items.
• because according to the multi-store model, short-term memory has a
limited capacity of 7 + or - 2.

(b) [AO3 = 4]

1 mark for an appropriate 4-letter sequence (to be creditworthy, this sequence

should not make up a word or a recognisable abbreviation of a word, be a
recognisable acronym or include multiple repetitions, eg ‘p,p,p,p’).

Plus

1 mark for appropriate 5-letter sequence (to be creditworthy this sequence

should not make up a word or a recognisable abbreviation of a word, be a
recognisable acronym or include multiple repetitions eg ‘p,p,p,p,p’, have any
similarity to / connection with the 4-letter sequence (eg partial repetition,
rhyme with).

Plus

1 mark each for any two valid justification points: eg

• words – have meaning – can be recalled as wholes.

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 • recognisable abbreviations – have meaning – can be recalled as wholes.
• acronyms – have meaning – can be recalled as whole.
• multiple repetitions – reduce cognitive demand.
• rhyming letters – reduce cognitive demand.

Do not accept the statement ‘letters must be random’ without further

elaboration because random selection could, by chance, result in a word,
acronym etc.

Q3.
[AO1 = 1]

Episodic
1

[AO1 = 1]

Procedural
1

[AO1 = 1]

Semantic
1
[3]

Q4.
[AO3 = 3]

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]

Q5.

Page 8 of 12
[AO1 = 6 AO2 = 4 AO3 = 6]

Level Marks Description

Knowledge of the working memory model is accurate

and generally well detailed. Application is effective.
Discussion 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 the working memory model is evident

but there are occasional inaccuracies/omissions.
Application and/or discussion 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 the working memory model is

present. Focus is mainly on description. Any discussion
and/or application 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 the working memory model is very

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

0 No relevant content.

Possible content:
• version of STM which sees this store as an active processor
• description of central executive and sub-systems/components – visuo-spatial
scratch/sketch pad (visual cache, inner scribe); phonological store/loop; articulatory
loop/control process; primary acoustic store; episodic buffer (versions vary – not all
sub-systems need to be present for full marks)
• information concerning capacity and coding of each store
• allocation of resources/divided attention/dual-task performance.

Possible application:
• in the early part of the conversation, Rory/the central executive can divide attention
between the conversation and the game on his phone
• this is because the two tasks use different sub-systems: phonological
store/articulatory loop for the conversation and VSSP for the game
• when he is asked to recount his route to school (a visuo-spatial task), this places too
many demands on the VSSP
• this means Rory must abandon his game to free up more attentional resources
because of the limited capacity of the stores.

Possible discussion:

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 • use of evidence to support or refute the model/individual sub-systems, eg Hunt –
central executive; KF case study – separate visual and verbal stores in STM;
Paulescu et al – PET scan; Logie – mental rotation task for VSSP
• explains how cognitive processes interact
• a view of memory that is active rather than passive (in contrast to the multi-store
model)
• provides explanation/treatments for processing deficits, eg dyslexia
• explains results of dual task studies, eg Baddeley
• vague, untestable nature of the central executive
• supported by highly controlled lab studies which may undermine the validity of the
model.

Credit other relevant material.

[16]

Q6.
[AO1 = 3]

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]

Q7.
[AO3 = 4]

Level Marks Description

Evaluation of retrieval failure as an explanation for

forgetting is clear, mostly effective and has some detail.
2 3-4
The answer is generally coherent with effective use of
terminology.

Evaluation of retrieval failure as an explanation for

forgetting is evident but lacks clarity and/or detail. The
1 1-2
answer as a whole is not clearly expressed.
Terminology is either absent or inappropriately used.

0 No relevant content.

Possible evaluation points:

• use of evidence from studies showing context/state/category dependent forgetting,
eg Abernethy (1940), Godden and Baddeley (1975), Overton (1972), Peters and

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 McGee (1982), Tulving and Pearlstone (1966) suggest that retrieval failure/absence
of cues is a valid explanation of forgetting
• application of explanation, eg improving memory using mnemonics, category
headings; mentally reinstating the context in cognitive interview improves EWT
• 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.

Accept other valid points.

[4]

Q8.

[AO1 = 4 AO3 = 4]

Level Marks Description

Knowledge of research into effects of leading questions is

accurate and generally well detailed. Evaluation is
effective. The answer is clear, coherent and focused on the
4 7–8
accuracy of eyewitness testimony. Specialist terminology is
used effectively. Minor detail and / or expansion of
argument sometimes lacking.

Knowledge of research into effects of leading questions is

evident and there is some focus on accuracy of eyewitness
3 5–6 testimony. There are occasional inaccuracies. There is
some effective evaluation. The answer is mostly clear and
organised. Specialist terminology mostly used effectively.

Knowledge of research into effects of leading questions is

present although links to accuracy of eyewitness testimony
are limited. Focus is mainly on description. Any evaluation
2 3–4
is of limited effectiveness. The answer lacks clarity,
accuracy and organisation in places. Specialist terminology
used inappropriately on occasions.

Knowledge of research into effects of leading questions is

limited. Evaluation is limited, poorly focused or absent. The
1 1–2 answer as a whole lacks clarity, has many inaccuracies
and is poorly organised. Specialist terminology either
absent or inappropriately used.

0 No relevant content.

Possible content:

• Loftus and Palmer’s (1974) study changing verb in critical question was
changed (smashed, collided, bumped, hit or contacted)
• Loftus and Palmer “Did you see any broken glass?”
• Loftus et al’s (1978) study using a red Datsun and Stop or Yield signs
• research into anxiety and EWT is not relevant without reference to leading

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 questions, eg Yuille and Cutshall study of a real-life shooting and resistance to
leading questions
• research into age of witness and misleading information may be relevant, eg
Warren et al (2005) found children more likely to be influenced by leading
questions than adults
• credit any other relevant research, studies and / or theories, eg post-event
contamination; confabulation; reconstructive memory.

Possible evaluation points:

Will depend on research chosen but might include:

• question of validity in laboratory studies or lack of control in real-life situations

• methodological issues including sampling, replication and corroboration with
other studies
• ethical issues
• practical applications / implications of the research.

Credit other relevant evaluation points.

Q9.

[AO3 = 2]

1 mark – B

1 mark – D

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