Second term A3 Core: Cognitive ERQ 1 (30)

HAND IN SOFT COPY

Part 1
ERQ: Memory models (10)

You all should be familiar with “Discuss” & “Evaluate”, let’s try out a new command term for
ERQ “Contrast”!
The following sample is for the question:
Contrast two models of memory with reference to research studies. (22)

The sample below is an exemplary response.

What is this question asking? What you need to answer?
The question is asking us to compare two models of memory, while supporting each study
with its respective studies. We must describe and explain two models of memory, and
apply its respective studies through outlining and detailing the study, while linking it to
how it represents the model of memory. Rather than evaluating the study and its methods,
we should evaluate how well/poor it demonstrates the respective model of memory, as
that is what the question is looking for.

Sample Focus on the question

Memory is a complex cognitive process. It involves the ✅ does explain and

encoding, storage and retrieval of information. As the process is describe what memory
complex, models are used to explain how memory works. An is + how the two models
early model of memory was proposed by Atkinson & Shiffrin, of memory showcase
called the Multi-Store model. This model was the first to memory differently
distinguish between short-term and long-term memory stores.
A later model is schema theory, which argues that memories ✅appropriate
are not “stored” as whole memories, but are reconstructed. application of studies
These two models explain different aspects of memory and (one study per model)
have different evidence and limitations.
✅appropriate points of
evaluation on the model
The Multi-store model explains that all memory is taken in of memory as well as the
through our senses. This information enters our sensory store, study itself
where if we pay attention to it, it will pass to short-term
memory. Short-term memory is limited in duration and
capacity. According to Miller, STM can hold only 7 plus or minus Knowledge and
2 pieces of information. Short-term memory lasts for six to understanding
twelve seconds. When information in the short-term memory is
rehearsed, it enters the long-term memory store in a process ✅demonstrates clear
called “encoding.” When we recall information, it is retrieved understanding on
from LTM and moved back into STM. memory
✅demonstrates clear
The case study of HM provided biological support for two understanding on what
different memory stores. HM had a temporal lobectomy to end each model of memory
his epileptic seizures. The loss of his hippocampus meant that is
he could retrieve information from before the surgery, but he ✅critical thinking skills
could not create new memories. He could, however, hold a demonstrates the
conversation, showing that he had working (STM) memory. It complete understanding
appears that the hippocampus is responsible for transferring of each study and its
information from short-term memory to long-term memory. respective models
This supports that there is more than one store for memory.
Use of research
Biological research has also supported the idea that repetition
is necessary for memory. Repetition leads to long-term ✅appropriate use of
potentiation of the synapses, making the connection researches
“stronger.” Finally, research by Glanzer & Cunitz found that
when given a list of words without distraction, people tend to ✅was able to outline
remember the beginning of the list (repetition leads to LTM) the aim, procedure,
and the end of the list (still in STM). results and findings of
each study
Although this model helped researchers to conceptualize
memory, there were some limitations. First, it does not address
all different types of memory. For example, in the HM study it
was found that procedural memory was not affected by the
removal of the hippocampus. In addition, emotion appears to Critical thinking
play a role in the strength of memories – something called
flashbulb memories. The argument is that repetition may not ✅valid points of
be necessary for all memories – but instead a powerful evaluation
emotion, possibly tied to adrenaline and the amygdala, may ✅each point was
create memories. Finally, the model does not address memory supported with evidence
distortion. This is a key difference between the MSM and from the studies
schema theory. ✅was able to discuss
the limitations of each
Schema theory is a model of memory in which we store model of memory, with
“mental representations” that come from our prior experience respect to the studies
and knowledge. When we create a memory, we do this in light discussed
of our schema. Schema act as a filter. As Brewer & Treyens
found, when remembering an office, people don’t create a
memory of “the office”, but instead rely on their knowledge of
offices to form a memory. Participants were asked to wait in an Clarity and organization
office for 35 seconds for the experiment to begin. When they
were called in, they were asked to recall as many items as they ✅clear and concise
could from the office. The researchers found that they tended layout/format:
to recall items that were in a typical office, even if they were
not in the office they had been in (for example, bookshelves). Intro: explains what
In addition, they failed to recall items that were not typical of memory is and how the
an office (a brick). In other words, memories are created not two models
just by sensory input as the MSM argues, but through top- demonstrate that
down processing in which memories of past similar experiences
influence what is remembered and how it is remembered. Body part 1:
- Study 1
According to schema theory, we tend to pay more attention to - Evaluation of
stimuli that match our schema and not pay attention to stimuli study 1
that do not. This is a significant difference to the MSM in that - Evaluation of the
the MSM does not explain why we pay attention to a stimulus model
or not. In addition, schema theory argues that memory is
reconstructed – that is, when I recall a memory, I am not Body part 2:
producing a “snapshot” of the memory, but instead activating - Study 2
different schema. Remembering a day at school involves - Evaluation of
schema of people I know, the school building itself, a “script” study 2
for how a day at school goes, etc. Because memory is - Evaluation of the
reconstructed, distortion can occur. I remember a friend being model
at school today because that is my schema for English class –
even though the friend was absent. This distortion is Comparative paragraph
something that the MSM cannot explain. 1:
- How one model
Schema theory has a few limitations that are different from the does something
MSM. Schema theory does not explain where memories are better than the
stored. And although there is an attempt to explain different other
types of schema, it does not address STM and LTM as different. Comparative paragraph
Clearly when a schema is “activated”, it comes into STM. 2:
Schema theory as an explanation of memory cannot be well - How both
understood without the MSM. models work
together and
The MSM explains that if memories are not rehearsed, then the their
memories are lost or “decay.” Schema theory does not clearly contributions to
explain why memories are forgotten. Finally, as seen above, memory
the MSM has biological support– whereas schema does not
have clear biological support.

The two models together give us a good understanding of how

memory may work. Both models have different limitations, but
both models fail to address different types of memory and the
role emotion plays in the creation of memories.
 920 words

Try to brainstorm: What are common problems with this question? How can this student
improve his writing?

The student should have compared the two models of memory more. The student did an
excellent job outlining and explaining what memory is and what the models of memory
discussed are, but compared to the paragraphs where he actually compared the two
models of memory, the ratio was not balanced, which is a big flaw as compare is the action
verb of this ERQ. In order to improve, the student could focus less on highlighting all the
details of each study, evaluation of each study, and details of the model of memory, but
instead compare and contrast how the two models of memory are different/similar.

Part 2:
Try to plan your ERQ writing for the following question: *BE AS DETAIL AS POSSIBLE! (10)
Contrast two models of or theories of one cognitive
process.

What do we need to do before we begin? What should be tackled in this essay?

- We need to first choose the two models or theories that will be discussed: multi-
store/ working memory model
- We need to choose one cognitive process to focus on: encoding/storage/retrieval
of information
- What should be tackled:
→ details on each model
→ details on each study supporting the model
→ comparative points
An outline of the essay might look like this:

Intro:
→ what is memory
→ what are the two models of memory
→ what cognitive process do they demonstrate

Multi-store model
→ what is the multi-store model
→ how does it demonstrate memory
→ how does the study support its theory on memory
→ evaluation of study (brief) + how the study supports the model (more detailed)

Working memory model

→ what is the working memory model
→ how does it demonstrate memory
→ how does the study support its theory on memory
→ evaluation of study (brief) + how the study supports the model (more detailed)

!COMPARISON!
(should take up the most space in essay)
E.g. differ in their approaches and the types of memory they emphasize
- List their differences but also similarities
- Comparison of evaluation points
Try one more: (10)
Contrast two techniques used to study the brain in relation to be
behaviour.
*Your biological approach knowledge!

What do we need to do before we begin? What should be tackled in this essay?

- We need to first choose the two techniques that will be discussed: functional
magnetic resonance imaging (fMRI) and electroencephalography (EEG)
- We need to choose one behaviour to focus on
- What should be tackled:
→ details on each technique
→ details on each study and how it operates
→ comparative points

An outline of the essay might look like this:

Intro
- A general description on the study of the brain
- Brief intro on the two techniques
- How they explore brain function + their general differences

Electroencephalography (EEG)
→ how It works
→ what it records
→ study that uses EEG
→ evaluation of study (brief) + how EEG was used in the study (more detailed)
Functional Magnetic Resonance Imaging (fMRI)
→ how it works
→ what it records
→ study that uses fMRI
→ evaluation of study (brief) + how fMRI was used in the study (more detailed)

!COMPARASION!
(should take up the biggest portion of the essay)
E.g. differ in their approaches and the types of data they provide
- List their differences but also similarities
- Comparison of evaluation points

Second term A3 Extension:

SAQ Analysis on Schema Theory & ERQ Analysis on Memory Model