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Mark schemes
(a) [AO2 = 1 AO3 = 1]
1.
1 mark for interpreting what the mean memory span values suggest about coding in
short-term memory: coding in short-term memory is based on sound (acoustic).

Accept alternative wording.

Plus

1 mark for an accurate justification about the difference in the mean scores: mean number
of words recalled is smaller when words are similar sounding than when they are different.

Accept alternative wording.

0 marks for just stating the data from the table.

Justifications are not creditworthy in isolation.

2

(b) [AO2 = 1 AO3 = 1]

1 mark for an accurate comment about what the standard deviation values suggest: there
was more variability in scores in the different sounding condition.

Accept alternative wording (there was more consistency in scores in the similar sounding
condition).

Plus

1 mark for an accurate justification about the difference in the standard deviations:
standard deviation is greater in the different sounding condition than in the similar sounding
condition.

Accept alternative wording (standard deviation is smaller in the similar sounding condition).

0 marks for just stating the data from the table.

Justifications are not creditworthy in isolation.

2

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 (c) [AO3 = 2]

2 marks for a clear and coherent explanation of how using counterbalancing might improve
the design of the study.

1 mark for a muddled/limited explanation.

Relevant points:
• addresses the problem of order effects, eg practice, may have occurred in the
repeated measures design/because participants took part in both conditions
• by having half the participants do the conditions in a different order, any order effects
affect both conditions equally.

Accept other possible explanations.

2
[6]

2. AO2 = 4

Candidates are most likely to focus on rehearsal. Answers could refer to the fact that mere
rehearsal is too simple a process to account for the transfer of information from STM to LTM.
Candidates might also point out that the type of information is important in whether it is recalled
or not. For example, 1 mark for identifying rehearsal as a transfer mechanism and up to 3 further
marks for explaining that even though students rehearse the information it doesn’t transfer from
STM to LTM as predicted by the model. However, information in the magazine is only presented
once, but it does transfer to LTM, despite lack of rehearsal.

Alternative explanations related to the MSM would be acceptable. Explanations which don’t
relate to the MSM (eg shallow processing) or explanations related to a single individual (eg brain
damage) would not.

Candidates who state a relevant criticism of the MSM, but who make no explicit reference to any
part of the observation, should be restricted to a maximum of 2 marks.

3. Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed.
Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding

• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

Although the essential content for this mark scheme remains the same, mark schemes for the
new AQA Specification (Sept 2015 onwards) take a different format as follows:

• A single set of numbered levels (formerly bands) to cover all skills

• Content appears as a bulleted list
• No IDA expectation in A Level essays, however, credit for references to issues, debates
and approaches where relevant.

Longley Park Sixth Form College Page 3 of 23

 AO1 = 6

Atkinson and Shiffrin’s (1968) multi-store model of memory (MSM) makes a distinction between
the separate stores of sensory, short-term and long-term memory.

Likely features include:

• It is a structural model
• STM and LTM are unitary stores
• Information passes from store to store in a linear way
• Rehearsal is needed to pass information from STM to LTM
• Each store has its own characteristics in terms of encoding, capacity and duration
• Explanations for forgetting are different for each store.

Candidates may include a diagram. If this is accurately labeled and sufficiently detailed, this can
potentially receive the full 6 marks.

6 marks Accurate and reasonably detailed

Accurate and reasonably detailed outline of the multi-store model of memory that
demonstrates sound knowledge and understanding of both structure and processes.

5 – 4 marks Less detailed but generally accurate

Less detailed but generally accurate outline of the multi-store model of memory that
demonstrates knowledge and understanding of structure and / or processes.

3 – 2 marks Basic
Basic outline of the multi-store model of memory that correctly identifies the main
structures and/or processes, but further detail may be muddled.

1 mark Very brief / flawed

Very brief or flawed outline of the multi-store model demonstrating very little
knowledge.

0 marks
No creditworthy information.

4. AO1 = 2

One mark for each correct answer.

Definition Concept

The length of time the memory store holds A – Duration

information

Transforming incoming information into a form that C – Encoding

can be stored in memory

Longley Park Sixth Form College Page 4 of 23

5. Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed.
Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding

• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

(a) AO3 = 2

0 marks for a directional hypothesis.

1 mark if not operationalised, eg “Age affects memory.” “There will be a difference between
the two conditions.”
2 marks for eg “There will be a difference in how many numbers are correctly recalled by
children and adults.” “Children and adults have different short-term memory spans.” Or
“The capacity of short-term memory is different for adults and children.

Candidates may write a hypothesis where the IV is how many numbers are in the list and
the DV is the number of participants who can recall that digit span.
Eg As numbers in the list increase, recall changes. 1 mark.
As the number of random numbers in the list increases, the number of participants recalling
the list correctly, changes. 2 marks.

(b) AO3 = 2

The experiment uses adults in one condition and children in the other so it would be
impossible to use a repeated design unless the researchers waited for the children to grow
into adults.
Given the nature of this experiment, demand characteristics and order effects are
inappropriate.
1 mark for a brief explanation. A further mark for elaboration. Eg Can compare the two
different groups to see who is better. 0 marks (because this relates to all experimental
designs).
They needed to have different people in each condition. 1 mark.
They needed to have different people in each condition based on age. 2 marks.
They needed to have children in one group and adults in the other. 2 marks.

(c) AO3 = 2

Children 6
Adults 7
1 mark for each correct answer.

(d) AO3 = 3

The frequency distribution shows that there is a difference in results between the two age
groups.
Adults recalled more digits than children. However, the difference is small and some
children recalled more digits than some adults. Candidates might refer to the modal scores
being different while the range is the same.
Any credit-worthy material should be credited.
1 mark for a very brief answer eg identifying there is a difference between adults and
children and / or adults score more than children. Further marks for more detail as above.

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 (e) AO2 = 2

Other research has suggested the capacity of short-term memory is 7 + / – 2. The results
do support this as the range is from 5-9.
1 mark for a brief or muddled explanation eg capacity is 5-9 / other research has similar
findings.
2nd mark for elaboration as above.
Candidates will be credited for reference to research such as Jacobs which found STM
increases with age. However, reference to such research is not a requirement.

6. (a) AO2 = 2

Digit span is normally considered to be 7+ / –2, so Peter’s was much shorter.

1 mark for simply stating his digit span was shorter than normal.
Second mark for an explanation of the difference, eg Peter’s digit span of two items was
much shorter than the average span of around 7 items.

(b) AO2 = 4

The MSM suggests there are separate ST and LT stores. Peter’s short-term memory was
impaired, but his long-term memory was not. This supports the idea of separate ST and LT
stores, because one was damaged but not the other.

One mark for some reference to separate ST and LT stores. Three further marks for
elaboration of the explanation.

Alternatively, candidates could suggest the evidence goes against MSM. If memory has to
pass through the ST store to reach the LT store, it is likely that damage to the ST store
would impair the transfer. Candidates could legitimately refer to evidence both for and
against the model.

(c) AO3 = 4

There are no ethical issues named in the specification, so any potentially relevant issues
should be credited.
Likely ethical issues include informed consent, right to withdraw, confidentiality or respect.
Candidates may point out that as the man has brain damage, his ability to give informed
consent might be in doubt.
One mark for identification of a relevant ethical issue.
One mark for a brief mention of how the issue could be dealt with. Two further marks for
elaboration.
For example: confidentiality (1 mark); keep the man’s details private (1 mark); the
psychologists should not use the man’s name in published work, but could use his initials
instead (2 further marks).

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7. AO1 = 4

It is likely that candidates will refer to the experiment by Peterson and Peterson (1959). They
presented participants with a consonant trigram. Although Peterson and Peterson is the most
likely study, answers need not refer to an identifiable study to receive credit. Rehearsal was
prevented by asking them to count backwards in threes from a specified number. After intervals
of 3, 6, 9, 12, 15 or 18 seconds participants were asked to stop counting and to repeat the
trigram. The % of trigrams correctly recalled was recorded for each time interval.
Duration has also been investigated in a similar way using single words or sets of words.
Research relating to word length effect in the phonological loop would be credit-worthy. Any
acceptable way of investigating duration of STM should be credited.
1 mark for a brief answer, eg reference to trigrams in a duration study.
3 further marks for elaboration.
For full marks all three elements should be covered.

8. AO1 = 2

B Duration (short-term memory).

C Encoding (short-term memory).

1 mark for each correct answer.

9. AO2 = 4

According to the MSM rehearsal is needed to keep information in the STM or transfer it to LTM.
The conversation with his friend will prevent Jamie from rehearsing the phone number.
Reference to the limited capacity and duration of STM would also be relevant. Candidates may
explain one of these in reasonable detail or refer to more than one more briefly.
1 mark for a very brief or muddled explanation eg He can’t rehearse it.
Further marks for elaboration.

10. AO1 = 3

A Sensory memory

B Long-term memory

C Rehearsal loop

1 mark for each correct answer.

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11. AO2 = 4

Candidates are likely to identify capacity, duration and encoding as ways in which STM and LTM
differ. Processes are acceptable eg putting information into the stores or keeping information in
the stores. Any legitimate difference(s) in multi-store model should be credited.
For each difference:
1 mark for identifying the difference eg STM holds less than LTM or LTM lasts longer than STM.
2nd mark for accurate elaboration eg the capacity of STM is limited to 7 + / - 2 items whereas the
capacity of LTM is unlimited or the duration of STM is up to 30 seconds whereas the duration of
LTM is a lifetime.
0 marks for simply naming eg capacity, duration, encoding of STM or LTM but no difference.

12. Marks for this question: AO1 = 6, AO3 = 6

Level Marks Description

Knowledge is accurate and generally well detailed.

Discussion / evaluation / application is effective. The
4 10 – 12 answer is clear, coherent. Specialist terminology is used
effectively. Minor detail and / or expansion of argument
sometimes lacking.

Knowledge is evident. There are occasional inaccuracies.

There is some effective discussion / evaluation /
3 7–9
application. The answer is mostly clear and organised.
Specialist terminology is mostly used appropriately.

Knowledge is present. Focus is mainly on description. Any

discussion / evaluation / application is of limited
2 4–6 effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology is used
inappropriately on occasions.

Knowledge is limited. Discussion / evaluation / application

is limited, poorly focused or absent. The answer as a whole
1 1–3 lacks clarity, has many inaccuracies and is poorly
organised. Specialist terminology is either absent or
inappropriately used.

0 No relevant content.

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Please note that although the content for this mark scheme remains the same, on most mark
schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list.

AO1

Atkinson and Shiffrin’s (1968) multi-store model of memory (MSM) makes a distinction
between the separate stores of sensory, short-term and long-term memory.
Likely features include:

Structural nature.

SM STM and LTM are unitary stores.

Information passes from store to store in a linear way.

Rehearsal is needed to pass information from STM to LTM.

Each store has its own characteristics in terms of encoding, capacity and duration.

Explanations of forgetting are different for each store.

Limited credit for diagram only.

AO3

Evaluation of the MSM in terms of strengths and weaknesses.

Use of research in support of the distinction between STM and LTM; in terms of capacity,
duration and encoding eg HM, Glanzer and Cunitz.

Likely weaknesses include an emphasis on rote rehearsal as a mechanism for transfer

from STM to LTM although this is not a very effective means of transfer, and transfer often
occurs with no rehearsal.
Candidates may also refer to case studies such as that of Clive Wearing who lost episodic
but not procedural memory, suggesting there may be more than one type of LTM.
Comparison / contrast with alternative models of memory.

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13. Marks for this question: AO1 = 6, AO3 = 10

Level Marks Description

Knowledge is accurate and generally well detailed.

Discussion / evaluation / application is thorough and
4 13 – 16 effective. The answer is clear, coherent and focused.
Specialist terminology is used effectively. Minor detail and /
or expansion of argument sometimes lacking.

Knowledge is evident. There are occasional inaccuracies.

Discussion / evaluation / application is apparent and mostly
3 9 – 12 effective. The answer is mostly clear and organised.
Specialist terminology is mostly used effectively. Lacks
focus in places.

Some knowledge is present. Focus is mainly on

description. Any discussion / evaluation / application is only
2 5–8 partly effective. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology is used
inappropriately on occasions.

Knowledge is limited. Discussion / evaluation / application

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

0 No relevant content.

Longley Park Sixth Form College Page 10 of 23

Please note that although the content for this mark scheme remains the same, on most mark
schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list

AO1

Atkinson and Shiffrin’s (1968) multi-store model of memory (MSM) makes a distinction
between the separate stores of sensory, short-term and long-term memory.
Likely features include:

Structural nature.

SM STM and LTM are unitary stores.

Information passes from store to store in a linear way.

Rehearsal is needed to pass information from STM to LTM.

Each store has its own characteristics in terms of encoding, capacity and duration.

Explanations of forgetting are different for each store.

Limited credit for diagram only.

AO3

Evaluation of the MSM in terms of strengths and weaknesses.

Use of research in support of the distinction between STM and LTM; in terms of capacity,
duration and encoding eg HM, Glanzer and Cunitz.

Likely weaknesses include an emphasis on rote rehearsal as a mechanism for transfer

from STM to LTM although this is not a very effective means of transfer, and transfer often
occurs with no rehearsal. Candidates may also refer to case studies such as that of Clive
Wearing who lost episodic but not procedural memory, suggesting there may be more than
one type of LTM.

Comparison / contrast with alternative models of memory.

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14. Marks for this question: AO1 = 6, AO3 = 10

Level Marks Description

Knowledge is accurate and generally well detailed.

Evidence is clear. Discussion / evaluation / application
is thorough and effective. The answer is clear, coherent
4 13 – 16
and focused. Specialist terminology is used effectively.
Minor detail and / or expansion of argument sometimes
lacking.

Knowledge is evident. Evidence is presented. There

are occasional inaccuracies. Discussion / evaluation /
application is apparent and mostly effective. The
3 9 – 12
answer is mostly clear and organised. Specialist
terminology is mostly used effectively. Lacks focus in
places.

Some knowledge is present. Focus is mainly on

description. Any discussion / evaluation / application is
2 5–8 only partly effective. The answer lacks clarity, accuracy
and organisation in places. Specialist terminology is
used inappropriately on occasions.

Knowledge is limited. Discussion / evaluation /

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

0 No relevant content.

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 Please note that although the content for this mark scheme remains the same, on most mark
schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list.

AO1

Marks for accurate description of the model including information about the characteristics
(duration, capacity and coding) of each store; linear / information processing model; related
types of forgetting; transfer from sensory to STM via attention; description of rehearsal
loop. Some marks can be credited for the same information conveyed by an accurately
labelled diagram if there is no other creditworthy information provided.

AO3

Marks for analysis which might include discussion of the issue of rehearsal as a
requirement for transfer of information to LTM; criticisms of aspects of the model by
comparison with other models, such as arguments that the STS and LTS are not unitary
stores; explanation of primacy and recency effects in serial position studies; coding
confusion in STM; discussion of the nature of deficits in case studies of neurological
damage. Credit evaluation of the methodology of studies only when made relevant to the
discussion of the model.
Credit use of evidence.
Likely studies include: Murdock (1962) Glanzer and Cunitz (1966), Peterson and Peterson
(1959), Craik and Watkins (1973), Conrad (1963 / 4), Baddeley (1966), Milner et al (1978),
Blakemore (1988), Craik and Tulving (1975), Hyde and Jenkins (1973), and Working
Memory studies such as Baddeley, Thomson and Buchanan (1975), Hoosain and Salili
(1988).

15. AO1 = 2

Coding is the way in which information is stored / put into / processed into memory, eg
acoustic, visual, semantic.
1 mark for a very brief explanation (eg how it’s stored, or changing its form) or an example
(eg acoustic coding).
2 marks for a brief explanation and an example as above, or for accurate elaboration, eg
when information is changed into a form which can be stored.

16. AO2 = 2

The capacity of LTM is much larger than STM. (1 mark)

Unlimited capacity in LTM, 7 + / - 2 items in STM. (2 marks)
For full marks there must be accurate reference to the capacity of STM, but this may refer
to chunks.

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 (a) [AO3 = 5]
17.
Level Marks Description

Evaluation of the use of case studies in psychological

research is clear and accurate. There is at least one strength
3 4–5 and one limitation, though a number of points may be
presented in less detail. The answer is clear and organised.
Specialist terminology is used effectively.

Evaluation of the use of case studies is limited. The answer

may contain strengths or limitations, or both are presented
2 2–3 but are lacking in detail. The answer may lack accuracy and
organisation. There is some appropriate use of specialist
terminology.

One evaluative point is stated but not developed, or there

1 1 may be more than one but there is substantial inaccuracy.
Specialist terminology is absent or inappropriately used.

0 No relevant content.

Likely content:

• Depth/detail of data collected – qualitative

• Validity/meaningfulness of data, insight gained

• A single anomalous case may lead to revision of a theory

• Researcher bias/subjective interpretation

• Unscientific/unreliable, cannot be replicated

• Problems of generalisation

Accept other valid points.

Application to the case of ‘Patient X’ may be present but is not essential for full marks.

(b) [AO2 = 2]

1 mark for the link to the MSM: this suggests that STM and LTM are separate
stores/functionally different (supporting the model).

Plus

1 mark for the idea that whilst Patient X’s STM is functioning normally, he is unable to
retain new info in LTM/the link between STM and LTM appears to have been cut.

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(c) [AO2 = 4]

2 marks for an outline of two types of LTM from the following (1 for each type):

• Episodic – memory for events/autobiographical memory

• Semantic – memory for facts/general knowledge/the rules of language

• Procedural – memory for motor skills/actions/’muscle memory’

Plus

2 marks for linking the two types to the information in the stem (1 for each type):

• Episodic – he had no recollection of ever doing the task

• Semantic – he could not remember the names of the psychologists

• Procedural – his performance improved on the rotating disc task over consecutive
days

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 (d) [AO3 = 4]

Level Marks Description

Discussion of two differences is clear and mostly accurate.

For full marks, there must be reference to both types of
2 3–4
memory within each difference discussed. The answer is
generally coherent with effective use of specialist terminology.

Discussion of two differences are both incomplete/partly

accurate. For 1 mark there may be one difference briefly
1 1–2
stated. Specialist terminology is not always used
appropriately.

0 No relevant content.

Content:

Possible differences (depends on the types of LTM chosen):

• Semantic/episodic – ‘knowing that’/declarative memory; available for conscious

inspection – procedural – ‘knowing how’/non-declarative memory; often unavailable
for conscious inspection

• Semantic – may not recall when we learned/encoded these memories – episodic –

stored with reference to time and place

• Credit differences based on the durability/resistance to forgetting of different types of

memory

• The fact that evidence suggests that these types of memory reside in different areas
of the brain

• Credit use of evidence as part of the discussion of the differences.

Credit other valid differences.

Do not credit differences that merely restate the definitions of both types of memory.

18. Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed.
Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding

• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

Longley Park Sixth Form College Page 16 of 23

Although the essential content for this mark scheme remains the same, mark schemes for the
new AQA Specification (Sept 2015 onwards) take a different format as follows:

• A single set of numbered levels (formerly bands) to cover all skills

• Content appears as a bulleted list
• No IDA expectation in A Level essays, however, credit for references to issues, debates
and approaches where relevant.

AO2 = 4

The focus of this answer must be on explaining difference. Candidates may base their
explanation on the findings of one experiment such as Murdock (1962) which showed a
primacy effect (LTM) and a recency effect (STM), or on a case study such as KF which
showed impaired STM but unaffected LTM. Reference to evidence from brain scans would
also be relevant, eg Squire (1992) found the hippocampus is active in LTM tasks and areas
in the pre-frontal cortex are active during STM tasks.
Alternatively the explanation may relate to a specific feature of STM / LTM e.g. Peterson
and Peterson supported the idea of limited duration in STM while Bahrick supported that of
relatively permanent LTM. Other relevant features are capacity, encoding and forgetting.
STM encoded acoustically and LTM encoded semantically. Baddeley found that lists of
similar sounding words confused STM term memory and lists of semantically similar words
confused long term memory.
Candidates who describe the findings of one study relating to the capacity of STM can
access full marks by simply stating that the capacity of LTM is considered to be unlimited.

AO2 Application of knowledge and understanding

4 marks Effective explanation

Explanation is accurate, reasonably detailed and demonstrates sound knowledge and
understanding of how research findings support a difference. e.g. 1 or more detailed
differences + evidence illustrating both parts. (The evidence can be from 1 study)

3 marks Reasonable explanation

Explanation is generally accurate but less detailed and demonstrates reasonable knowledge
and understanding of how research findings support a difference. e.g. 2 detailed differences
(e.g. duration and capacity) or 1 detailed difference + evidence illustrating one part of the
difference.

2 marks Basic explanation

Explanation demonstrates basic knowledge of how research findings support a difference.
e.g. Duration is 20 seconds in STM and unlimited in LTM.

1 marks Rudimentary explanation

Explanation demonstrates rudimentary knowledge of how research findings support a
difference. e.g. Capacity is smaller in STM than LTM.

0 marks
No creditworthy material relating to an explanation of how research findings support a
difference.

Longley Park Sixth Form College Page 17 of 23

 [AO1 = 4 AO3 = 4]
19.
Level Marks Description

Knowledge of the multi-store model, including reference to

capacity duration and coding in the separate stores, is
accurate and generally well detailed. Evaluation is effective.
4 7–8
The answer is clear and coherent. Specialist terminology is
used effectively. Minor detail and/or expansion of argument
sometimes lacking.

Knowledge of the multi-store model is evident. There are

occasional inaccuracies and some omissions. There is some
3 5–6
effective evaluation. The answer is mostly clear and
organised. Specialist terminology mostly used effectively.

Knowledge of the multi-store model is present. Focus is

mainly on description. Any evaluation is of limited
2 3–4 effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology used
inappropriately on occasions.

Knowledge of the multi-store model is limited. Evaluation is

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

0 No relevant content.

Possible content:

• Separate memory stores – sensory register, STM, LTM

• Capacity of each store

• Duration of each store

• Coding/mode within each store

• Functioning/dynamics of the model: eg role of rehearsal

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 Possible evaluation points:

• View of stores as unitary – contrast with different types of LTM

• Static view of STM contrasted with WMM

• Rehearsal – discussion of maintenance versus elaborative

• Use of evidence to support the model

• Use of evidence to contradict the model

Credit also clearly labelled diagram.

Credit other relevant information.

20. [AO1 = 4]

A = Unlimited
B = 18–30 seconds
C = Acoustic/phonetic/sound-based
D = Semantic

21. [AO1 = 4]

Level Marks Description

Outline of what psychological research has shown about

2 3–4 STM is clear and includes detail. The answer is generally
coherent with effective use of terminology.

Outline of what psychological research has shown about

STM is present but lacks detail. The answer as a whole is not
1 1–2
clearly expressed. Terminology is either absent or
inappropriately used.

0 No relevant content.

Content:

• Capacity is thought to be 7 items Plus or minus 2 items (between 5 and 9). Capacity can be
increased by chunking items together to reduce the number of separate items overall
• Duration is thought to be approximately 18-30 seconds. Duration can be extended by
verbal rehearsal ie information can be maintained in the rehearsal loop
• Coding is acoustic, sound based, phonological, auditory. Causes confusion where material
sounds the same

A detailed outline of one aspect (capacity, duration, coding) can be awarded full marks.

Credit other relevant material e.g. ways of forgetting from STM (e.g. displacement)

Longley Park Sixth Form College Page 19 of 23

22. (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.
• 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.

Longley Park Sixth Form College Page 20 of 23

 [AO1 = 6 AO2 = 4 AO3 = 6]
23.
Level Mark Description

Knowledge of the multi-store model is accurate and generally well

detailed. Application is effective. Discussion is thorough and
4 13-16 effective. Minor detail 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 and/or
3 9-12 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 application is of limited
2 5-8 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 or absent. The answer
1 1-4 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
• credit reference to ‘chunking’ and/or primacy-recency effect in this context.

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 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]

[AO2 = 4]
24.
Possible content:
1 mark for each of the following:

Immediate task

• list A is made up of words that are acoustically similar/sound similar

• this will cause confusion/difficulty/problems (when tested immediately) as short-term
memory (STM) uses acoustic/phonetic/sound-based coding

Delayed task
• list B is made up of words that are semantically similar/have similar meaning
• this will cause confusion/difficulty/problems (when tested after 30 minutes) as long-term
memory (LTM) uses semantic/meaning-based coding.

Accept similar wording.

[AO3 = 1]
25.
1 mark for a brief suggestion of why the WMM offers a better explanation.

Possible content:

• it is not a unitary store

• range of research support, e.g. dual task studies, brain scanning studies
• the WMM explains STM as a more active process than the MSM.

Credit other valid points.

[1]

[AO1 = 2]
26.
Short term memory = acoustic (accept sound or similar).

Long term memory = semantic (accept meaning or similar)

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 [AO1 = 3 AO3 = 5]
27.
Level Mark Description

Knowledge of research into duration in memory is accurate and

generally well detailed. Evaluation is thorough and effective. Minor
4 7-8 detail and/or expansion of argument is sometimes lacking. The
answer is clear, coherent and focused. Specialist terminology is
used effectively.

Knowledge of research into duration in memory is evident but there

are occasional inaccuracies/omissions. Evaluation is mostly
3 5-6
effective. The answer is mostly clear and organised but occasionally
lacks focus. Specialist terminology is used appropriately.

Limited knowledge of research into duration in memory is present.

Focus is mainly on description. Any evaluation present is of limited
2 3-4 effectiveness. The answer lacks clarity, accuracy and organisation
in places. Specialist terminology is used inappropriately on
occasions.

Knowledge of research into duration in memory is very limited.

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

0 No relevant content.

Possible content
• knowledge of procedures and/or findings/conclusions of studies which investigate duration
of sensory memory, STM or LTM, eg Peterson and Peterson - Trigrams study (1959),
Bahrick - Yearbook study (1974).

Accept other valid studies of duration in memory.

Note: That the term ‘research’ may include theories/explanations and/or studies.

Possible evaluation:
• use of artificial material, eg recall of trigrams, lists of unconnected words etc
• use of artificial laboratory setting
• discussion of issues of validity (higher in Bahrick study), reliability
• alternative explanations – Peterson and Peterson’s findings may be more to do with
interference than duration.

Note that one study is sufficient for full marks.

[8]

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