Forgetting - Mark Scheme

Q1.
(a) [AO1 = 2 AO2 = 2]

Level Mark Description

Knowledge is clear and accurate. Application is

2 3-4 effective. The answer is coherent, with
appropriate use of specialist terminology.

Knowledge is limited / muddled. There is some

1 1-2 appropriate application. The answer lacks clarity.
OR either knowledge or application at Level 2.

0 No relevant content.

Retrieval failure (focus here must be on forgetting)

• Forgetting is due to the absence of cues

• Lack of external contextual cues – where environment for learning and recall
is different (e.g. different room)
• Lack of internal contextual cues – where physical state for learning and recall
is different (e.g. mood)

Possible applications:

• Aaron is not in the same context as when he learnt the material for his
Spanish exam – ‘an unfamiliar room’
• Aaron is not in the same physical, emotional state as when he learnt the
material – ‘full of nerves’

Full application marks can be awarded for one of the above in detail.

OR

Interference

• when two memories conflict / confuse / become mixed up with each other
• more likely when material is similar (creates response competition)
• proactive interference – when an older memory disrupts a newer memory
• retroactive interference – when a newer memory disrupts an older memory

Possible applications:

• Aaron has mixed up / confused words from another subject which has caused
him to forget
• interference is likely in this case because French and Spanish are similar
4

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 (b) [AO3 = 4]

Level Mark Description

Evaluation is relevant, generally well-explained

and focused on the chosen explanation of
2 3-4
forgetting. The answer is generally coherent with
effective use of specialist terminology

Evaluation is relevant although there is limited

explanation and / or limited focus on the chosen
1 1-2
explanation of forgetting. Specialist terminology
is not always used appropriately or is absent.

0 No relevant content.

Retrieval failure

Possible evaluation points:

• use of evidence, e.g. Godden and Baddeley suggests that retrieval

failure/absence of cues is a valid explanation of forgetting
• application of explanation, e.g. improving memory using mnemonics, category
headings
• 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.

OR

Interference

Possible evaluation points:

• use of evidence from lab studies, e.g. McGeoch and McDonald and real-life,
e.g. Schmidt supports the effects of interference
• application of explanation, e.g. avoiding similar material when revising for
exams
• use of artificial materials in lab studies, e.g. recall of word lists
• deliberate attempt to induce interference in lab studies, e.g. by limiting time
between learning and recall
• evidence suggests interference can be overcome using cued recall
• interference tends not to occur with experts

Accept other valid points.

Note: If the explanation evaluated is NOT the explanation outlined in part(a), no

credit. If part(a) is blank, but an explanation is clearly identified in part(b), part(b) can
be marked across the scale.
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[8]

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 Q2.
[AO2 = 4]

1 mark for Sarah (will perform worse).

Plus

Up to 3 marks for the explanation of the difference in performance.

3 marks for a clear and detailed explanation of why Sarah would perform worse / Toby
would perform better.

2 marks for a less detailed explanation of why Sarah would perform worse / Toby would
perform better.

1 mark for a muddled or limited explanation of why Sarah would perform worse / Toby
would perform better.

Possible content for explanation:

• Sarah learnt and recalled in a different environment / context

• the cues present when learning the psychology material in the classroom would not
have been present at recall in the lecture theatre for Sarah
• the absence of the cues meant that Sarah did not have any triggers to aid her recall
and this caused retrieval failure
• using research evidence to support the explanation of why Sarah’s performance is
likely to be worse, e.g. Godden & Baddeley (1975) or Abernethy (1940)
• better students might refer to the encoding specificity principle.

Credit other relevant points that are applied to the stem.

[4]

Q3.
(a) [AO2 = 2]

1 mark for naming the mean.

Plus

1 mark for justification: the mean is the most sensitive method as it takes all
the scores in each data set into account OR there are no anomalous results /
outliers / freak scores in either set of scores, so the mean will not be distorted.

(b) [AO2 = 4]

Full credit can be awarded for answers based on the mean or the median.
A maximum of 2 marks can be awarded for answers based on the mode.

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 Using the Mean

• For 4 marks, the mean is accurately calculated for both conditions

(Group A = 5.6, Group B = 12.5) and calculations are included for both
groups, ie totals in both conditions divided by 10 (number of scores).
• For 3 marks, there are two correct means and one set of calculations or
vice versa.
• For 2 marks, there are two correct means and no calculations, OR one
correct mean with calculations OR two sets of calculations but no correct
mean.

• For 1 mark, there is one correct mean or one set of calculations.

Using the Median

• For 4 marks, answers for each condition are correct (Group A = 5.5,
Group B = 12.5) and for each condition scores are arranged in
ascending order with middle values indicated.
• For 3 marks, there is one correct median and two sets of scores
correctly arranged as calculations, or vice versa.
• For 2 marks, there are two correct medians and no calculations, or one
correct median and one set of scores correctly arranged as calculations.
• For 1 mark, there is one correct median or one set of scores correctly
arranged as calculations.

Using the Mode

• For 2 marks, there are correct modes for each group (Group A = 4,
Group B = 11 and 14).
• For 1 mark, there is one correct mode.

(c) [AO2 = 2]

1 mark for stating that this is due to retroactive interference.

Plus

1 mark for either of the following explanation / elaboration points:

• because the material is similar in both conditions

• new / recently learnt / acquired information has disrupted / interfered
with / affected the recall of old / previously learnt / acquired information
• response competition has occurred.

Q4.
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 = 1]

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 One mark for the independent variable.
Likely answers: the context of recall / whether participants recalled the words
in the same room or a different room / the classroom or the school hall.
Reference to both conditions might be implicit rather than clearly stated.

(b) [AO3 = 1, AO2 = 2]

AO3

Award one mark for stating the likely outcome.

Likely answers: Participants who learned and recalled in the same context are
likely to recall more words than those who learned and recalled in different
contexts / there will be a higher mean number of words recalled in Condition 1
than Condition 2.
Accept alternative wording.

AO2

Award up to two marks for explanation of the likely outcome based on

knowledge of retrieval failure as an explanation for forgetting. Credit reference
to environmental cues / context triggering recall; the absence of cues / context
in Condition 2.

For two AO2 marks there must be some reference to condition two’s
participants failing to retrieve / recall information.
Credit use of evidence and / or use of an example as part of the discussion.

(c) [AO3 = 2]

Award up to two marks for an explanation of how random allocation to one of

the two conditions might have been carried out. Two marks for a full
explanation, one mark for a brief / vague answer.
Possible answer: All participants’ names / numbers are placed into a hat /
lottery system / computer (1) the first name drawn is assigned to condition
one, the next to condition two / the first twenty are allocated to condition one,
the second twenty to condition two (1).

(d) [AO3 = 2]

Award up to two marks for an explanation of how participants could be

matched and then allocated to the two conditions for a matched pairs design.
Possible answer: Participants are paired on some relevant variable (eg
memory ability, IQ, age, etc.), (1) and then one from each pair is allocated to
each condition (1).
Answers based on the use of identical twins can get full marks as long as
there is some reference to the idea that twins are likely to have a similar level
of recall.

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 Q5.
[AO1 = 6 AO3 = 6]

Level Marks Description

Knowledge of interference as an explanation for forgetting

is accurate and generally well detailed. Evaluation is
4 10 – 12 effective. Minor detail and/or expansion is sometimes
lacking. The answer is clear and coherent. Specialist
terminology is used effectively.

Knowledge of interference is evident but there are

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

Limited knowledge of interference as an explanation for

forgetting is present. Focus is mainly on description. Any
evaluation is of limited effectiveness. The answer lacks
2 4–6
clarity, accuracy and organisation in places. Specialist
terminology is used inappropriately on occasions. Or
knowledge at Level 4 can be awarded 6 marks.

Knowledge of interference as an explanation for forgetting

is very limited. Evaluation is limited, poorly focused or
1 1–3 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 content:

• 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

Credit other relevant material.

Possible evaluation points:

• 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
• However, everyday/real life situations have shown interference can explain

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 forgetting, eg Baddeley and Hitch (1977); Schmidt et al (2000)
• Practical applications, e.g. revision strategies
• Alternative explanations can be used to critique.

Q6.
[AO1 = 6 AO2 = 2 AO3 = 4]

Level Marks Description

Knowledge of two explanations for forgetting is accurate

and generally well detailed. Discussion is mostly effective.
Application to the stem is appropriate, with clear links
4 10 – 12 between the explanations and the stem content. The
answer is clear, coherent and focused. Specialist
terminology is used effectively. Minor detail and / or
expansion sometimes lacking.

Knowledge of two explanations for forgetting is evident.

Discussion is apparent and mostly effective. There are
occasional inaccuracies. Application to the stem is
3 7–9 appropriate although links to explanations are limited /
absent. The answer is mostly clear and organised.
Specialist terminology is mostly used appropriately. Lacks
focus in places.

Knowledge of two explanations is present. Focus is mainly

on description. Any discussion is of limited effectiveness.
Any application to the stem is partial. The answer lacks
2 4–6
clarity, accuracy and organisation in places. Specialist
terminology is used inappropriately on occasions.
OR one explanation answered at Level 3 or 4.

Knowledge of explanation(s) is (are) limited. Discussion /

application is very limited, poorly focused or absent. The
answer as a whole lacks clarity, has many inaccuracies
1 1–3
and is poorly organised. Specialist terminology is either
absent or inappropriately used.
OR one explanation answered at Level 2.

0 No relevant content.

Possible content:
• Interference is an explanation for forgetting – two sets of information become
confused.
• Proactive interference is where old learning prevents recall of more recent
information.
• Retroactive interference is where new learning prevents recall of previously
learned information.
• Retrieval failure is where information is available but cannot be recalled
because of the absence of appropriate cues.
• Types of cues that have been studied by psychologists include context, state
and organisation.

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 • Cues improve recall if recall is in same context as learning, if the person is in
same bodily state as when material was learned, if the organisation gives a
structure which provides triggers, eg categories.

Application:
• French and Spanish are similar types of material which makes interference
more likely.
• Recalling French word for ‘chair’ is proactive interference.
• Martin’s mum gives him cues (first letter) which can then be used for him to
access the material he has failed to retrieve.

Possible discussion:
• Use of evidence to support or contradict explanations.
• Credit evaluation of evidence where used to discuss explanations.
• Question of whether interference involves over-writing of other information.
• Role of similarity in interference and response competition.
• Issue of accessibility versus availability.
• Semantic memory more resistant to interference than other types of memory.
• General implications for revision and other situations.
• Relevant links to memory theory: eg stage at which interference might occur in
the multi-store model.

Credit other relevant information.

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