Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Resourcd File

166 views

Published on

  • Be the first to comment

  • Be the first to like this

Resourcd File

  1. 1. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher GCSE Psychology - Unit 1 - Memory – Core Theory Cognitive psychologists have come up with many theories to explain how the human memory works, one of the most well-known, and the one we will look at first is the multi-store model of memory. Task! Recap– fill inthe gapsto provide the five stagesof informationprocessing. Task! Recap– fill inthe wordgapsto complete the definitionsof accessibilityproblemsand availabilityproblems. Accessibility problems: Problems associated with …………………………… . In other words, we know the memory is there but we justcannot …………………… it. e.g. you see an old friend and forget their name but then as you talk to them for a while iteventually comes to you. Availability problems: Problems associated with information no longer being ……………………. . This may be because we don’t …………. itenough or because there is no room for it. e.g. you may …………………………. completely …………………… the names of your school teachers for good. MissingWords: Stored Retrieve Use Retrieving Information Eventually Forget Rate how confident you are in doing the following: Naming the three stores of memory and defining the role of each store. Defining what we mean by displacement and decay and how they can play a role in forgetting. Defining how chunking can play a part in remembering and providing the space and time capacities of both the LTMand STM. Providing at least two criticisms of the theory in a PEE format.
  2. 2. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Core Theory Self-Assessment Table Core Theory (CT) – The Multi-StoreModel of Memory Learning Objectives: Must: Complete all booklet activities and have a clear, detailed diagram of the MSM of memory. Should: Be able to provide two differences between the STM and STM. Could: Move on to completing at least one of the past paper questions at the back of the booklet. Task! Starter Activity – Lesson Target: In the box provided,setyourself apersonal targetforwhatyouwant to achieve thislesson.Use the Self-Assessmenttable onthe frontpage andthe learningobjectivesforinspiration! The Multi-Store Model of Memory The main idea behind the multi-store model (MSM) is that the human memory systemis made up of more than one different and separate stores. The MSM also believes that two things can affect memory, time and space. The two main stores of memory in the MSM are the short-term memory (STM) and long- term memory (LTM).
  3. 3. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Task! Buzzwords – provide definitions for the following important terms that you need to understand to complete the Core Theory. Sensory Store/Memory (SM): Short-term memory (STM): Long-term memory (LTM): Attention: Decay: Capacity: Duration: Displacement: Maintenance rehearsal:
  4. 4. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Task! The MSM can be shown using a well-known diagram. Use page 18 of the textbook to help you fill in the gaps to provide you will your very own diagram of the MSM of memory. You will be adding to this diagram throughout the lesson so ensure it is neat and detailed.
  5. 5. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Task! Plenary – Lesson Reflection: Use the space belowtocome up witha tweetthat explainshow wellyoudidintoday’slessonin relationtothe target youthoughtof at the start of the lesson.  Didyou achieve yourtarget?  Didyou surpassyourtarget?  If you didnot achieve yourtarget,whydidn’tyou?Isthere maybe somethingyoucoulddo differentlynextlessontomake sure itdoesn’thappenagain?
  6. 6. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Core Theory (CT) – The Multi-StoreModel of Memory Learning Objectives: Must: Complete all booklet activities including extension activity 2.5. Should: Complete question 8 from the past paper questions at the back of the booklet as well as all other past paper questions that you are able to complete. Could: Move on to defining all of the key terms on the key terms wordsearch page. Task! Starter Activity – Lesson Target: In the box provided,setyourself apersonal targetforwhatyouwant to achieve thislesson.Use the Self-Assessmenttable onthe frontpage andthe learningobjectivesforinspiration! Task! Recap – fill in the gaps to refresh your mind on what we have covered so far about the MSM of memory. The most well-known ………………………… of how memory works. The main idea is that the human memory system is made up of a number of …………………………… and …………………………… stores. …………………… is important in the 2 main stores, and this can be seen in the names of the stores. There are three stores all together these are called: ……………………………., …………………………….. and ………………………………….. . SM: – The store where all …………………………….. information is briefly held unless it is paid attention to. STM: - The memory store that has limited ………………………… and limited …………………………, and where info becomes conscious. LTM: – The memory store that has ………………………. capacity and ……………………… duration, and where information in permanently stored.
  7. 7. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher STM and Remembering - Chunking:  STM is measured in ‘chunks.’  A chunk can be one piece of data or a group of related data.  The average person can hold seven items in their STM. However research has shown it is possible to hold as many as nine chunks and that some may not be able to remember more than 5 chunks.  People who claimto have amazing memories may be just good at chunking! STM and Forgetting – Displacement and Decay: Task! Provide an explanation of how displacement and decay can each play a role in a person forgetting. Provide a real-life example for each of them too. DISPLACEMENT DECAY Role in forgetting: Role in forgetting: Real-life example: Real-life example: Task! Complete activity 2.4 on page 19 of your textbook. Ensure you use all of the key terms that are needed! There is more space on the next page. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………
  8. 8. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Extension Activity! Complete activity 2.5 from page 20 of your textbooks. 1)…………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………. 2)…………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………………. Task! Plenary – Lesson Reflection: Use the space belowtocome up witha Facebookmessage thatexplainshow well youdidintoday’s lessoninrelationtothe targetyouthoughtof at the start of the lesson.  Didyou achieve yourtarget? Didyousurpassyour target?  If you didnot achieve yourtarget,whydidn’tyou?Isthere maybe something youcoulddo differentlynextlessontomake sure itdoesn’thappen again?
  9. 9. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Core Theory (CT) – The Multi-StoreModel of Memory - Criticisms Learning Objectives: Must: Complete all booklet activities including the peer-marked past paper criticisms question. Should: Have completed all of the past paper questions at the back of the booklet and the key terms wordsearch sheet. Could: Have attempted question 24 from the past paper questions. Task! Starter Activity – Lesson Target: In the box provided,setyourself apersonal targetforwhatyouwant to achieve thislesson.Use the Self-Assessmenttable onthe frontpage andthe learningobjectivesforinspiration! Task! – Recap – complete the diagram of the MSM of memory. Include as many labels, key terms and information as you can remember.
  10. 10. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher MSM of Memory Criticisms: As you know, after we do each Core Theory we have to learn three criticisms of the theory. Task! Key Knowledge Check: What do we mean by a criticismof something? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… What format do we answer criticismquestions in? What does each of the letter stand for? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Criticism 1: The model is too rigid and ignores individual differences. What do we mean by “rigid?” ……………………………………………………………………………………………… What do we mean by “individual differences?” …………………………………………………………………… …………………………………………………………………………………………………………………………………………….. Criticism 2: The model over-simplifies the STM and LTM. What do we mean by “over-simplifies?” ……………………………………………………………………………… How does the model over simplify the LTM? ………………………………………………………………………. …………………………………………………………………………………………………………………………………………….. Criticism 3: The model over -emphasises the role of rehearsal. What do we mean by “over-emphasises?” …………………………………………………………………………… What does rehearsal mean? ………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… What memories do we store in our LTM that don’t have to be rehearsed? …………………………. ……………………………………………………………………………………………………………………………………………… How are they stored? …………………………………………………………………………………………………………
  11. 11. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Task! Read through the criticisms table and choose the two you will memorise and use in the exam. Shade them in or highlight them so you know which to revise. Point: Evidence: Explain: 1. The model is too rigid and ignores individual differences. For example, it assumes that each person’s memory system has the same structure but some people MUST have a greater capacity for memory than others. This is a criticismbecause it means that the model cannot be successfully generalised to all individuals. For example, it does not explain why some people have a better memory than others - some people have good memories for certain types of information, while others have better memories for other types. 2. The model over-simplifies the STM and LTM. For example, the STM is not a store where information just passes through, the STM is more active than this and can deal with different types of inputs at once. This is a criticismbecause it means that the model is too simplistic. For example, here is more than one type of LTM store - there are different LTM stores for storing general knowledge, autobiographical events and procedures. 3. The model over- emphasises the role of rehearsal. For example, not all information stored in the LTM has to be rehearsed, some information that is stored in the LTM is stored because it is meaningful and not because it has been rehearsed. This is a criticismbecause it does not take factors like emotion and meaningfulness into account.
  12. 12. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Task! Past paper question – use the information you have been provided to complete the following exam question. Remember to use the P, E, E format and provide as much detail as possible to achieve full marks. Task! Using the mark scheme you have been given and your own knowledge, swap booklets with someone else in the room and mark their answers. Remember to provide them with a mark out of two for each criticism. If they do not get full marks make sure you tell them why! Mark Given: Feedback:
  13. 13. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher Task! Plenary – Lesson Reflection: Use the space belowtocome up witha tweetthat explainshow wellyoudidintoday’slessonin relationtothe target youthoughtof at the start of the lesson.  Didyou achieve yourtarget? Didyousurpassyour target?  If you didnot achieve yourtarget,whydidn’tyou?Isthere maybe somethingyoucoulddo differentlynextlessontomake sure itdoesn’thappenagain?
  14. 14. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher
  15. 15. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher
  16. 16. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher
  17. 17. GCSE Psychology – Unit 1 – Topic 2 – Memory - Higher ExtensionActivity –Key Terms Wordsearch Firstly, define all of the key terms listed below. Once you have done this, locate the key terms in the wordsearch that follows. Sensory Memory Short-Term Memory Long-Term Memory Decay Displacement Chunking Rigid Rehearsal

×