Psychology · Year 12 · Memory · 2.º Período

Models of Memory

A detailed look at the Multi-Store Model and the Working Memory Model. Students will compare how these frameworks explain short-term and long-term memory capacities.

TL;DR:Memory models provide the structural framework for understanding how we process, store, and retrieve information. Students compare the Multi-Store Model (MSM), which views memory as a linear sequence of stores, with the Working Memory Model (WMM), which focuses on the active processing within short-term memory. This topic is fundamental for Year 12 Psychology as it introduces the cognitive approach and the use of case studies, such as HM and KF, as evidence.

• National Curriculum Attainment Targets
• AQA 4.1.2.1 The multi-store model of memory
• AQA 4.1.2.2 The working memory model

About This Topic

Memory models provide the structural framework for understanding how we process, store, and retrieve information. Students compare the Multi-Store Model (MSM), which views memory as a linear sequence of stores, with the Working Memory Model (WMM), which focuses on the active processing within short-term memory. This topic is fundamental for Year 12 Psychology as it introduces the cognitive approach and the use of case studies, such as HM and KF, as evidence.

Learning these models helps students understand the limitations of human memory and the importance of rehearsal and attention. The topic connects to broader curriculum themes of scientific modelling and the use of clinical evidence to support or refute theoretical frameworks. It also sets the stage for later topics like forgetting and eyewitness testimony.

This topic comes alive when students can physically model the patterns of information flow through the different stores using interactive diagrams or role plays.

Key Questions

1. How does information transfer from short-term to long-term memory?
2. What are the components of the Working Memory Model?
3. What clinical evidence supports the existence of separate memory stores?

Watch Out for These Misconceptions

Common Misconception

Short-term memory is just a single 'waiting room' for information.

What to Teach Instead

Explain that the Working Memory Model shows short-term memory is an active processor with different components for different types of information. Dual-task experiments help students see that we can do two things at once if they use different systems.

Common Misconception

The Multi-Store Model is completely outdated.

What to Teach Instead

Clarify that while the MSM is simplified, its basic structure of sensory, short-term, and long-term stores is still a useful foundation. Comparing the MSM and WMM side-by-side helps students see how science builds upon earlier models.

Active Learning Ideas

Think-Pair-Share

The Case of HM

Students read a summary of the case of HM. In pairs, they identify which parts of the Multi-Store Model his symptoms support and which parts they might challenge, before sharing with the class.

25 min·Pairs

Simulation Game

Dual-Task Performance

Students attempt to perform two verbal tasks at once, then one verbal and one visual task. They record their success rates to see how this supports the Working Memory Model's idea of separate slave systems.

30 min·Pairs

Stations Rotation

Memory Components

Set up stations for the Central Executive, Phonological Loop, and Visuo-spatial Sketchpad. At each station, students complete a task specific to that component and note its capacity and duration.

45 min·Small Groups

Frequently Asked Questions

What are the three stores in the Multi-Store Model?

The three stores are the sensory register, short-term memory (STM), and long-term memory (LTM). Information moves from sensory to STM through attention, and from STM to LTM through rehearsal. If information is not rehearsed, it is forgotten.

What is the role of the Central Executive in Working Memory?

The Central Executive acts as the 'boss' of the Working Memory Model. It monitors incoming data, makes decisions, and allocates tasks to the three slave systems: the phonological loop, the visuo-spatial sketchpad, and the episodic buffer.

How does the case of KF support the Working Memory Model?

KF suffered brain damage that affected his short-term memory for verbal information but left his visual memory intact. This suggests that short-term memory is not a single store, but has separate components for visual and verbal processing, supporting the WMM.

How can active learning help students understand memory models?

Memory models can feel abstract on paper. Active learning, such as dual-task simulations, allows students to 'feel' their working memory reaching capacity. By physically mapping out the flow of information or acting out the roles of different memory stores, students transform static diagrams into dynamic processes, making the functions of each component much clearer.