The magic number 4

Sorry, I'm still unwell but I will be there for our 11:50 am lesson tomorrow.

Have a go at the following short activity. This should help to improve your understanding of the capacity of STM and introduce you to how psychological research is used in the real world. The exam board is keen that students develop their understanding of how psychology is an applied science, it's used in the real world to solve problems and improve what we do on an everyday basis. Some of the questions on the exam will describe real world problems and expect you to use your knowledge of psychology to solve them.

For example:

Mark is learning to drive and has to take the theory test. He has to learn what specific road signs mean.

1. Suggest two strategies Mark can use to help him to remember all the signs and what they mean. (2 marks)

2. Explain why the two strategies you selected will help Mark to pass the driving theory test. (4 marks)

Complete the following tasks:

The exam board expects students to understand the scientific method and how scientific research is conducted and published. It also expects students to understand how psychological research is used to solve problems and help people. The textbook calls this 'Real World Applications'.

On p.6 of the textbook there is an example of how psychological research has helped people to remember digit and letter strings.

Read the blue box on p.6 Real World Applications.

Have a look at the following mobile phone top up voucher code:

3442 5808 1714 4093

Produce short written answers to the following questions:

Q1. Use what you know about research into STM to explain why this digit string (16 numbers) is printed in this way on the voucher.

Read p.6 'Update: The magic number 4 in STM'.

Q2. Explain why mobile phone top up vouchers are printed in four groups of four numbers.

In class we looked at a website that presented letters, numbers, and pictures for a short time and then we had to place them in the correct order as quickly as possible. We found that it was easier to remember in STM numbers and letters than pictures. You can find the website....here

Q3. Re-read p.6: 'Update: The magic number 4 in STM'.

Q4. What did Vogel et al, (2001) find?

Q5. Use the findings of this research to explain our findings in class.

Your Own Little Book of Revision Notes

The first section of the textbook explains how you can use it to help you to learn what you really need to know for the exam: 'How to use this book'. On p.X (10) you are given some good advice: make your own little book of revision notes.

This is another example of how psychological research is used to help people in the real world.

Read p.X.

Start to produce your own little book of revision notes. You could begin by producing a research methods booklet. How about starting with some key terms and examples of research that illustrate those key terms:

Experimental method, Lab experiments, Aims, Hypotheses (directional and non-directional), Independent variables, Dependant variables, Extraneous variables.

The Extended Writing Question

In the exam you can be asked to write a short essay. This is worth up to 12 marks. Six of the marks are for Assessment Objective 1 (AO1). All this means is your psychological knowledge: what something is, technical terms, research studies. You can think of this as psychological facts, you are just stating what psychologists think and what they have found. There is a second assessment objective called Assessment Objective 2 (AO2) which is also worth 6 marks. This is for the analysis and evaluation of explanations, theories and research studies. The exam board calls this commentary: you need to comment on what psychologists think, what they have found and what they have done.

Throughout your textbook there are blue boxes called 'Commentary Corner'. These give you advice on how to gain full marks in your answers to the different types of questions the exam board can set.

Turn to p.7 of your textbook and find the blue box with the heading 'Commentary Corner'

Read the advice given.

You should all have completed the table outlining the differences between STM and LTM. Use this to help you answer the question:

'Give a brief account of the difference between STM and LTM, and consider the extent to which research supports the distinction between them.' (12 marks)

Complete this for Tuesday's lesson at 2:pm and I will explain how it will be marked.

Differences between STM and LTM summary table

You need to complete the table below. This is important: you can be asked to distinguish between STM and LTM in the exam and you will need to back up your answer with evidence: the findings of psychological research.



To view full screen click this link

The nature of memory: Capacity and Encoding

You need to be able to:

Describe capacity and encoding.

Outline the capacity of STM.

Describe research into the capacity of STM.

Outline the capacity of LTM and explain why finding the capacity of LTM is difficult.

You also need to be able to:

Describe how information is encoded in STM and LTM.

Outline research into encoding in STM and LTM.

You also need to develop your knowledge and understanding of research methods and will conduct your own study of encoding in STM.

The slideshow below will help you to do this.

STM and LTM: Capacity and Encoding

Work for Thursday 30th September

Download the handout and complete the questions. You can either print it off and complete it or just write your answers on a sheet of paper. I will expect to see this on Monday.



To download click the arrow ------ ^^^

Any problems downloading the handout click the link below and view full screen:

Link to view handout full screen

The nature of memory: STM, LTM and duration

You need to be able to explain in a psychological way what short-term memory is, what long-term memory is, and what duration means.

You also need to be able to describe research by Peterson and Peterson (1959) into the duration of short-term memory.

You also need to develop your knowledge and understanding of research methods and will replicate the Peterson and Peterson (1959) experiment that found how long memories last in short-term memory.

STM and LTM: Duration

Introduction to Cognitive Psychology: Memory

Why do cognitive psychologists study memory?

Imagine.....

What would you do?