Introduction to the multi-store model of memory

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Overview
Students are introduced to the structure and processes involved in the multi-store model of memory. Students will learn the encoding, capacity and duration of each type of memory storage described in the model and be able to evaluate the strengths and limitations of this model. The types of long-term memory will also be introduced.​


Lesson Objectives
Comprehension
  • To understand the encoding, capacity and duration of sensory memory, short-term memory and long-term memory
  • To recognise the different types of long-term memory
Evaluation
  • Students will be able to weigh up the strengths and weaknesses of the multi-store model
  • Students will be able to provide evidence in support of / against these memory stores

Time
This lesson is suited to a double class lasting 120 minutes​


UK Curriculum links
This lesson is designed for GCSE psychology students but is also suited to AS and A level curriculums. Note that the multi-store memory model is a requirement of AQA exam boards. Links to AQA teaching specifications are below:​
GCSE psychology
https://www.aqa.org.uk/subjects/psy...ubject-content/cognition-and-behaviour#Memory

The following content from the specification is covered:

1) Processes of memory: encoding (input) storage and retrieval (output)
- Different types of memory: episodic memory, semantic memory and procedural memory.
- How memories are encoded and stored.

2) Structures of memory
- The multi-store model of memory: sensory, short-term and long-term
- Features of each store: coding, capacity, duration

AS/A level psychology
https://filestore.aqa.org.uk/resources/psychology/specifications/AQA-7181-7182-SP-2015.PDF


The following content from the specification is covered:

1) The multi-store model of memory: sensory register, short-term memory and long-term memory.
- Features of each store: coding, capacity, duration.

2) Types of long-term memory
- Episodic, semantic and procedural

Lesson Plan / Activities (first 60 minutes)
Taught Component 1 (30 minutes)

The teacher should refer to the AQA student textbook (referenced in materials) or other preferred AQA approved teaching guide to explain the Atkinson and Shriffin (1968) model of memory. Introduce the three main stages of memory – sensory memory, short-term store and long-term store. Special attention is drawn to the encoding, capacity and duration of memories in each memory store. Diagrams are recommended to show these three components of the model. An example of a diagram that can be used is attached ("Multi-store memory model diagram"). This can be printed and given to students or a similar layout drawn in class by the teacher.

Suggested Activity (15 minutes)

This activity models the capacity of short term memory. The main learning component of this activity to communicate to students after completion is that Miller suggested that most adults can store between 5 and 9 items of items in short term memory as this store as only a certain number of 'slots' to store information. Miller did not specify the length of items that can be held in each'slot'. By 'chunking' individual numbers (i.e. 745 637, rather than 745637 to be remembered), we can store more information than expected in our short-term memory store.

Steps for task:
  • Students will be instructed to work with their desk partner, this activity is best in pairs.
  • Before handing out the attached worksheet titled "Miller's magic number seven", students should decide between themselves who will be the experimenter in this task and who is the participant. Teacher organises the worksheet to be given to each experimenter in the pair.
  • When all experimenters have read the above instructions, participants can be informed that they will have to recall lists of numbers read out by the experimenter.
  • Teacher begins task and allocates 10 minutes for students to independently work through the worksheet.
  • After 10 minutes, teacher should bring class together and have a 5 minute discussion on how students found the task and recap the take home message explained above.

    End of first half of lesson
    -10 minute break can be allocated, allowing 5 minutes for students to settle down and turn their textbooks to the relevant pages describing the multi-store model in the relevant textbook the class is using.

Lesson Plan / Activities (second half, 60 minutes)
Taught Component 2 (30 minutes)

The second half of the lesson focuses on independent study, to encourage students to develop the evaluative mindset required to answer AQA exam questions. Students should work through each described research study given through the textbook in support of sensory memory, short-term memory and long-term memory. Using the worksheets provided (see attached "Research evaluation worksheet"), students will learn to summarise the aims, methodology and findings of each research study and be able to critique what each piece of research tells us in support of each memory store, and also the limitations of this research.

Discussion (10 minutes)

Picking a different volunteer to describe each case study, the student is encouraged to share with the class what they have written in each section of the worksheet for one piece of research. It is important that the teacher discusses other points that could also be addressed for the rest of the class to check their work.

Taught Component 3 (15 minutes)

The general strengths and limitations of Atkinson and Shiffrin's multi-store model of memory should be addressed. These can be found in the student textbook.

Homework Handout (5 minutes)

The attached worksheet titled "Long-term memory types" encourages students to independently read up the differences between types of long-term memories. Students can refer to their textbook or use the internet to learn and describe different types of long-term memories and be able to effectively summarise these types in this worksheet giving real-life examples.

- END


Suggested Materials


Books
- AQA Psychology for GCSE: Student book paperback. By Cara Flanagan, Dave Berry, Mark Jones, Ruth Jones and Rob Liddle
- AQA GCSE Psychology: (2nd Revised Edition). By Sarah Harris, Nicky Hayes, Fran Knight
 

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