AO1 Description Vash is listening to Popmaster on the radio. He often can’t think of the answers, but when he hears them he thinks, ‘Of course, I remember that song now.’ 1. Identify the type of remembering that Vash is experiencing. (1 mark) Vash is doing a multiple-choice test at college. He says to his friends, ‘Multiple-choice questions are a lot easier than normal exam questions where you have to come up with the answers.’ 2. With reference to Vash’s comment, explain one difference between recognition and recall. (2 marks) Vash has a new technique to help him revise. He writes notes in a table on a card. Each row of the table starts with a couple of key words, followed by more information. He then tries to remember the key words. Vash’s exam results have improved since he started revising like this. 3. Explain how Vash’s revision technique has improved his exam results. (2 marks) 4. Discuss the importance of cues in Vash’s experience of remembering his college work. (3 marks) Apply it It’s usually much easier to recognise someone than to recall their name. SPEC SPOTLIGHT Remembering (recognition, recall and the importance of cues). Key concept 2: Remembering A1: Cognitive approach Recall Free recall Retrieval from a memory store without ‘assistance’. E.g. in a research study you read a list of words, put it to one side and write down all the words you remember. Cued recall Retrieval from memory with assistance from a cue (‘trigger’). E.g. in a research study you read a list of words, put it to one side and are told the first letter of each word. We have more in memory than we think and can recall ‘forgotten’ information when triggered by the right cue. Recognition Recognition memory When we remember something because we have encountered it before. E.g. you know someone’s name when you hear it. E.g. in a multiple-choice question with answers, you know the correct one when you see it. This shows we store more in LTM than we can access through free recall. Cues Meaningful cues The cue is directly relevant to the material we want to remember. E.g. the cue is ‘STM’ – ‘S’ cues retrieval of ‘short’, the word ‘short’ cues retrieval of other meaningful material (duration, capacity, etc.). Cues without meaning The cue is not directly relevant to the material but occurs at the same time we learn it. E.g. a random event such as a thunderstorm happens at the same time you learn something about STM. When a storm happens again, it might cue recall of information about STM. Unit 1 Psychological approaches and applications Content area A 14 Copyright: Sample material
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