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24:[["$","$L33",null,{"feature":"flashcards"}],"$L34",["$","$L35",null,{"href":"/a-level/psychology/aqa/multi-store-model-of-memory/flashcards","label":"Multi-store model of memory","subjectCode":"a_level_psychology__aqa","surface":"flashcards"}],["$","$L36",null,{"runner":["$","div",null,{"className":"min-h-0 flex-1 overflow-hidden bg-background","children":["$","$L37",null,{"decks":[{"id":"5e7cc561-c12f-4735-80cd-fce3f9dac07a","title":"Multi-store model of memory Flashcards","topicId":"4bd08970-9e21-5aaf-993b-b941db39b92f","topicSlug":"multi-store-model-of-memory","cards":[{"id":"5de7051d-666f-47a8-8dac-2d35a6265ad9","cardType":"basic","points":1,"front":"Who proposed the multi-store model, and when?","back":"Atkinson and Shiffrin (1968).","mcqOptions":[{"text":"Atkinson and Shiffrin (1968).","correct":true,"explanation":"Atkinson and Shiffrin introduced the multi-store model in 1968, describing memory as information passing through separate sensory, short-term and long-term stores."},{"text":"Baddeley and Hitch (1974).","correct":false,"explanation":"Baddeley and Hitch proposed the working memory model in 1974, not the multi-store model. The multi-store model was proposed by Atkinson and Shiffrin in 1968."},{"text":"Endel Tulving (1972).","correct":false,"explanation":"Tulving distinguished episodic, semantic and procedural forms of long-term memory rather than proposing the multi-store model. Atkinson and Shiffrin proposed the MSM in 1968."},{"text":"Peterson and Peterson (1959).","correct":false,"explanation":"Peterson and Peterson investigated the duration of short-term memory, but they did not propose the multi-store model. It was introduced by Atkinson and Shiffrin in 1968."}]},{"id":"d7800db3-a1fd-4498-b1e4-ed9861b1b4b5","cardType":"basic","points":3,"front":"Which three stores are linked in the multi-store model?","back":"

Sensory register
Short-term memory
Long-term memory

","mcqOptions":[{"text":"

Sensory register
Short-term memory
Long-term memory

","correct":true,"explanation":"The multi-store model presents memory as three structurally separate stores: the sensory register, short-term memory and long-term memory, with information transferred between them."},{"text":"

Central executive
Phonological loop
Long-term memory

","correct":false,"explanation":"The central executive and phonological loop are components of Baddeley and Hitch’s working memory model. The MSM instead links the sensory register, short-term memory and long-term memory."},{"text":"

Episodic memory
Semantic memory
Procedural memory

","correct":false,"explanation":"Episodic, semantic and procedural memory are proposed types of long-term memory, not the MSM’s three stores. Those stores are the sensory register, STM and LTM."},{"text":"

Sensory register
Visuospatial sketchpad
Episodic buffer

","correct":false,"explanation":"The visuospatial sketchpad and episodic buffer belong to the working memory model rather than the MSM. The MSM consists of the sensory register, STM and LTM."}]},{"id":"b59f8c11-75c0-41af-84c5-cd5696c8f3ca","cardType":"cloze","points":null,"front":"Coding is the form information is stored in; [ ] is the amount held; [ ] is time retained.","back":"Coding is the form information is stored in; capacity is the amount held; duration is time retained.","mcqOptions":[{"text":"Coding is the form information is stored in; capacity is the amount held; duration is time retained.","correct":true,"explanation":"Capacity means how much information a memory store can hold, whereas duration means how long information remains available within that store."},{"text":"Coding is the form information is stored in; duration is the amount held; capacity is time retained.","correct":false,"explanation":"The two characteristics have been reversed: capacity concerns the amount of information held, while duration concerns the length of time for which it is retained."},{"text":"Coding is the form information is stored in; encoding is the amount held; duration is time retained.","correct":false,"explanation":"Encoding describes putting information into a usable form, not how much a store holds. Capacity is the amount held, and duration is the retention time."},{"text":"Coding is the form information is stored in; capacity is the amount held; rehearsal is time retained.","correct":false,"explanation":"Rehearsal is the repetition of information and can help maintain or transfer it; it is not a measure of retention time. Time retained is duration."}]},{"id":"e4d76175-c337-4abf-9864-1299a4eac49e","cardType":"cloze","points":null,"front":"In the MSM, [ ] moves selected sensory information into STM; [ ] brings LTM information back into STM.","back":"In the MSM, attention moves selected sensory information into STM; retrieval brings LTM information back into STM.","mcqOptions":[{"text":"In the MSM, attention moves selected sensory information into STM; retrieval brings LTM information back into STM.","correct":true,"explanation":"Attention selects information from the sensory register for transfer into STM. Retrieval is the process that returns information stored in LTM to conscious STM."},{"text":"In the MSM, rehearsal moves selected sensory information into STM; retrieval brings LTM information back into STM.","correct":false,"explanation":"Rehearsal maintains information in STM or transfers it to LTM; it does not select sensory input. Attention performs selection, while retrieval returns LTM information to STM."},{"text":"In the MSM, attention moves selected sensory information into STM; rehearsal brings LTM information back into STM.","correct":false,"explanation":"Rehearsal generally repeats STM information to maintain it or transfer it into LTM. The process that brings stored LTM information back into STM is retrieval."},{"text":"In the MSM, retrieval moves selected sensory information into STM; attention brings LTM information back into STM.","correct":false,"explanation":"The processes have been reversed: attention selects sensory information for STM, whereas retrieval brings information from LTM back into STM for conscious use."}]},{"id":"6084f6d4-fc0e-4b35-b909-bd3e30661941","cardType":"cloze","points":null,"front":"The sensory register's [ ] holds visual information; its [ ] holds auditory information.","back":"The sensory register's iconic store holds visual information; its echoic store holds auditory information.","mcqOptions":[{"text":"The sensory register's iconic store holds visual information; its echoic store holds auditory information.","correct":true,"explanation":"The iconic store briefly retains visual images, while the echoic store briefly retains sounds. These are modality-specific components of the sensory register."},{"text":"The sensory register's echoic store holds visual information; its iconic store holds auditory information.","correct":false,"explanation":"The two sensory stores have been reversed: iconic memory concerns visual input, whereas echoic memory concerns auditory input such as voices and other sounds."},{"text":"The sensory register's haptic store holds visual information; its echoic store holds auditory information.","correct":false,"explanation":"The haptic store is associated with touch rather than vision. Visual information enters the iconic store, while auditory information enters the echoic store."},{"text":"The sensory register's iconic store holds visual information; its haptic store holds auditory information.","correct":false,"explanation":"The haptic store concerns tactile information rather than sound. The iconic store holds visual input, and the echoic store holds auditory input."}]},{"id":"1aff12d7-cc99-496f-8b3f-3f3afe23a1c3","cardType":"basic","points":2,"front":"What does modality-specific coding mean in the sensory register?","back":"Information is coded in the same form as the sense.","mcqOptions":[{"text":"Information is coded in the same form as the sense.","correct":true,"explanation":"Sensory-register coding is modality-specific because each input is represented according to its original sensory modality, such as visual coding for sights and acoustic coding for sounds."},{"text":"Information is coded in a different form from the sense.","correct":false,"explanation":"Modality-specific coding preserves the original sensory form rather than converting it into another modality. Visual input remains visual, while auditory input remains acoustic."},{"text":"Information is coded in a mainly acoustic form.","correct":false,"explanation":"Acoustic coding is especially associated with STM, but the sensory register uses several modality-specific forms. Information is coded in the same form as the originating sense."},{"text":"Information is coded in a mainly semantic form.","correct":false,"explanation":"Semantic coding is especially characteristic of LTM rather than the sensory register. Sensory input is initially coded in the same modality as the sense receiving it."}]},{"id":"36849cf4-a678-48eb-99c7-90fc2d93c48f","cardType":"basic","points":1,"front":"What is the sensory register's capacity thought to be?","back":"Very large.","mcqOptions":[{"text":"Very large.","correct":true,"explanation":"The sensory register receives extensive information from the environment through multiple senses, so its capacity is considered very large even though most information rapidly decays."},{"text":"About seven items.","correct":false,"explanation":"About seven items is Miller’s traditional estimate for STM capacity, not sensory-register capacity. The sensory register is believed to have a very large capacity."},{"text":"Approximately four chunks.","correct":false,"explanation":"Approximately four chunks is a modern estimate of STM capacity rather than sensory-register capacity. The sensory register can briefly hold a very large amount of input."},{"text":"Very limited.","correct":false,"explanation":"It is duration, not capacity, that is severely restricted in the sensory register. Its capacity is very large, although unattended information disappears extremely quickly."}]},{"id":"abc70612-c52c-4531-a4dd-9e38fadab0e7","cardType":"cloze","points":null,"front":"Visual sensory information may last [ ]; auditory sensory information may last [ ].","back":"Visual sensory information may last less than half a second; auditory sensory information may last a few seconds.","mcqOptions":[{"text":"Visual sensory information may last less than half a second; auditory sensory information may last a few seconds.","correct":true,"explanation":"Iconic visual traces usually fade in less than half a second, whereas echoic auditory traces persist longer and can remain for a few seconds."},{"text":"Visual sensory information may last a few seconds; auditory sensory information may last less than half a second.","correct":false,"explanation":"The durations have been reversed. Iconic visual information fades in less than half a second, while echoic auditory information can persist for a few seconds."},{"text":"Visual sensory information may last around 20 seconds; auditory sensory information may last a few seconds.","correct":false,"explanation":"Around 20 seconds is commonly associated with unrehearsed STM, not iconic sensory memory. Visual sensory information lasts under half a second, while auditory traces last a few seconds."},{"text":"Visual sensory information may last less than half a second; auditory sensory information may last less than half a second.","correct":false,"explanation":"Auditory sensory memory generally persists longer than visual sensory memory. Visual traces last under half a second, but auditory traces may remain for a few seconds."}]},{"id":"874d233f-d852-485e-b0b2-0295a0862532","cardType":"basic","points":2,"front":"What did Sperling's row-cue study suggest about sensory memory?","back":"Many letters were briefly available but faded quickly.","mcqOptions":[{"text":"Many letters were briefly available but faded quickly.","correct":true,"explanation":"Sperling’s partial-report condition showed that participants initially had access to most of the letter display, but this sensory trace disappeared too rapidly for full reporting."},{"text":"Many letters remained available for several minutes.","correct":false,"explanation":"This reverses the study’s findings by implying that sensory information persists. The partial-report advantage showed that many letters were briefly available but faded quickly."},{"text":"Few letters were briefly available before fading quickly.","correct":false,"explanation":"Low whole-report accuracy did not mean that only a few letters entered sensory memory. Row cues showed that many letters were initially available but faded quickly."},{"text":"Many letters were immediately transferred into long-term memory.","correct":false,"explanation":"Sperling investigated brief visual sensory storage, not permanent transfer into long-term memory. Many letters were momentarily available, but their representations rapidly faded."}]},{"id":"9629c50e-6194-4a9a-b6b1-85f7c27d38bc","cardType":"basic","points":2,"front":"What limits Sperling's study as evidence for everyday memory?","back":"The letter-display task was artificial.","mcqOptions":[{"text":"The letter-display task was artificial.","correct":true,"explanation":"Viewing and reporting arrays of letters is unlike most ordinary memory activity, so the artificial task reduces the study’s ecological validity and everyday generalisability."},{"text":"The letter-display task tested long-term memory.","correct":false,"explanation":"Sperling examined the visual sensory store rather than long-term memory. The genuine limitation is that the letter-display task was artificial and unlike everyday remembering."},{"text":"The participant sample consisted only of young children.","correct":false,"explanation":"The research did not use only young children, so this is not its recognised limitation. Its evidence has limited ecological validity because the letter-display task was artificial."},{"text":"The row cue was presented before the letter display.","correct":false,"explanation":"In the partial-report condition, the cue followed the display rather than preceding it. The main limitation is the artificial nature of recalling briefly presented letter arrays."}]},{"id":"0e85de02-d2a4-46fc-bb60-35b05bf5692a","cardType":"basic","points":1,"front":"What is STM mainly coded by?","back":"Sound - acoustic coding.","mcqOptions":[{"text":"Sound - acoustic coding.","correct":true,"explanation":"Short-term memory primarily represents information acoustically, explaining why items that sound alike are especially likely to become confused during immediate recall."},{"text":"Meaning - semantic coding.","correct":false,"explanation":"Semantic coding is mainly associated with long-term memory, not short-term memory. STM predominantly codes information by its sound, known as acoustic coding."},{"text":"Appearance - visual coding.","correct":false,"explanation":"Visual coding can occur in STM, but it is not its principal coding format in the multi-store model. STM is mainly coded by sound acoustically."},{"text":"Touch - tactile coding.","correct":false,"explanation":"Information entering sensory memory may be coded through touch, but this is not STM’s main format. Short-term memory mainly uses sound, or acoustic coding."}]},{"id":"a92886d8-5f17-4d2c-90c4-1e428bae8cd3","cardType":"cloze","points":null,"front":"Miller (1956) suggested STM holds about [ ]; chunking groups pieces into one [ ].","back":"Miller (1956) suggested STM holds about $7 \\pm 2$ items; chunking groups pieces into one meaningful unit.","mcqOptions":[{"text":"Miller (1956) suggested STM holds about $7 \\pm 2$ items; chunking groups pieces into one meaningful unit.","correct":true,"explanation":"Miller proposed that STM can contain approximately seven items, with a typical variation of two. Chunking increases effective capacity by combining separate pieces into meaningful units."},{"text":"Miller (1956) suggested STM holds about $9 \\pm 2$ items; chunking groups pieces into one meaningful unit.","correct":false,"explanation":"The value nine reflects the upper end of Miller’s proposed range, not its midpoint. He suggested a capacity of about $7 \\pm 2$ items, organised through meaningful chunks."},{"text":"Miller (1956) suggested STM holds about $7 \\pm 2$ items; chunking groups pieces into one meaningless unit.","correct":false,"explanation":"Chunking does not merely create an arbitrary or meaningless grouping. It combines separate pieces into one meaningful unit, while Miller estimated STM capacity at about $7 \\pm 2$ items."},{"text":"Miller (1956) suggested STM holds about $4 \\pm 1$ items; chunking groups pieces into one isolated unit.","correct":false,"explanation":"Four items is associated with later, lower estimates of STM capacity, while isolated units misunderstand chunking. Miller proposed $7 \\pm 2$ items and meaningful grouping."}]},{"id":"bfac8e69-f654-484e-b658-e0ce9f71a980","cardType":"basic","points":2,"front":"What did Peterson and Peterson find about STM when rehearsal was prevented?","back":"Trigram recall became very poor after about 18 seconds.","mcqOptions":[{"text":"Trigram recall became very poor after about 18 seconds.","correct":true,"explanation":"Participants counted backwards to block rehearsal, and their ability to recall consonant trigrams declined sharply, becoming very poor after a delay of roughly 18 seconds."},{"text":"Trigram recall became very poor after about 3 seconds.","correct":false,"explanation":"Three seconds was the shortest retention interval, and recall was still relatively high then. Trigram recall became very poor only after approximately 18 seconds without rehearsal."},{"text":"Trigram recall remained highly accurate after about 18 seconds.","correct":false,"explanation":"Preventing rehearsal caused recall to decline rather than remain accurate. Peterson and Peterson found that trigram recall became very poor after a delay of about 18 seconds."},{"text":"Trigram recall steadily improved over about 18 seconds.","correct":false,"explanation":"The counting task prevented rehearsal, so performance deteriorated instead of improving over time. Recall of the consonant trigrams became very poor after approximately 18 seconds."}]},{"id":"9ea64335-6313-47ef-a2ab-3913e14f1748","cardType":"cloze","points":null,"front":"[ ] means repeating information; prolonged rehearsal may transfer information into [ ].","back":"Maintenance rehearsal means repeating information; prolonged rehearsal may transfer information into LTM.","mcqOptions":[{"text":"Maintenance rehearsal means repeating information; prolonged rehearsal may transfer information into LTM.","correct":true,"explanation":"Maintenance rehearsal involves repeatedly cycling information through STM. According to the multi-store model, sufficient continued rehearsal can transfer that information into long-term memory."},{"text":"Elaborative rehearsal means repeating information; prolonged rehearsal may transfer information into LTM.","correct":false,"explanation":"Elaborative rehearsal involves linking information to meaning rather than simple repetition. Simple repetition is maintenance rehearsal, which the multi-store model says may transfer information into LTM."},{"text":"Maintenance rehearsal means repeating information; prolonged rehearsal may transfer information into sensory memory.","correct":false,"explanation":"Repetition maintains information within STM initially, but prolonged rehearsal is proposed to transfer it to LTM, not backwards into the brief sensory register."},{"text":"Retrieval rehearsal means repeating information; prolonged rehearsal may transfer information into STM.","correct":false,"explanation":"Retrieval means accessing stored information, not repeating it. Maintenance rehearsal is repetition, and the multi-store model proposes that prolonged rehearsal can transfer information into LTM."}]},{"id":"13e6be33-8d4e-416d-ace8-3ac18dbc8b89","cardType":"basic","points":1,"front":"What is LTM mainly coded by?","back":"Meaning - semantic coding.","mcqOptions":[{"text":"Meaning - semantic coding.","correct":true,"explanation":"Long-term memory primarily represents information according to its meaning. Evidence includes greater confusion between semantically similar words during delayed recall tasks."},{"text":"Sound - acoustic coding.","correct":false,"explanation":"Acoustic coding is mainly characteristic of short-term memory, where similar-sounding items are easily confused. Long-term memory is coded predominantly by meaning, or semantically."},{"text":"Appearance - visual coding.","correct":false,"explanation":"Visual coding may occur in long-term memory, but it is not regarded as its main coding format. LTM predominantly organises information by meaning semantically."},{"text":"Skills - procedural coding.","correct":false,"explanation":"Procedural describes a type of long-term memory for skills, not a coding format. LTM is mainly coded through meaning, which is called semantic coding."}]},{"id":"07998375-41c3-403d-ae73-ec27840d29fd","cardType":"cloze","points":null,"front":"LTM has [ ] capacity and [ ] duration.","back":"LTM has potentially unlimited capacity and potentially lifelong duration.","mcqOptions":[{"text":"LTM has potentially unlimited capacity and potentially lifelong duration.","correct":true,"explanation":"The multi-store model presents long-term memory as having no known fixed upper limit and retaining some information for an entire lifetime."},{"text":"LTM has about seven items capacity and potentially lifelong duration.","correct":false,"explanation":"A capacity limited to about seven items is associated with STM in Miller’s account, not LTM. Long-term memory is considered potentially unlimited and potentially lifelong."},{"text":"LTM has potentially unlimited capacity and about 18 seconds duration.","correct":false,"explanation":"A duration of around 18 seconds describes unrehearsed STM in Peterson and Peterson’s study. LTM instead has potentially unlimited capacity and potentially lifelong duration."},{"text":"LTM has severely limited capacity and very brief duration.","correct":false,"explanation":"Both features have been confused with short-term storage, which has limited capacity and duration. Long-term memory is described as potentially unlimited in capacity and potentially lifelong."}]},{"id":"4e1073ae-a19e-431c-8204-6d7c5910422e","cardType":"basic","points":2,"front":"What did Bahrick et al. show about LTM duration?","back":"Classmate names and faces were recognised decades later.","mcqOptions":[{"text":"Classmate names and faces were recognised decades later.","correct":true,"explanation":"Bahrick et al. found that participants could identify former classmates’ names and faces up to decades after leaving school, supporting the potentially very long duration of LTM."},{"text":"Random words and numbers were recognised decades later.","correct":false,"explanation":"Random words and numbers were not the material used in Bahrick et al.’s study. Classmate names and faces were recognised decades later, providing evidence for long-lasting LTM."},{"text":"Childhood sounds and smells were recognised decades later.","correct":false,"explanation":"This confuses Bahrick et al.’s research with studies of sensory cues and autobiographical memory. They showed that classmate names and faces could be recognised decades later."},{"text":"Complex skills and movements were recognised decades later.","correct":false,"explanation":"Skills and movements relate mainly to procedural memory, which Bahrick et al. did not test. Their participants recognised classmate names and faces many decades after school."}]},{"id":"e5c3b419-0bf9-4a46-9c51-fee00dc22e8e","cardType":"basic","points":2,"front":"What confound limits Bahrick's conclusion about LTM duration?","back":"Participants may have rehearsed names and faces over years.","mcqOptions":[{"text":"Participants may have rehearsed names and faces over years.","correct":true,"explanation":"Participants might have encountered photographs, reunions or conversations about classmates over the years. Such rehearsal could maintain the memories, weakening the claim that duration alone explains retention."},{"text":"Participants may have encoded names and faces semantically.","correct":false,"explanation":"Semantic encoding could improve retention, but it is not the key confound concerning the passage of time. Participants may have rehearsed classmates’ names and faces repeatedly over the years."},{"text":"Participants may have recalled names and faces immediately.","correct":false,"explanation":"Bahrick et al. tested former classmates after substantial retention intervals, not merely through immediate recall. The confound is that names and faces may have been rehearsed during those years."},{"text":"Participants may have stored names and faces acoustically.","correct":false,"explanation":"Acoustic coding is associated mainly with STM and does not explain the methodological limitation. Participants may instead have rehearsed names and faces through later contact or exposure."}]},{"id":"0423e4de-c9de-4923-b3d4-6da167f14032","cardType":"cloze","points":null,"front":"In serial position, the [ ] comes from rehearsal into LTM; the [ ] comes from items still in STM.","back":"In serial position, the primacy effect comes from rehearsal into LTM; the recency effect comes from items still in STM.","mcqOptions":[{"text":"In serial position, the primacy effect comes from rehearsal into LTM; the recency effect comes from items still in STM.","correct":true,"explanation":"Early items receive more rehearsal and enter LTM, producing the primacy effect. The most recent items remain available in STM, producing the recency effect."},{"text":"In serial position, the recency effect comes from rehearsal into LTM; the primacy effect comes from items still in STM.","correct":false,"explanation":"This reverses the two effects. Rehearsal transfers early items into LTM, producing primacy, whereas the final items remain in STM and produce recency."},{"text":"In serial position, the primacy effect comes from rehearsal into LTM; the middle effect comes from items still in STM.","correct":false,"explanation":"Serial-position research does not identify a middle effect based on STM. Items at the end of a list remain in STM, creating the recency effect."},{"text":"In serial position, the recency effect comes from rehearsal into LTM; the middle effect comes from items still in STM.","correct":false,"explanation":"Neither completion matches the multi-store explanation. Rehearsed early items produce the primacy effect, while final items remaining in STM produce the recency effect."}]},{"id":"a5b2baef-445b-46c7-a427-086ddf7e780b","cardType":"basic","points":3,"front":"How did Baddeley (1966) support different coding in STM and LTM?","back":"

Immediate recall worse for acoustically similar words - STM acoustic.
Delayed recall worse for semantically similar words - LTM semantic.

","mcqOptions":[{"text":"

Immediate recall worse for acoustically similar words - STM acoustic.
Delayed recall worse for semantically similar words - LTM semantic.

","correct":true,"explanation":"Acoustic similarity disrupted immediate recall, indicating acoustic coding in STM. Semantic similarity disrupted delayed recall, indicating that LTM predominantly codes information according to meaning."},{"text":"

Immediate recall worse for semantically similar words - STM semantic.
Delayed recall worse for acoustically similar words - LTM acoustic.

","correct":false,"explanation":"This reverses Baddeley’s findings. Immediate recall was disrupted by acoustic similarity, supporting acoustic STM coding, while delayed recall was disrupted by semantic similarity, supporting semantic LTM coding."},{"text":"

Immediate recall worse for visually similar words - STM visual.
Delayed recall worse for acoustically similar words - LTM acoustic.

","correct":false,"explanation":"Baddeley did not conclude that STM was primarily visual or LTM primarily acoustic. Acoustic similarity impaired immediate recall, whereas semantic similarity impaired delayed recall."},{"text":"

Immediate recall worse for semantically similar words - STM semantic.
Delayed recall worse for visually similar words - LTM visual.

","correct":false,"explanation":"This assigns the wrong coding types to both stores. Baddeley found that STM relied mainly on acoustic coding, while delayed LTM recall relied mainly on semantic coding."}]},{"id":"ca7d0e16-5e79-412e-8789-de9c001d7af4","cardType":"basic","points":2,"front":"How does HM support a distinction between STM and LTM?","back":"

STM - could hold information briefly.
LTM - struggled to form new long-term memories.

","mcqOptions":[{"text":"

STM - could hold information briefly.
LTM - struggled to form new long-term memories.

","correct":true,"explanation":"HM retained information briefly in STM but could not form new enduring declarative memories after surgery. This dissociation supports separate short-term and long-term memory stores."},{"text":"

STM - struggled to hold information briefly.
LTM - could form new long-term memories normally.

","correct":false,"explanation":"This reverses HM’s pattern of impairment. His brief STM functioning was relatively intact, but he struggled to transfer information into new long-term declarative memories."},{"text":"

STM - could hold information permanently.
LTM - lost all previously formed memories.

","correct":false,"explanation":"STM is brief rather than permanent, and HM did not lose every existing long-term memory. He could hold information briefly but struggled to form new long-term memories."},{"text":"

STM - could not hold information briefly.
LTM - could recall all new experiences later.

","correct":false,"explanation":"HM’s STM was sufficiently intact to retain information for a short period. His central difficulty was forming new long-term declarative memories of experiences."}]},{"id":"d63f4a2d-e9b4-4c7c-8759-9baf93445d1f","cardType":"basic","points":2,"front":"Why does the working memory model challenge the MSM's view of STM?","back":"STM has several components, not one single store.","mcqOptions":[{"text":"STM has several components, not one single store.","correct":true,"explanation":"The working memory model divides STM into specialised components, including the phonological loop and visuospatial sketchpad, rather than treating it as one unitary short-term store."},{"text":"STM has unlimited capacity, not one restricted store.","correct":false,"explanation":"Working memory remains capacity-limited, so unlimited capacity is not its challenge to the MSM. It argues that STM contains several specialised components rather than one unitary store."},{"text":"STM has permanent duration, not one temporary store.","correct":false,"explanation":"STM is temporary rather than permanent in both models. The working memory model challenges the MSM by proposing multiple interacting STM components instead of a single store."},{"text":"STM has semantic coding, not one acoustic store.","correct":false,"explanation":"Working memory can process different types of information, but its main challenge is structural rather than simply about coding. STM consists of several specialised components, not one store."}]},{"id":"e2129958-2328-49a3-9ceb-a2e144fb9b05","cardType":"basic","points":3,"front":"How did Tulving challenge the MSM's view of LTM?","back":"

Episodic - personal events.
Semantic - facts.
Procedural - skills.

","mcqOptions":[{"text":"

Episodic - personal events.
Semantic - facts.
Procedural - skills.

","correct":true,"explanation":"Tulving proposed distinct LTM systems: episodic memory for personal experiences, semantic memory for factual knowledge and procedural memory for learned actions and skills."},{"text":"

Episodic - facts.
Semantic - skills.
Procedural - personal events.

","correct":false,"explanation":"The definitions have been incorrectly reassigned. Episodic memory stores personal events, semantic memory stores facts, and procedural memory stores learned skills and actions."},{"text":"

Episodic - skills.
Semantic - personal events.
Procedural - facts.

","correct":false,"explanation":"This confuses all three LTM systems. Personal events are episodic, general facts are semantic, and skills performed through learned actions are procedural."},{"text":"

Episodic - personal events.
Semantic - skills.
Procedural - facts.

","correct":false,"explanation":"Episodic memory is correctly linked to personal events, but the other two are reversed. Semantic memory contains facts, whereas procedural memory contains skills."}]},{"id":"53a14249-f1da-4ebf-bcf0-9d4e32b4ee60","cardType":"basic","points":2,"front":"Why does depth of processing challenge the MSM's rehearsal claim?","back":"Meaningful processing matters more than simple repetition.","mcqOptions":[{"text":"Meaningful processing matters more than simple repetition.","correct":true,"explanation":"Levels-of-processing research suggests that deep semantic processing creates stronger long-term memories than maintenance rehearsal. Therefore, the quality of processing matters more than repetition alone."},{"text":"Maintenance rehearsal matters more than meaningful processing.","correct":false,"explanation":"This states the MSM’s disputed assumption rather than the challenge. Depth-of-processing research shows that meaningful semantic processing is more effective than merely repeating information."},{"text":"Acoustic processing matters more than semantic understanding.","correct":false,"explanation":"Acoustic processing is relatively shallow and usually produces weaker retention than semantic processing. Meaningful engagement with information matters more than its sound or simple repetition."},{"text":"Immediate repetition matters more than deep understanding.","correct":false,"explanation":"Immediate repetition may maintain information temporarily, but it does not guarantee durable LTM storage. Deep, meaningful processing produces stronger retention than repetition alone."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Paper 1"},"heading":"Multi-store model of memory","title":"Multi-store model of memory Flashcards","topbar":{"backHref":"/a-level/psychology/aqa/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"4bd08970-9e21-5aaf-993b-b941db39b92f","walled":"$L39"}],"$L3a","$L3b"]