Cognitive Psychology: Memory, Attention and Thinking
Core concepts
Cognitive psychology studies internal mental processes inferred from behaviour. For memory, know the multi-store model (sensory register, short-term memory with limited capacity and duration, long-term memory with unlimited capacity), and the working memory model (central executive, phonological loop, visuospatial sketchpad, episodic buffer). Understand levels of processing (shallow versus deep), encoding specificity, and the distinction between explicit (episodic, semantic) and implicit (procedural) memory.
Know forgetting explanations: decay, interference (proactive and retroactive), and retrieval failure. Understand schemas and how they shape encoding and recall, plus reconstructive memory and eyewitness testimony research. Attention concepts include selective and divided attention and automatic versus controlled processing.
Common traps
- Mixing up proactive (old interferes with new) and retroactive (new interferes with old) interference. Mnemonic: Proactive = Previous material interferes.
- Confusing capacity (number of items) with duration (time) of short-term memory.
- Treating the multi-store model as fully supported; it is criticised for oversimplifying and for assuming unitary short-term storage.
- Describing schema effects as always improving memory; schemas can distort recall.
Rule of thumb
When evaluating a memory study, check encoding task, retention interval and retrieval test, because changing any one alters results. A study showing deep processing improves recall must also control for time on task.
Worked example
A student revises by rereading notes (shallow) and scores lower than a peer who explains concepts in her own words (deep, elaborative rehearsal). This illustrates levels of processing: semantic elaboration creates stronger, more retrievable traces.