Encoding is the way in which information is stored/processed into memory e.g. acoustic, visual, semantic.

• The phonological loop is a limited capacity, temporary storage system for holding verbal information. It is divided into two stores: The Phonological store (inner ear) and articulatory control system (inner voice).
• The visuo-spatial sketchpad is a limited capacity, temporary memory system for holding visual and spatial information. It is divided into two stores: The inner scribe and the visual cache

Strength: supporting research such as dual task studies or evidence from brain scans.

WMM gives better account than MSM especially in relation to STM.

Limitations: Little known about how central executive works or research from Damasio on EVR to suggest that it is not a unitary store.

LTM is not fully explained by WMM.

Report Everything

Change Perspective

Change Order

Mental reinstatement of the orginal context

Method of loci= Student could imagine a familiar route (e.g. around their house) and could drop pieces of information to be remembered at landmarks e.g. a pair of jeans to represent genetic in the bedroom. When they wanted to recall the information they would re-trace their steps around the route.

Loftus and Palmer APFC in brief.

Any study which is recognisable e.g. Anastasi & Rhodes: young and middle aged participants were more accurate than older participants.

Yarmey: no difference in the ability of older participants to recall physical characteristics of a young oman.

Parker and Caranza: primary and college students showed mock crime slides. Children more likely to identify but less accurate.

Must be recognisable study.

Yuille and Cutshill: witnesses who had been most distressed at time of shooting gave more accurate account five months later.

Christianson and Hubinette: real witnesses questioned. Those who had been directly threatened more accurate in recall and remembered more details than onlookers.

Loftus et al: weapon focus effect, attention draw towards weapon and away from others face.

etc.

Genetic

Adaptive

Secure Base

Social Releasers

Sensitive period

Monotropy and hierarchy

Internal working model

Continuity hypothesis

All must be identified and explained in brief.

• Sam approaches his mother and is easily comforted/is happy.
• Dan may go to his mother but then reject her.

• Institutional care refers to situations where children spend part of their childhood in a hospital, an orphanage or a residential children’s home, not cared for by their family. Candidates may use examples such as Hodges and Tizard or Rutter as part of their explanation.
• Privation refers to situations where children do not form an attachment with anyone during the sensitive period. Candidates may use examples such as Hodges & Tizard or Curtiss’s study of Genie as part of their explanation.

• Cultural differences eg Children in Germany are encouraged to be independent and may therefore appear to show insecure avoidant attachment while infants in Japan are rarely separated from their mothers and may therefore appear insecure resistant. (Imposed etic).
• Effects of being in day care eg children who are used to being separated from their mother may show characteristics of insecure attachment.
• Lack of ecological validity. The children are in an unfamiliar environment so may act differently.

The process of classical and operant conditioning must apply to attachment. If it doesn't then 0 marks.

• Low staff turnover
• High staff to child ratio
• Key worker
• Staff training
• Regulation e.g. ofsted

Elaboration needed for full 2 marks.

Punching, hitting, use of swear words, biting etc.

Reasonable account of Shea, NICHD or EPPE.

Findings must relate to aggression and not peer relations.

Reasonable account of Andersson, Clarke-Stewart et al, DiLalla.

Findings must relate to peer relations and not aggression.

• Range
• Semi-interquartile range
• Interquartile range
• Standard deviation
• Variance

Biased/not representative as some people are more likely to volunteer than others so findings cannot be generalised to others.

Right to withdraw - use of briefing and de-brief

Confidentiality - use of numbers of fake names, not publishing names or pictures.

Deception - ethical committe, presumptive consent and de-brief.

Informed consent - presumptive consent, briefing participants.

Could be used to check specifics of an experiment e.g how long participants have to carry out the task. The changes can be made accordingly.

Could be used to check that participants understand the instructions and what they are required to do. These again could be altered before the actual study.

Could be used to ask a few participants about their experience taking part.

• Create a checklist or categories that they will be looking for, e.g crying, hitting, screaming, then read through the diaries and tally the amount of times you see the behaviour then compare these behaviours before and after day care.
• Alternatively the researchers may not have any set categories and they could read the diaries and they may realise that categories are starting to occur.