WACE Psychology Unit 3: Cognition — Flashcards & Quiz

Q1: Describe the Atkinson–Shiffrin multi-store model of memory.

The Atkinson–Shiffrin model (1968) proposes three sequential memory stores: Sensory memory — briefly holds unprocessed sensory information (iconic memory ~0.5s, echoic memory ~3–4s, haptic memory ~2s); large capacity but very short duration. Short-term memory (STM) — limited capacity (~7±2 items, Miller 1956), short duration (~18–30s without rehearsal); primarily acoustic encoding. Long-term memory (LTM) — theoretically unlimited capacity and potentially permanent duration; primarily semantic encoding. Information flows from sensory to STM via attention, and from STM to LTM via rehearsal.

Q2: Describe Baddeley’s working memory model and its components.

Baddeley’s working memory model (1974, updated 2000) replaced the passive STM with an active multi-component system: Central executive — controls attention, allocates resources to the slave systems, coordinates information from different sources. Phonological loop — processes auditory and verbal information; has two sub-components: the phonological store (inner ear) and the articulatory rehearsal system (inner voice). Visuospatial sketchpad — processes visual and spatial information (the inner eye). Episodic buffer (added 2000) — integrates information from the other components and LTM into coherent episodes.

Q3: Compare maintenance rehearsal and elaborative rehearsal.

Maintenance rehearsal: rote repetition of information to keep it in short-term memory (e.g. repeating a phone number). It maintains information in STM but is less effective for transferring to LTM. Elaborative rehearsal: processing information at a deeper level by connecting it to existing knowledge, creating associations or generating meaning (e.g. creating a story to remember a list). Based on Craik and Lockhart’s (1972) levels of processing framework: deeper processing produces more durable memory traces.

Q4: Compare decay theory, interference theory and retrieval failure as explanations for forgetting.

Decay theory: memory traces fade over time if not rehearsed. Difficult to test because interference cannot be completely eliminated. Supported by Ebbinghaus’s forgetting curve. Interference theory: similar memories compete. Proactive interference — old memories interfere with new learning. Retroactive interference — new memories interfere with recall of old information. Retrieval failure: information is stored in LTM but cannot be accessed due to insufficient cues. Supported by the encoding specificity principle (Tulving & Thomson, 1973) and tip-of-the-tongue experiences. Context-dependent and state-dependent cues improve retrieval.

Q5: Describe classical conditioning and its key processes.

Classical conditioning (Pavlov): a neutral stimulus (NS) is repeatedly paired with an unconditioned stimulus (UCS) that naturally elicits an unconditioned response (UCR). After repeated pairing, the NS becomes a conditioned stimulus (CS) that elicits a conditioned response (CR). Key processes: acquisition (learning the association), extinction (CR weakens when CS is presented without UCS), spontaneous recovery (extinguished CR reappears after rest), stimulus generalisation (responding to similar stimuli) and stimulus discrimination (responding only to the CS).

Q6: Explain Skinner’s operant conditioning including schedules of reinforcement.

Operant conditioning: behaviour is shaped by its consequences. Four consequences: positive reinforcement (add pleasant → increase behaviour), negative reinforcement (remove unpleasant → increase behaviour), positive punishment (add unpleasant → decrease behaviour), negative punishment (remove pleasant → decrease behaviour). Schedules of reinforcement: fixed-ratio (FR — after set number of responses; high rate, post-reinforcement pause), variable-ratio (VR — unpredictable number; highest rate, resistant to extinction), fixed-interval (FI — after set time; scalloped pattern), variable-interval (VI — unpredictable time; moderate, steady rate).

Q7: Describe Bandura’s observational learning theory.

Bandura’s social learning theory (1961) proposes that learning can occur through observing and imitating models. Four mediational processes are required: Attention — the observer must notice the model’s behaviour (influenced by model’s attractiveness, status, similarity). Retention — the behaviour must be stored in memory. Motor reproduction — the observer must have the physical and cognitive ability to reproduce the behaviour. Motivation — the observer must have a reason to imitate (influenced by vicarious reinforcement or punishment observed happening to the model).

Q8: What is selective attention and how is it studied?

Selective attention is the ability to focus on relevant information while filtering out irrelevant stimuli. Broadbent’s filter model (1958): attention operates as an early filter that selects one channel of sensory input based on physical characteristics (e.g. pitch, location) before meaning is processed. Treisman’s attenuation model (1964): unattended information is attenuated (weakened) rather than completely blocked — important stimuli (e.g. your name) can break through. The cocktail party effect: the ability to focus on one conversation in a noisy environment while still detecting personally relevant information from unattended conversations.

Q1: According to the Atkinson–Shiffrin model, sensory memory has a large capacity but very short duration.

Answer: TRUE

Sensory memory has a large capacity (it captures all incoming sensory information) but a very short duration (iconic memory ~0.5 seconds, echoic memory ~3–4 seconds). Information not attended to is lost rapidly.

Q2: The central executive in Baddeley’s working memory model processes auditory information.

Answer: FALSE

The central executive is an attentional control system that directs focus and allocates resources to the slave systems. The phonological loop processes auditory and verbal information. The central executive does not process information directly — it coordinates the other components.

Q3: Elaborative rehearsal involves rote repetition of information to maintain it in short-term memory.

Answer: FALSE

Rote repetition is maintenance rehearsal. Elaborative rehearsal involves processing information at a deeper level by creating meaningful connections to existing knowledge, generating associations and developing understanding — producing more durable long-term memory traces.

Q4: Retroactive interference occurs when new learning interferes with the recall of previously learned information.

Answer: TRUE

Retroactive interference occurs when new memories disrupt the recall of older memories. For example, learning a new password may interfere with your ability to remember a previous password. Proactive interference is the reverse — old memories interfere with new learning.

Q5: In classical conditioning, the conditioned stimulus (CS) naturally and automatically triggers the unconditioned response.

Answer: FALSE

The unconditioned stimulus (UCS) naturally triggers the unconditioned response (UCR) without any learning. The conditioned stimulus (CS) was originally a neutral stimulus that only triggers a conditioned response (CR) after being repeatedly paired with the UCS.

Memory Models (Atkinson–Shiffrin and Baddeley)

Understanding the multi-store model and working memory model, including their components, is essential. SCSA exams require you to describe each model, compare their strengths and limitations, and apply them to real-world memory scenarios.

Encoding, Retrieval and Forgetting

The encoding specificity principle, levels of processing, and theories of forgetting (decay, interference, retrieval failure) are core content. SCSA frequently presents memory scenarios and asks you to explain performance using these theoretical frameworks.

Learning Theories

Classical conditioning, operant conditioning and observational learning are assessed through scenario-based questions. Being able to identify conditioning components, reinforcement schedules and observational learning processes in novel examples is critical for SCSA exam success.

Attention and Cognitive Biases

Selective attention models (Broadbent, Treisman) and common cognitive biases (confirmation bias, availability heuristic, anchoring) demonstrate the constructive nature of human cognition. SCSA values your ability to identify biases in real-world decision-making scenarios.

What does WACE Psychology Unit 3 cover about cognition?

Unit 3 covers memory (Atkinson–Shiffrin model, Baddeley’s working memory model), encoding, storage and retrieval processes, forgetting theories (decay, interference, retrieval failure), learning theories (classical conditioning, operant conditioning, observational learning), attention and cognitive biases.

Are these flashcards aligned to the SCSA curriculum?

Yes — every flashcard and quiz question is mapped to the SCSA WACE Psychology Units 3–4 syllabus for the cognition content area.

How should I study cognition topics for WACE Psychology?

Apply the memory and learning concepts to your own study. Use spaced repetition (spacing effect), retrieval practice (testing effect) and elaborate encoding. Create comparison tables for memory models and learning theories. Practise applying theories to novel scenarios, as SCSA exams require application, not just recall.