1.1.Explain contrasting psychological models in a recognised area of cognitive psychology, for example, memory, language, or perception

This guide will help you answer 1.1.Explain contrasting psychological models in a recognised area of cognitive psychology, for example, memory, language, or perception.

Cognitive psychology looks at how the mind processes information. It studies mental processes such as memory, language, attention, and perception. For this task, we will focus on memory. Memory is the process by which we encode, store, and retrieve information. Across the years, psychologists have developed different models to explain how memory works. These models differ in how they view memory structure, processes, and limits.

In this guide, we will explore two contrasting psychological models of memory. The first is the Multi-Store Model (MSM), proposed by Atkinson and Shiffrin in 1968. The second is the Working Memory Model (WMM), developed by Baddeley and Hitch in 1974. Both have been highly influential, but they have different structures and purposes.

The Multi-Store Model of Memory

The Multi-Store Model was one of the first theories to provide a clear structure for how information flows through memory. It views memory as having three main stores. These are sensory memory, short-term memory, and long-term memory. Information passes from one store to the next through attention and rehearsal.

The MSM outlines the following components:

• Sensory memory – This stores sensory information from the environment for a very short time. For example, visual information (iconic memory) might last less than a second. Auditory information (echoic memory) may last up to three seconds.
• Short-term memory (STM) – Information here lasts around 15–30 seconds unless rehearsed. Capacity is limited to around 7±2 items, based on research by Miller.
• Long-term memory (LTM) – This is a potentially unlimited store that can hold information for a lifetime.

In the MSM, information moves from sensory memory to STM by paying attention. If the information in STM is rehearsed, it moves to LTM. Retrieval of information happens when data from LTM is brought back to STM for use.

The MSM is often shown as a linear flow diagram. This gives a clear structure to how memory is seen to work.

Evaluation of the Multi-Store Model

The MSM has strengths. It provided one of the first clear explanations of memory structure. It supports the idea that STM and LTM are separate systems with different functions. There is evidence from research with brain injury patients, such as HM, that supports this separation.

There are also limitations. The model is seen as too simplistic. It suggests each store is a single unit, which is not the case. STM, for example, involves multiple processes. The model relies heavily on rehearsal, yet in real life, some information is remembered without repetition. It does not fully explain how information is forgotten or why some memories decay faster than others.

The Working Memory Model

The Working Memory Model was created by Baddeley and Hitch in 1974 to improve on the MSM’s description of STM. They argued STM is not a single store, but a system made up of specialised parts that work together to handle different types of information.

The WMM includes:

• Central executive – The control centre that directs attention and allocates tasks to other systems. It has limited capacity and deals with planning, problem-solving, and decision-making.
• Phonological loop – Processes verbal and auditory information. It has two parts:
• Phonological store – Holds words heard for a short period.
• Articulatory control process – Rehearses words silently to keep them in memory.
• Visuospatial sketchpad – Deals with visual and spatial information such as shapes, colours, and layouts.
• Episodic buffer – Added later in 2000 to integrate information from the other systems and link with LTM.

The WMM focuses on how we actively process and manipulate information, rather than just store it.

Evaluation of the Working Memory Model

The WMM explains STM in more detail than the MSM. It can account for how we can do two different tasks at the same time if they use different systems. For example, listening to music (phonological loop) while drawing (visuospatial sketchpad).

Research evidence supports it. Studies show that visual and verbal tasks do not interfere with each other as much as two verbal tasks do. This suggests separate systems exist. Brain scans support the idea of different areas being active for different types of task.

There are some weaknesses. The central executive is poorly understood. We know its role is to manage attention, but it is unclear how it works or how it limits capacity. The model is also based on laboratory research, which may not reflect memory use in real-world settings.

Comparing the Two Models

The MSM and WMM have very different approaches. The MSM looks at the overall structure of memory. It explains the process of transferring information from sensory input to LTM. The WMM focuses just on STM, but describes it as an active and multi-part system.

Key differences include:

• Structure vs. process – MSM is a linear model with clear stages. WMM is more about how different STM sub-systems process information in the moment.
• Number of components – MSM sees STM and LTM as unitary stores. WMM breaks STM into several parts with specific roles.
• Focus – MSM covers the whole system from sensory input to long-term storage. WMM focuses on short-term processing tasks.
• Evidence – Both have strong research support, but the WMM is better at explaining multitasking and dual-task performance.

Strengths and Weaknesses of Each Model

Strengths of MSM:

• Clear and easy to understand structure.
• Supported by evidence of separate STM and LTM from cases like HM.
• Introduced influential concepts like capacity, duration, and encoding.

Weaknesses of MSM:

• Over-simplified view of memory.
• Too much emphasis on rehearsal.
• Does not explain why we sometimes recall events without rehearsal.

Strengths of WMM:

• Explains STM as an active system.
• Supported by brain imaging and dual-task research.
• Can explain real-life multitasking.

Weaknesses of WMM:

• Central executive is not clearly defined.
• Less focus on LTM processes.
• Evidence mostly from lab experiments.

How the Models Relate to Applied Psychology

Both models influence work in education, workplace training, and therapy. The MSM helps teachers understand the importance of attention and repetition to push information into LTM. The WMM is useful in understanding dyslexia or attention problems, as it highlights specific processing weaknesses.

In practical terms, breaking learning into smaller tasks, using both verbal and visual materials, and reducing overload on one system can improve memory performance. For example, visual diagrams alongside verbal explanations can help learning because they use both the visuospatial sketchpad and phonological loop.

How Research Evidence Has Shaped Thinking

Research into memory models has moved from simple storage-based ideas to more active processing views. Early models like the MSM paved the way by showing there are different types of memory store. Later models like the WMM have built on this by explaining how these stores operate in daily mental tasks.

The development of the WMM was particularly influenced by experimental evidence showing that short-term memory could handle two different types of material at once. This challenged the idea in MSM that STM was a single, limited-capacity space.

Real-World Applications of the Models

In teaching, understanding how STM is limited helps in lesson planning. Too much new information at once overwhelms the central executive and other systems. Teachers often use chunking, rehearsal, and multimodal approaches to reduce overload.

In clinical psychology, assessment tools may be based on WMM concepts to identify which memory processes are impaired. For example, testing the phonological loop by recalling lists of words separately from visual patterns tests different systems.

In workplace training, MSM can be used to highlight the role of repetition and focus in committing information to long-term memory. WMM suggests spreading content across visual, verbal, and practical experiences for better processing.

Final Thoughts

Both the Multi-Store Model and the Working Memory Model have shaped our knowledge of memory in cognitive psychology. The MSM brought structure and introduced key terms still used today. The WMM pushed the field forward by showing that STM is not a single space but a complex set of systems.

Neither model is complete on its own. Together, they offer a fuller picture. MSM explains how information moves between stores, while WMM explains how short-term memory works in real time. Understanding both helps in applying psychology in education, work, and therapy.

Memory research continues to evolve. New neuroimaging techniques provide more detail about how brain regions connect to memory function. Yet the core ideas in the MSM and WMM remain highly influential in cognitive psychology and continue to be taught at all levels.