Learning and Cognition· Context

Cognitive models

IB Psychology · 2027 Syllabus

Inquiry Question & Thinking Prompt

Why do we so often instantly forget a new person's name right after they introduce themselves to us?
How is it possible that you can remember the exact lyrics to a song from ten years ago, but you can't remember what you had for lunch yesterday?
Why is it incredibly difficult to read a textbook while someone is talking to you, but relatively easy to drive a car while having a conversation?

Learning Objective

The value of cognitive models and comparing two models.

IB Psychology Guide 2027

📖 Definition / Conceptual Understanding

Cognitive models are theoretical frameworks that represent mental processes as information-processing systems. Since these processes cannot be observed directly, models provide a simplified way to explain how information flows through people’s minds and generate testable predictions.

The Multi Store Model, proposed by Atkinson and Shriffin, explains how information passes through three different memory storages, which are sensory to short-term memory via attention, short-term memory to long-term memory via rehearsal and long term memory back to short term memory via retrieval.

⚙️ Mechanism / Explanation

The Multi-Store Model (Atkinson & Shiffrin, 1968):

The Multi-Store Model (MSM) views memory as a linear flow of information through three distinct storage boxes (Sensory, Short-Term, and Long-Term) with their control processes i.e. attention, rehearsal and retrieval.

Without attention, information from sensory memory cannot go into the short term memory. Without rehearsal, information in the short term memory tends to decay quickly because it has limited capacity and it functions mainly as a temporary workspace for current tasks, with limited duration.

Sensory Memory: Holds raw environmental data (sights, sounds) for milliseconds. Information only moves forward if we pay attention to it; otherwise, it decays.
Short-Term Memory (STM): A temporary holding area with limited capacity (7±2 items) and limited duration (~30 seconds). Information only moves to Long-Term Memory through maintenance rehearsal (repeating it over and over).
Long-Term Memory (LTM): A potentially infinite storage system. To use this information, it must be retrieved back into STM.

The Working Memory Model (Baddeley & Hitch, 1974):

Critique of MSM: Argues that STM is not just a passive "waiting room," but an active workspace where we manipulate information.

Central Executive: The "boss." It directs attention, allocates cognitive resources, and coordinates the other sub-systems.
Phonological Loop: Handles auditory and verbal information (your "inner ear" and "inner voice").
Visuospatial Sketchpad: Handles visual and spatial information (your "inner eye," like visualizing a map).
Episodic Buffer: (Added later) Integrates information from the different systems and links it to Long-Term Memory.

📌 Other Relevant Information

Cognitive models attempt to visualize the invisible architecture of human memory. The Multi-Store Model (MSM) provides a macroscopic, structural view. It dictates that memory is sequential: environmental stimuli enter Sensory Memory, are filtered by attention into Short-Term Memory (STM), and are encoded into Long-Term Memory (LTM) exclusively through rote rehearsal. If information is not rehearsed, it is displaced or decays.

However, the Working Memory Model (WMM) provides a microscopic, functional view of STM. Baddeley and Hitch argued that if STM was just one single box, we couldn't do two things at once. Their model splits STM into specialized, independent systems controlled by a Central Executive. Because auditory data (Phonological Loop) and visual data (Visuospatial Sketchpad) are processed in separate "slave systems," we can successfully perform two tasks simultaneously (dual-tasking) as long as they don't use the exact same system.

🃏 Scenario Flip Cards

Click a card to reveal the explanation. Each scenario feeds directly into a Paper 1B practice question — use "Practice P1B" to attempt it.

Scenario 1: The Pizza Delivery (MSM)

Scenario: Your friend verbally gives you the 7-digit phone number for a pizza place. You don't have a pen, so you start muttering the numbers out loud over and over. Suddenly, your mom walks in and asks you a question about your homework. You answer her, but when you go to dial the phone, the number is completely gone.

Question: Using your knowledge of the Multi-Store Model, explain why you forgot the number.

Click to reveal

Capacity and Rehearsal: The phone number entered your Short-Term Memory. Because STM only holds information for about 30 seconds, you used "maintenance rehearsal" (muttering it) to keep it active and prevent it from decaying.

The Interruption: When your mom asked a question, your attention was diverted. The new auditory information (her words) entered your limited-capacity STM.

Displacement: Because STM can only hold about 7 items at a time, the new information from your mom physically "pushed out" or displaced the phone number before you could encode it into your Long-Term Memory, resulting in immediate forgetting.

Click to flip back

Scenario 2: The Driving Musician (WMM)

Scenario: You are driving in heavy traffic while successfully singing along to a complex, fast-paced rap song on the radio. However, when your GPS suddenly shows a highly complicated 3D map of a detour you need to take, you immediately reach out and turn the music off so you can concentrate on the map.

Question: Using your knowledge of the Working Memory Model, explain why you could sing while driving initially, but had to turn the music off when looking at the map.

Click to reveal

Successful Dual-Tasking: Driving relies on the Visuospatial Sketchpad (tracking cars, looking at the road), while singing relies on the Phonological Loop. Because they use two separate, independent slave systems, your Central Executive can easily coordinate both tasks simultaneously.
Cognitive Overload: When the complex 3D detour map appeared, it placed a massive demand on your Visuospatial Sketchpad.
Reallocating Resources: To prevent a crash, your Central Executive needed 100% of your cognitive focus to process the visual information. Turning off the music freed up working memory capacity, allowing you to focus entirely on navigating the visual detour.

Click to flip back

Scenario 3: The Daydreaming Student (Information Processing & Attention)

Scenario: You are sitting in class, staring right at your teacher and nodding your head as they explain a new concept. However, you are secretly daydreaming about a movie you watched last night. When the teacher suddenly stops and asks you to repeat their last sentence, your mind is completely blank, even though their voice physically entered your ears.

Question: Using the general principles of cognitive memory models, explain why you cannot remember the teacher's words despite "hearing" them.

Click to reveal

Sensory Input: The physical sound waves of the teacher's voice successfully entered your auditory Sensory Memory (also known as echoic memory).

The Filter of Attention: Cognitive models dictate that attention is the absolute gatekeeper of the mind. Because your conscious focus was directed inward toward your daydream, you did not allocate any active attention to the teacher's voice.

Immediate Decay: Because the auditory information was never attended to, the data was never formally encoded. It never even made it into your Short-Term Memory, causing the raw sensory data to instantly decay and disappear forever.

Click to flip back

🔬 Common Studies

These studies feed directly into Paper 2B practice questions.

📋 What is Required

Paper 1A— Short answer (4 marks)

Describe one cognitive model of memory.

View mark scheme

9 marks: Clear structural description of either MSM or WMM and a supporting study.

Paper 1B— Scenario response (6 marks)

Evaluate one or more cognitive models of memory.

View mark scheme

22 marks: Comprehensive knowledge of memory models, critical comparison, and methodological evaluation.

💬 ATL Discussion & Theory of Knowledge

ATL Discussion Questions

Factual

What are the components of the Multi-Store Model and Working Memory Model?

Conceptual

How do cognitive models simplify complex mental realities?

Debatable

Are models of memory too reductionist to capture human experience?

Link to Theory of Knowledge

Both the MSM and WMM rely on the "computer metaphor" of the mind—suggesting we input, process, store, and output information just like a machine. Does using metaphors from current technology limit our ability to understand the true, organic complexity of human consciousness? Can a biological mind ever be truly understood using the language of machinery?

🔗 Link to Concepts

Select a concept to explore how it connects to this topic. These connections also feed into Paper 1C practice questions.

Link to Measurement

The Link: How can we accurately measure the capacity of an invisible cognitive workspace?

Application: Models like the WMM conceptualize memory capacity not as a physical space, but as a limit on processing resources. Researchers measure this indirectly through dual-task paradigms (like asking someone to recite a number sequence while tracking a moving light on a screen). If performance on both tasks drops, it proves the Central Executive's "measurement" of capacity has been exceeded.

Since we are measuring behavioural outputs (like errors in reciting numbers) rather than direct cognitive mechanisms, how do we know if a participant's failure is caused by an overloaded working memory versus simple fatigue or a lack of motivation?

🧠 Quick Quiz

What is the primary purpose of cognitive models in psychology?

Which memory model proposes that memory is divided into distinct stores based on duration and capacity?

According to the Working Memory Model, what is the role of 'slave systems'?

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