The Multi-Store Model of Memory Research (OCR GCSE Psychology): Revision Note

Exam code: J203

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Cara Head

Updated on

Memory core study: Wilson et al. (2008): neurological damage

Background

  • Amnesia syndrome involves memory loss caused by brain injury, illness, or psychological trauma

    • This can include forgetting personal details such as age, identity, or relationships

    • It can also result in distorted memories, where past events are recalled inaccurately

  • According to Kopelman (2002), most people with amnesia know who they are

    • Severe neurological damage can cause people to forget everything about themselves, but this is extremely rare

  • Wilson, Kopelman & Kapur (2008) investigated a rare case — Clive Wearing (CW) — who suffered both anterograde and retrograde amnesia following a viral brain infection

    • CW, a talented musician, lost the ability to form new memories and to recall most of his past, though his musical abilities remained intact

Aim

  • To investigate the effects of severe anterograde and retrograde amnesia on memory, consciousness, and sense of self, through neuropsychological assessments and brain imaging

Method

  • Type of study:

    • Longitudinal single case study over 21 years

  • Design:

    • A combination of qualitative (observations, interviews) and quantitative (neuropsychological test scores, MRI scans) data

  • Sample:

    • Clive Wearing (CW), who was a renowned musician and conductor of the London Sinfonietta

      • He contracted herpes simplex viral encephalitis in 1985, causing severe brain damage

  • Materials and measures:

    • Neuropsychological tests: IQ tests, verbal fluency, digit span tasks

    • MRI scans: Used to locate and monitor brain damage over time

Procedure

  1. Neuropsychological testing (1985–2006):

    • CW underwent repeated assessments of memory, cognition, and IQ over 21 years

    • His short-term memory (STM) was tested alongside long-term recall of facts and events

    • MRI scans were used periodically to examine the extent and progression of brain damage

  2. Observations:

    • Researchers and CW’s wife reported his repetitive behaviour, such as writing “I am now completely awake” in his diary, believing he had just regained consciousness

    • Despite this, he retained awareness of his identity, musical background, and marriage

  3. MRI findings:

    • Scans revealed significant and lasting damage to the hippocampal formations, temporal cortices, and surrounding brain areas linked to memory

    • Damage was greater on the left side, possibly explaining his auditory hallucinations (he believed he could hear his own music)

    • Little to no improvement was observed over the two decades of follow-up

Results

  • Memory performance:

    • Anterograde amnesia: CW was unable to form new long-term memories

    • Retrograde amnesia: CW was unable to recall most information from before his illness, including knowledge of famous people and personal events

    • Procedural memory: Was intact as CW could still read, write, play piano, and conduct music

    • Semantic memory: Was partially preserved — CW could understand words and concepts, but not recall learning them

    • Episodic memory: Severely damaged — CW could not recall specific personal experiences

  • Cognitive function:

    • IQ and verbal reasoning were within the normal range but below his pre-illness ability (he had been exceptionally gifted)

  • Psychological state:

    • CW lacked autobiographical self-awareness, believing he was constantly “waking up” for the first time

    • Experienced auditory hallucinations and occasional delusions about his consciousness

Conclusions

  • Viral brain infection can cause severe and lasting neurological damage, resulting in both anterograde and retrograde amnesia

  • Findings support the multi-store model of memory, showing distinct STM and LTM stores

  • CW’s intact procedural memory suggests that different types of memory (episodic, semantic, and procedural) are stored in separate brain areas

  • Damage to the hippocampus and temporal lobes prevents new memory formation, while the frontal lobe is linked to self-awareness and consciousness

  • His disrupted “autobiographical self” supports Damasio’s theory of consciousness—memory and identity are deeply interconnected

Criticisms

  • Ethical concerns:

    • CW was studied repeatedly over 21 years, which may have caused distress and fatigue

    • Given his cognitive impairments, informed consent was questionable

    • The tests did not directly benefit him; they were purely for research purposes

  • Lack of generalisability:

    • Findings are based on one individual with exceptional brain damage

    • It cannot be assumed that all amnesia cases would present the same symptoms or brain patterns

  • Limited validity:

    • Damage was so extensive that it is difficult to pinpoint which brain areas caused specific memory impairments

Examiner Tips and Tricks

This is a core study on the OCR specification, so you must know all key details, not just the conclusions.

In the exam, you could be asked specifically about:

  • The aim, method, or results

  • The types of amnesia and brain areas affected

  • How the study supports the Multi-Store Model of Memory

  • Ethical and methodological criticisms

Make sure you can recall details such as:

  • Which brain areas were damaged (hippocampus, temporal cortex, frontal lobe)

  • Which types of memory CW lost or retained

  • Why CW’s case provides evidence for separate memory stores

These specific details are what gain top marks in short-answer and application questions.

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.

Cara Head

Reviewer: Cara Head

Expertise: Biology & Psychology Content Creator

Cara graduated from the University of Exeter in 2005 with a degree in Biological Sciences. She has fifteen years of experience teaching the Sciences at KS3 to KS5, and Psychology at A-Level. Cara has taught in a range of secondary schools across the South West of England before joining the team at SME. Cara is passionate about Biology and creating resources that bring the subject alive and deepen students' understanding