assess how memory develops over time (8)

• P1- AO1

  • One example is the phonological loop
  • Part of the working memory that deals with verbal information (spoken and written).
  • Phonological loop capacity is affected by age.
  • Younger children will have a shorter digit span than older children, so suggests capacity increases with age.
• P1- AO3 strength

  • Supporting evidence from Sebastian & Hernandez-Gil who found that digit span increased with age in Spanish children, peaking around 17 years old.
  • Supports idea that the capacity of the phonological loop does develop over time from ages 5-17 years.
• P1- AO3 weakness

  • Evidence is limited due to only studying Spanish children at schools in Madrid which may be ethnocentric.
  • Developmental changes may differ in other Spanish children and is therefore incorrect to generalise to all Spanish children's digit span.
• P2- AO1

  • Another example is the onset of disorders such as Alzheimer's in later life.
  • Normal ageing processes result in a loss of general cognitive functioning, but Alzheimer's increases this loss.
  • Initially deteriorates the memory system for new events and info whereas older info is preserved.
  • Memory impairment is progressive and becomes increasingly damaged over time so the ability to remember, understand, reason and communicate decreases.
• P2- AO3 strength

  • Knowledge of these limitations can lead to UA.
  • Implement ways to tackle memory loss
  • Applying the need to rehearse info based on the MSM will lead to developing routines to rehearse and strengthen a memory trace e.g. taking the same route to the shops.
• P2- AO3 weakness

  • Memory ability is affected by many factors not just age.
  • Developmental changes in memory isolate age as the cause.
  • Other factors e.g. physical brain damage and genetics are ignored when assessing why memory is different over time making this a reductionist approach.
• Conclusion- strength

  • UA in education, primary teachers should consider the limitations of their year group.
  • Teachers should adjust their instructions e.g. breaking down complex instructions into smaller chunks.
• Conclusion- weakness

  • The assumption that each child will develop at the same speed in terms of capacity of their memories.
  • Too simplistic as each child will have different cognitive abilities and should be treated as individuals.