We use cookies to enhance your experience on our website. By continuing to use our website, you are agreeing to our use of cookies. You can change your cookie settings at any time. Find out more

Oxford Education Blog

The latest news and views on education from Oxford University Press.

Oxford University Press

Menu

Skip to content
  • Home
  • Early Years
  • Primary
  • Secondary
    • English
    • Geography
    • History
    • Maths
    • MFL: Teaching Languages Today
    • Psychology
    • RE
    • Science
  • Children’s
  • Theory of Knowledge
  • Primary
  • International
  • About

MSM diagram update

October 11, 2013Rob Bircher

Many thanks to vick_the_chick for a comment about our diagram of the multi-store model on p. 24 of the AS Complete Companion. Cara and Mike have clarified the status of rehearsal. You can see their changes in these two pdfs: one for page 24 and one for page 26.

MSM clarification  p24

MSM clarification p26

Share this:

  • Twitter
  • Facebook
  • Google
  • LinkedIn
  • Pinterest
  • Email

Like this:

Like Loading...

Related

Psychologymemory

Post navigation

← Positive psychology and hardiness
The Organisation for Economic Co-operation and Development (OECD), an Influential think tank, has released the results of its recent skills survey of adults in the wealthier economies of the world… and the outcome for England indicates some cause for concern. →
Subscribe by email

Subscribe to the Psychology RSS feed

Subjects

#UKmastery 2014 National curriculum A Level A Level Psychology ALL Anne Watson AQA A Level psychology arts assessment assessment without levels Attachment authors Ben Crystal books for girls Books for teens brain children's authors children's books children's dictionaries children's fiction classroom comprehension concepts/language confirmation bias CPD critical thinking curriculum david crystal debbie barton definitions depression Dictionaries dictionary Digital drama ed-tech edtech Education english ethics evidence exams false friends funny books GCSE guided reading history human sciences implications independent reading Jill Carter knowledge claims knowledge questions KS1 KS2 KS3 language learning literacy literature Mastery mathematics maths maths mastery media memory methodology MFL natural sciences perspectives Picture books post-sats primary psychology reading reading for pleasure Rebecca Priest Rebecca Veals research revision SATs science secondary shakespeare Shakespeare400 shared knowledge statistics Stress teaching technology teen fiction TOK emotion TOK intuition TOK language TOK reason TOK sense perception truth words world book day writing

Recent comments

  • Pathways for all: supporting your lower attainers — Oxford Education Blog | Purland Training on Pathways for all: supporting your lower attainers
  • Thoughts on marking — Oxford Education Blog | Purland Training on Thoughts on marking

Archives

Useful links

  • Oxford Owl Blog
  • Privacy Policy
  • Legal Notice
  • Cookie Policy

Recent posts

  • How to tackle the Historic Environment question in AQA GCSE History
  • How to help the dyslexic teacher and learner
  • Lindsay Bruce: Why we became a reading school
  • Key Takeaways from Strictly RE

Categories

Top Posts & Pages

  • Four strategies to engage boys in literacy and close the gender gap
  • Your guide to starting a book club in your school
  • Tips for the 9-1 MFL GCSE Speaking, Reading and Writing Exams – 'Homestraight' Part 2
  • 5 ways to improve mathematical reasoning
  • Facts matter after all: rejecting the "backfire effect"
  • “Yeah.  But what about x?”: counter-argument, or just a tactic of diversion?
  • Practical science: why do we do it?
  • What can we learn from the AQA A Level History examiner reports 2018?
  • A reflection on best practice for lesson planning
  • How important is good spelling, really?
loading Cancel
Post was not sent - check your email addresses!
Email check failed, please try again
Sorry, your blog cannot share posts by email.
%d bloggers like this: