How to Structure a 16-Mark AQA Psychology Essay With a STEM (Forgetting: Retrieval Failure & Interference)

AQA often asks 16-mark questions that include a short scenario (called a STEM). These questions are designed to test not only your knowledge (AO1) and evaluation (AO3), but also your ability to apply psychology to a real situation (AO2). Doing all three parts clearly is the key to achieving the top band.

In this guide, we’ll break down exactly how to structure a 16-mark answer on retrieval failure and interference as explanations for forgetting, using this example STEM:

Natasha had studied a lot for her A-level Drama performance, mostly practising lines from a play alone in her room. However, once on stage in front of her teacher and the examiners, Natasha struggled to remember her lines. Instead, she kept quoting lines from a different play she had once learnt for GCSE.

Discuss retrieval failure and interference as explanations for forgetting. Refer to Natasha’s drama performance in your answer. (16 marks)

We won’t answer the question, but we’ll show you how to answer it effectively and how to split the marks between AO1, AO2 and AO3 for AQA.

Understanding the Mark Split

AQA typically marks STEM 16-mark essays like this:

• 6 marks AO1 - describe the psychological content

• 4 marks AO2 - apply content to the scenario/stem

• 6 marks AO3 - evaluate the explanations

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Your job is to balance all three. Students often lose marks because they either:

❌ give too much theory (AO1 only)

❌ evaluate without describing (AO3 only)

❌ rewrite the stem instead of applying it (weak AO2)

Step-by-Step Structure for This Question

1. AO1 Paragraph - Retrieval Failure (Description)

Bullet-point planning for AO1 might include:

• Cue-dependent forgetting

• Lack of accessibility rather than absence of memory

• Encoding Specificity Principle (ESP)

• Context-dependent cues (external)

• State-dependent cues (internal)

• Research support (e.g. Godden & Baddeley, divers study)

This would become a properly written paragraph in the real answer.

2. AO2 - Apply Retrieval Failure to the STEM

For AO2, you should use short, clear links to Natasha:

• Practised in a different environment (home vs stage) → context cues changed

• Emotional/physiological state may differ due to stress → state cues changed

• Cue mismatch reduces ability to retrieve correct script

Key rule: do not retell the scenario -  extract what matters and apply theory.

3. AO1 Paragraph — Interference (Description)

Your second AO1 paragraph could include:

• Interference occurs when memories compete

• Proactive vs Retroactive interference

• Most likely when information is similar

• Affects LTM retrieval of stored information

• Real-world examples (e.g. exams, revision, sports)

  
  

4. AO2 - Apply Interference to the STEM

Short, targeted application to Natasha:

• GCSE script (old) interfering with A-level script (new)

• Scripts are similar content → interference more likely

• Explains recalling the wrong play on stage

Again, keep AO2 brief but insightful.

5. AO3 Evaluation — Three Developed PEEL Points

AO3 must be written in developed PEEL paragraphs:

Point → Evidence/Example → Explain → Link back to the question

For planning, you might bullet-point like this:

Evaluation Point 1 (Retrieval Failure)

• Strength: strong research support for cue-dependent forgetting

• But many studies use artificial tasks

Evaluation Point 2 (Interference)

• Strength: supported by lab & real-world research

• But may not explain forgetting outside similar materials

Evaluation Point 3 (Comparative/Conceptual)

• Both explanations may operate together

• Reductionist to assume forgetting has a single cause

  
  

Each PEEL paragraph should be fully written in the real answer — not listed. AQA does not reward top marks for undeveloped bullet points for AO3.

Common Examiner Pitfalls to Avoid

🚫 Narrating the stem instead of applying it

🚫 Spending 14 marks on AO1 and 2 on AO3

🚫 Evaluating without evidence

🚫 Forgetting to explain how the evaluation links back to forgetting

Top-grade essays avoid all of these.

Final Checklist for Full Marks

Before you move on, check:

✔ AO1: both explanations clearly described

✔ AO2: applied twice (once per explanation)

✔ AO3: 3 developed PEEL evaluations

✔ Key terminology used accurately

✔ Structure logical and balanced

If all of the above are present, you’re operating in the top band range. If you want help improving essay structure, I offer one-to-one AQA tuition -

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