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This essay addresses the working memory model which was proposed by Baddeley and Hitch (1974 in Smith & Kosslyn, 2007) as a response to Atkinson and Shiffrins (1968 in Smith, 2007) multi-store model. According to Baddely and Hitch the multi-store model failed to explain most of the complexities of the human memory and viewed it as being too simplistic. They argued that the short term memory store must have more components rather it being a single inflexible store as suggested previously by Atkinson and Shiffrin (1968). The working memory model is therefore an enhancement of the multi store model. According to Baddeley and Hitch working memory is a limited- capacity system that stores and processes information.
According to Baddeley and Hitch (1974) what constitutes as working memory can be divided into four distinct components which contribute to the processes of memory. They are the phonological loop, the visual spatial sketchpad, the episodic buffer and the central executive (in Passer, Smith, Holt, Bremner, Vliek, 2009).
The primary role of the phonological loop is to store mental representations of auditory information (in Passer, 2009). It has limited capacity and holds information in a speech based form. It is further subdivided into two more components; the articulatory rehearsal system which has a limited capacity of 2 seconds and rehearses information verbally and is linked to speech production and the phonological store which temporarily holds speech based information (in Smith, 2007)
Evidence for the existence of the phonological loop comes from Baddeley (1966 in Passer, 2009) They examined the word length effect in which they presented participants with visual presentations of word lists and asked them to write t...
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...however issues such as reliability, validity and bias occur when studying brain damaged patients therefore is not always a valid way of studying working memory (in Smith, 2007).
In conclusion, Baddeley and Hitch (1974) developed the working memory in response to the multi store model and introduced four mechanisms involved; the phonological loop, visual-spaital sketchpad, episodic buffer and the central executive. The four components are also largely supported by a good wealth of evidence (in Smith, 2007).
References
Parkin, A. J., (1993). Memory Phenomena , experiment and theory. Blackwell. USA.
Passer, M., Smith, R., Holt, N., Bremner, A., Sutherland, E., & Vliek, M. (2009). Psychology; Science of Mind and Behaviour. (European Edition). New York.
Smith, E.E., and Kosslyn, S.M. (2007). Cognitive Psychology, Mind and Brain. Massachusetts, US:Pearson
Over the years, memory have been researched and debated, however there are two theories that have explained extensively and are highly recognised by psychologist in the cognitive field of psychology and scientist alike, on how we process experiences and turn them into memories. These theories include the Atkinson and Shiffrin (1968) Multi-store Model of Memory and Baddeley and Hitch (1974) Phonological Loop Model of Memory. This essay aims to compare, contrast and evaluate these models of memory, with supporting evidence and empirical research.
Gross, R (2010). Psychology: The science of mind and behaviour. 6th ed. London: Hodder Education. p188.
Working memory is responsible for important qualities involving memory. “Working Memory is the thinking skill that focuses on memory-in-action: the ability to remember and use relevant information while in the middle of an activity.” It aids us by holding knowledge that we have learned long enough in order to put
This essay will firstly briefly describe the theories and important facts about the original multi-store model of memory (MSM) and the working memory model (WMM).
They also aimed dissociate these cognitive processes based on their understanding to the investigational operation of working memory load which is displayed in study one and then they focused on age related changes in study
Healy and Mc Namara (1996) explain how the Atkinson & Shiffrin model involves the transfer of information from short-term memory to Long-term memory...
Cognitive activities, such as reasoning and learning need a mental space to control and operate. Working memory model raised by Baddely and Hitch (1974) firstly gave the idea that a central executive in the brain coordinates the activities of two slave systems which are phonological loop and visuospatial sketchpad, to manipulate cognitive information. Based on that, a huge number of researchers were then trying to explore how cognitive activities are manipulated mentally in terms of information storage and their production. Phonological loop, or in other words, verbal working memory, was intensely investigated throughout the years. In this essay, I would indicate two main functions of phonological loop in everyday lives, one is mental arithmetic
Furthermore this article expands upon this subcategory of memory by describing the two types of tasks involved with it: verbal-production ta...
(2004) Psychology (2nd European edition). Essex: Pearson Education Limited Gross, R (1996).Psychology, The Science of mind and behaviour (3rd Ed). London: Hodder & Stoughton
Memory is a process by which we learned are stored for future use. Like the computer, researchers have characterized human memory as an information processing system that has three separate stages during which an already stored memory is called in consciousness. This is called model memory. Once a computer has been named and stored, we can “call it up” by its name and use it again. Human memory works much in the same way. When we recall or bring a memory into consciousness, we have retrieved it. This process is known as memory retrieval. Sensory memory is a very but brief but extensive memory for sensory events. Short term memory is more limited in capacity than sensory memory but lasts longer. Proactive interference occurs when old materials learned more recently. Retroactive interference occurs when recently learned materials interferes with the retrieval of material learned earlier. The initial 10 to 20 second STM period often leads to a second phase, working memory, during which attention and conscious effort are brought to bear on the material at hand. Long-term memory is the memory stage that has a very large capacity and capability to store information relatively permanently. We use maintenance rehearsal when we want to save or maintain a memory for a short period. People who are instructed to remember a list use elaborative rehearsal, which adds meaning to material that we want to remember. These are the models of memory.
A WM model first proposed by Baddeley and Hitch in 1974 consists of three basic components: the central executive, the phonological loop and the visual/ spatial sketchpad. In 2000 this model was extended with the multimodal episodic buffer. The central executive directs information to the three processes: the phonological loop, the visual/ spatial sketchpad, and the episodic buffer. The phonological loop stores audio information while the visual/ spatial sketchpad stores spatial and visual information. The episodic buffer is to integrate audio, visual, and spatial information.
Garrett (1975) represented four characteristics of slips of the tongue. The first one is that the exchange exists between linguistic units of the same positions. For example, initial linguistic segments are replaced by another initial linguistic segment. The same generalization is applied to the middle and final linguistic segments. Additionally, slips appear in similar phonetic units. This means that that the consonants are replaced by consonants and vowels are replaced by vowels. Furthermore, the slips occur in similar stress patterns, which signifies that stressed syllables are replaced by stressed syllables and unstressed syllables are replaced by unstressed syllables. Finally, slips of the tongue follow the phonological rules of a language (cited in Carroll, 2007, p. 195).
The capabilities of the working memory have not been found to be directly related to genetics, education or environments, in fact, researchers are clueless when it comes to where the working memory comes from.
Some of the information learned include the knowledge and skills acquired over a period of time. The main memory settings include the working and long-term memories. The process of keeping information in the memory is called storage and the subsequent taking information from the memory is called retrieval. The process of retrieval may be easy or may require some effort depending on the relevance, attitude, and amount. However, the memory can be divided into sensory memory that is used to keep information in an unencoded form for easy
When an individual acquires information it is processed into the memory system and must be manipulated into a form the system is capable of understanding in order for storage to take place. This information is then stored in the long term or episodic memory and is known as encoding (Baddeley, 1975). There are three ways in which information may be encoded; visual (imagery), acoustic (sound) and semantic (meaning) (Baddeley & Hitch, 1974). Acoustic coding is suggested to be the main or principle coding system concerning short-term memory (STM). If someone were to be presented with a list stating various letters or numbers, the information will be held in the STM, which would occur through rehearsal. This is a verbal process irrespective of whether the items are represented acoustically (being read out), or visually (on a piece of paper). The dominant encoding system involved in the long-term memory (LTM) however, is suggested to be semantic coding (Baddeley, 1975). Information in the LTM may be encoded visually as well as acoustically.