WORKING MEMORY MODEL - PowerPoint PPT Presentation

1 / 24
About This Presentation
Title:

WORKING MEMORY MODEL

Description:

This model focusses on short term memory, i.e. what we do with information just ... 3. The central executive: this integrates information from all the sensory ... – PowerPoint PPT presentation

Number of Views:155
Avg rating:3.0/5.0
Slides: 25
Provided by: bgsBuc
Category:

less

Transcript and Presenter's Notes

Title: WORKING MEMORY MODEL


1
WORKING MEMORY MODEL
  • BADDELEY AND HITCH

2
WORKING MEMORY
  • This model focusses on short term memory, i.e.
    what we do with information just after we have
    attended to it.

3
COMPONENTS OF WORKING MEMORY
  • Phonological loop or articulatory loop
  • this holds verbal information
  • 2. The visuo-spatial sketchpad this stores
    visual and spatial information
  • 3. The central executive this integrates
    information from all the sensory modalities in
    order to make sense of the world

4
DIAGRAM OF WORKING MEMORY
5
EXPERIMENTS FOR WORKING MEMORY
  • Evidence for phonological loop p. 54
  • Visual and oral presentation of material
  • Spatial tasks vs visual tasks
  • The Stroop effect

6
THE COMPONENTS OF WORKING MEMORY
  • If 2 tasks use the same component, then they
    cannot be completed successfully
  • If they use 2 different components, then both
    tasks can be carried out

7
CHESS
  • Chess involves the use of the VSSP and CE, but no
    the PL
  • Robbins showed this by asking chess players to
    fill their PL (repeating a word)
  • This did not interfere with their ability to play
    chess
  • This study demonstrates how the working memory
    model clarifies which processes are used in
    complex tasks

8
VERBAL REASONING TASKS
  • Verbal reasoning uses the central executive, as
    it is a complex task
  • Hitch and Baddeley asked Ps to do a verbal
    reasoning task plus
  • 1. another complex task
  • 2. a simple repetition task ( counting 1-6)
  • Ps completed the verbal reasoning successfully
    in condition 2 but not in condition 1
  • This is because the central executive was already
    engaged in the verbal reasoning task

9
EVIDENCE FOR THE PHONOLOGICAL LOOP
  • WORD LENGTH EFFECT Ps could repeat a list of 5
    short words better than 5 long words.
  • They concluded that the capacity of the loop is
    determined by the length of time it takes to say
    the words (about 2 seconds)

10
ARTICULATORY SUPPRESSION
  • Ps were asked to repeat la la la.
  • This filled the articulatory loop.
  • When they did this, the word length effect
    disappeared.
  • This may be because they encoded the words
    semantically instead of acoustically.
  • (Acoustic coding would require the articulatory
    loop)
  • This was tested by giving them sentences and
    asking them if they made sense

11
VISUAL AND ORAL PRESENTATION
  • Baddeley presented Ps with words, both visually
    and orally
  • Regardless of whether the words were presented
    visually or orally, Ps found worse recall if
    words sounded the same (e.g. fee, knee, he) than
    if words sounded dissimilar (e.g. bay, hoe, shy)
  • So words are processed by the phonological loop,
    whether they are presented visually or orally

12
THE PHONOLOGICAL LOOP IN EVERYDAY LIFE
  • Baddeley found that children with reading
    problems had difficulty deciding if words rhymed.
  • So these children had deficient PL.
  • The PL is a component much used in the learning
    of languages

13
EVIDENCE FOR THE VISUO-SPATIAL SKETCHPAD
  • This is used for temporary storage and
    manipulation of visual material.
  • Blind people will have a highly developed spatial
    sketchpad.
  • PRACTICAL USES
  • Finding a route when walking
  • Playing computer games

14
EVIDENCE FOR THE VSSP
  • Logie When Ps were given a complex computer
    game, they did not perform well if the VSSP was
    engaged on another simultaneous task.
  • Is the VSSP made up of one or 2 systems?
  • Studies of brain activity when engaged in a
    spatial task is different than when engaged in a
    visual task.
  • This is evidence that it is made up of 2 systems

15
GENDER DIFFERENCES
  • Males are considered to be better at spatial
    tasks.
  • Montello found no difference in visual ability
    between males and females,
  • e.g geographical knowledge

16
EVIDENCE FOR THE VSSP
  • The use of PET scans has shown that brain
    activity differs according to whether a person is
    carrying out a visual task or a spatial task
  • Visual tasks use the LEFT
  • hemisphere of the brain
  • Spatial tasks use the RIGHT
  • hemisphere of the brain

17
EVIDENCE FOR THE CENTRAL EXECUTIVE
  • This component plays a critical role in
    attention, planning and coordination
  • THE INHIBITION FUNCTION this is demonstrated by
    the Stroop effect.
  • The CE carries out many functions automatically,
    and if this automaticity is upset then ability on
    complex tasks slows down

18
DAMAGE TO THE CENTRAL EXECUTIVE
  • This occurs when the frontal lobes
  • are damaged, and is called
  • dysexecutive syndrome.
  • They have difficulty solving practical problems,
    or managing time
  • So they have problems holding down a job.
  • However, because this syndrome can lead to
    several types of disorder, the CE must have
    several different functions

19
STRENGTHS OF THE WORKING MEMORY MODEL
  • It is more plausible than the multi-store model,
    because it combines temporary storage with active
    processing.
  • It is more complex because it uses rehearsal
    (articulatory loop) as just one possible activity
    in temporary storage
  • It explains how we combine the incoming
    information for complex tasks
  • It explains memory in people with brain damage
    more effectively, e.g. KF and people with
    dysexecutive syndrome

20
WEAKNESSES OF WORKING MEMORY MODEL
  • It is argued that the central executive is
    modality free, but exactly how it functions is
    unclear
  • We are not sure exactly how the components
    interact with each other
  • It does not tell us anything about long-term
    memory
  • It cannot explain why we can listen to music and
    carry out other tasks with no impairment

21
TEST ON WORKING MEMORY MODEL
  • Draw a diagram which represents this model. (3)
  • Outline how information is analysed by the
    working memory components when making a chess
    move. (2)
  • Outline key features of the working memory model
    (6)
  • Explain one weakness of the working memory model
    (4)

22
Outline how information is analysed by the
working memory components when making a chess
move. (2)
  • The vssp takes in the visual information of the
    positions of the chess pieces. The central
    executive analyses possible moves, because it is
    in charge of complex tasks
  • The phonological loop is not involved, because
    repeating a word does not interfere with the
    ability to play chess

23
Outline key features of the working memory model
(6)
  • The working memory model explains how information
    is processed in short term memory
  • It consists of 3 limited capacity components
  • The articulatory loop (AL) holds verbal
    information, so allows us to hold conversations
  • The visuospatial (VSSP) sketchpad holds visual
    and spatial information, whilst the central
    executive uses the information from the AL and
    the VSSP tp execute complex tasks

24
Explain one weakness of the working memory
model (4)
  • The model does not clearly state HOW information
    is transferred from attention in the present to
    storage in long term memory
  • There must be interaction between the components,
    but the working memory model does not clarify how
    this occurs, neither does it address the transfer
    of information from working memory to long term
    memory
Write a Comment
User Comments (0)
About PowerShow.com