© Boardworks Ltd 20091 of 8

The working memory model

© Boardworks Ltd 20092 of 8

Learning Objectives

By the end of this section students will be able to:

Identify each component of the working memory model

Explain each component of the working memory model

Explain research in support of the working memory model

Evaluate the working memory model

Icons key: For more detailed instructions, see the Getting Started presentation

Teacher’s notes (in Notes Page) Accompanying worksheetFlash activity (not editable)

Extension activity Sound VideoWeb links

The working memory model

Research evidence

Baddeley et al (1973) conducted a study using a tracker task.

Participants had to follow a moving spot of light with a pointer. At the same time they had to imagine a block capital ‘F’, and they also had to classify whether each angle included either the bottom or the top line of the block letter starting from the bottom left hand corner.

Participants found the simultaneous tracking and imagery task difficult to do, possibly because both tasks were competing for the scarce resource of the visuo-spatial sketchpad.

However, they were able to perform the task when it was combined with a verbal task (classifying the angles of the block capital ‘F’) as the distracter task made use of the phonological loop rather than the visuo-spatial sketchpad.

Research evidence

They asked participants to recite aloud a list of six digits while simultaneously checking sentences (a reasoning task).They found that participants were able to do both tasks at the same time.They concluded from this that the STM (working memory) consists of several components working independently.It is assumed that when two tasks are being conducted that require the use of separate components (i.e. the visuo-spatial scratch pad and the phonological loop), the task can be performed successfully. However, if both tasks require the use of one single component, it will be difficult to complete the task.

Baddeley & Hitch (1974) devised a dual-task study.

Evidence for the Central Executive• Bunge et al (2000) found there was more

activity when doing two tasks at the same time than when the tasks were completed separately.

Evidence for the Phonological Loop

• Baddeley et al (1975) found the ‘word length effect’ – people have more difficulty remembering long words than short words. This is because the phonological loop can only deal with 2 seconds worth of information.

Evidence for the Episodic Buffer

• Baddeley et al (1987) found that participants were better at remembering sentences than unrelated words. This is due to the existence of an immediate memory.

I remember sentences better

than random words

Four of the following statements are descriptions of different components of the Working Memory Model.

A Stores acoustically coded items for a short periodB Stores and deals with what items look like and the

physical relationship between themC Encodes data in terms of its meaningD Acts as a form of attention and controls slave systemsE Silently repeats words that are heard or seen

In the table below, write down which description, A, B, C, D or E, matches each component part of the model.

(4 marks)

Answers

How many did you get out of 4?

Marking exerciseOutline the working memory model (4 marks)

David’s answer• The working memory models consists of four features.

These are the central executive, phonological loop, visuo-spatial sketchpad and episodic buffer. The central executive controls the three features and holds no information, just distributes it. The phonological loop consists of two separate stores – the phonological store which processes the words we hear and the articulatory control process which processes written words. It is called a loop because it continuously loops words.

What mark do you think the answer would get? Give your comments on the answer on your mini-whiteboard.

3 out of 4

Listed the components

Explained some components, but not all.

Marking exerciseOutline the working memory model (4 marks)

Betty’s answer• The working memory models was proposed by Baddeley

and Hitch. The aim of the working memory model is to describe a more accurate explanation of STM. They said that STM was made up of the articulatory control process, phonological loop, central executive, visuo-spatial sketchpad, and episodic buffer. The episodic buffer was added more recently and was used to describe a store that could integrate all sorts of different kinds of information.

What mark do you think the answer would get? Give your comments on the answer on your mini-whiteboard.

2 out of 4

Uncreditworthy material

Lists the components

Better knowledge of the episodic buffer

Evaluation

+ Strengths

The working memory model accounts for our ability to temporarily store information whilst processing other information, e.g. when having a conversation we are able to process the auditory information while preparing a response.

Research support comes from KF. He damaged his phonological loop, however his visuo-spatial sketchpad was in tact, suggesting there is more than one STM store.

Dual-task studies, such as Baddeley & Hitch (1974), provide empirical support for the existence of subcomponents that can work independently.

Evaluation

- Weaknesses

The working memory model is not a comprehensive model of memory as it only focuses on STM.

There is insufficient information about the central executive, which is seen to be the most important component.

Evidence comes from brain damaged patients and we cannot study before and after.

It is difficult to quantify experimentally as it can be used to explain any experimental results. For example, if two tasks are able to be performed simultaneously, it can be argued that they don’t exceed the capacity of the components. Similarly, if the two tasks cannot be completed simultaneously it can be argued that they exceed the capacity of the central executive, or that the processing of the two tasks conflict with each other.

© Boardworks Ltd 200916 of 8

Working memory model summary