2.2: The WMM and the central executive (CE)

Question 1

A limitation of the multi-store model (MSM) is that the stores were described as what?

Answer 1

A limitation of the multi-store model (MSM) is that the stores were described as single units

Question 2

A limitation of the multi-store model (MSM) is that the stores were described as single units.
From Tulving’s research, we now know that the LTM can be what?

Answer 2

From Tulving’s research, we now know that the LTM can be sub-divided

Question 3

A limitation of the multi-store model (MSM) is that the stores were described as single units.
From Tulving’s research, we now know that the LTM can be sub-divided.
Who found that STM also has what?

Answer 3

Baddeley and Hitch found that STM also has subdivisions

Question 4

The working memory model (WMM)

Answer 4

The working memory model (WMM) is an explanation of memory that sees STM as an active store holding several pieces of information simultaneously

Question 5

Who (what year) questioned the existence of a what?

Answer 5

Baddeley and Hitch (1974) questioned the existence of a single STM store

Question 6

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern what)?

Answer 6

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM)

Question 7

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM), arguing that STM was more what than just being a what for doing what?

Answer 7

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM), arguing that STM was more complex than just being a temporary store for transferring information to LTM

Question 8

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM), arguing that STM was more complex than just being a temporary store for transferring information to LTM.
Baddeley and Hitch saw STM as a what store?

Answer 8

Baddeley and Hitch saw STM as an ‘active’ store

Question 9

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM), arguing that STM was more complex than just being a temporary store for transferring information to LTM.
Baddeley and Hitch saw STM as an ‘active’ store, holding what while they were being worked on?

Answer 9

Baddeley and Hitch saw STM as an ‘active’ store, holding several pieces of information while they were being worked on

Question 10

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM), arguing that STM was more complex than just being a temporary store for transferring information to LTM.
Baddeley and Hitch saw STM as an ‘active’ store, holding several pieces of information while they were being worked on (hence what)?

Answer 10

Baddeley and Hitch saw STM as an ‘active’ store, holding several pieces of information while they were being worked on (hence ‘working’ memory)

Question 11

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM), arguing that STM was more complex than just being a temporary store for transferring information to LTM.
Baddeley and Hitch saw STM as an ‘active’ store, holding several pieces of information while they were being worked on (hence ‘working’ memory).
Who (what year) described working memory as what?

Answer 11

Cohen (1990) described working memory as the ‘focus of consciousness’

Question 12

Baddeley and Hitch (1974) questioned the existence of a single STM store (their WMM doesn’t concern LTM), arguing that STM was more complex than just being a temporary store for transferring information to LTM.
Baddeley and Hitch saw STM as an ‘active’ store, holding several pieces of information while they were being worked on (hence ‘working’ memory).
Cohen (1990) described working memory as the ‘focus of consciousness - It holds what?’

Answer 12

Cohen (1990) described working memory as the ‘focus of consciousness - It holds information consciously thought about now’

Question 13

The working memory model (WMM) should not be seen as what?

Answer 13

The working memory model (WMM) should not be seen as a replacement for the MSM

Question 14

The working memory model (WMM) should not be seen as a replacement for the MSM, but more as what?

Answer 14

The working memory model (WMM) should not be seen as a replacement for the MSM, but more as an explanation based upon the MSM

Question 15

The working memory model (WMM) should not be seen as a replacement for the MSM, but more as an explanation based upon the MSM.
To replace the single STM store of the MSM, Baddeley and Hitch proposed what?

Answer 15

To replace the single STM store of the MSM, Baddeley and Hitch proposed a multi-component working memory (WM) of initially 3 components

Question 16

The working memory model (WMM) should not be seen as a replacement for the MSM, but more as an explanation based upon the MSM.
To replace the single STM store of the MSM, Baddeley and Hitch proposed a multi-component working memory (WM) of initially 3 components.
At the head of the working memory model is what?

Answer 16

At the head of the working memory model is the central executive (CE)

Question 17

The working memory model (WMM) should not be seen as a replacement for the MSM, but more as an explanation based upon the MSM.
To replace the single STM store of the MSM, Baddeley and Hitch proposed a multi-component working memory (WM) of initially 3 components.
At the head of the working memory model is the central executive (CE), which does what?

Answer 17

At the head of the working memory model is the central executive (CE), which oversees the 2 ‘slave’ systems, the:

1. Phonological loop (PL)
2. Visuo-spatial sketchpad (VSS)

Question 18

The working memory model (WMM) should not be seen as a replacement for the MSM, but more as an explanation based upon the MSM.
To replace the single STM store of the MSM, Baddeley and Hitch proposed a multi-component working memory (WM) of initially 3 components.
At the head of the working memory model is the central executive (CE), which oversees the 2 ‘slave’ systems, the phonological loop (PL) and the visuo-spatial sketchpad (VSS), what stores that do what?

Answer 18

At the head of the working memory model is the central executive (CE), which oversees the 2 ‘slave’ systems, the:
1. Phonological loop (PL)
2. Visuo-spatial sketchpad (VSS)
,temporary stores that process specific types of information

Question 19

The working memory model (WMM) should not be seen as a replacement for the MSM, but more as an explanation based upon the MSM.
To replace the single STM store of the MSM, Baddeley and Hitch proposed a multi-component working memory (WM) of initially 3 components.
At the head of the working memory model is the central executive (CE), which oversees the 2 ‘slave’ systems, the phonological loop (PL) and the visuo-spatial sketchpad (VSS), temporary stores that process specific types of information.
A 4th component, the what, was added in 2000 to address what?

Answer 19

A 4th component, the episodic buffer (EB), was added in 2000 to address shortcomings of the model

Question 20

Central executive (CE)

Answer 20

The central executive (CE) is a component of the WMM that:
1. Oversees
2. Coordinates
the components of working memory

Question 21

The working memory model (WMM) is concerned with the part of the mind that is what when we are doing what?

Answer 21

The working memory model (WMM) is concerned with the part of the mind that is active when we are temporarily:
1. Storing
2. Manipulating
information

Question 22

The working memory model (WMM) is concerned with the part of the mind that is active when we are temporarily storing and manipulating information.
Example

Answer 22

For example, when:
1. Working on an arithmetic problem
2. Playing chess
Or,
3. Comprehending language

Question 23

The working memory model (WMM) consists of 4 main components, each of which is what?

Answer 23

The working memory model (WMM) consists of 4 main components, each of which is qualitatively different

Question 24

The working memory model (WMM) consists of 4 main components, each of which is qualitatively different in terms of what?

Answer 24

The working memory model (WMM) consists of 4 main components, each of which is qualitatively different in terms of:

1. Capacity
2. Coding

Question 25

The central executive (CE) acts as a what to determine which information received by the sense organs is what?

Answer 25

The central executive (CE) acts as a filter to determine which information received by the sense organs:
1. Is
2. Isn’t
attended to

Question 26

The central executive (CE) acts as a filter to determine which information received by the sense organs is and isn’t attended to.
The central executive (CE) does what to information in all what, does what to tasks and collects what?

Answer 26

The central executive (CE):

1. Processes information in all sensory forms
2. Allocates the slave systems to tasks
3. Collects responses

Question 27

The central executive (CE) acts as a filter to determine which information received by the sense organs is and isn’t attended to.
The central executive (CE) processes information in all sensory forms, allocates the slave systems to tasks and collects responses.
The central executive (CE) is what in capacity?

Answer 27

The central executive (CE) is limited in capacity

Question 28

The central executive (CE) acts as a filter to determine which information received by the sense organs is and isn’t attended to.
The central executive (CE) processes information in all sensory forms, allocates the slave systems to tasks and collects responses.
The central executive (CE) is limited in capacity and can only what at a time?

Answer 28

The central executive (CE):

1. Is limited in capacity
2. Can only effectively cope with one strand of information at a time

Question 29

The central executive (CE) acts as a filter to determine which information received by the sense organs is and isn’t attended to.
The central executive (CE) processes information in all sensory forms, allocates the slave systems to tasks and collects responses.
The central executive (CE) is limited in capacity and can only effectively cope with one strand of information at a time.
It therefore what?

Answer 29

It therefore selectively attends to particular types of information

Question 30

The central executive (CE) acts as a filter to determine which information received by the sense organs is and isn’t attended to.
The central executive (CE) processes information in all sensory forms, allocates the slave systems to tasks and collects responses.
The central executive (CE) is limited in capacity and can only effectively cope with one strand of information at a time.
It therefore selectively attends to particular types of information, attaining what when attention needs to be what?

Answer 30

It therefore selectively attends to particular types of information, attaining a balance between tasks when attention needs to be divided between them

Question 31

The central executive (CE) acts as a filter to determine which information received by the sense organs is and isn’t attended to.
The central executive (CE) processes information in all sensory forms, allocates the slave systems to tasks and collects responses.
The central executive (CE) is limited in capacity and can only effectively cope with one strand of information at a time.
It therefore selectively attends to particular types of information, attaining a balance between tasks when attention needs to be divided between them.
Example

Answer 31

For example, talking while driving

Question 32

The central executive (CE) acts as a filter to determine which information received by the sense organs is and isn’t attended to.
The central executive (CE) processes information in all sensory forms, allocates the slave systems to tasks and collects responses.
The central executive (CE) is limited in capacity and can only effectively cope with one strand of information at a time.
It therefore selectively attends to particular types of information, attaining a balance between tasks when attention needs to be divided between them.
The central executive (CE) also permits us to do what?

Answer 32

The central executive (CE) also permits us to switch attention between different inputs of information

Question 33

Research:

Who (what year) discovered participants found it difficult to do what while simultaneously doing what?

Answer 33

Baddeley (1996) discovered participants found it difficult to generate lists of random numbers while simultaneously switching between pressing:
1. Numbers
2. Letters
on a keyboard

Question 34

Research:
Baddeley (1996) discovered participants found it difficult to generate lists of random numbers while simultaneously switching between pressing numbers and letters on a keyboard, suggesting that the 2 tasks were what?

Answer 34

Baddeley (1996) discovered participants found it difficult to generate lists of random numbers while simultaneously switching between pressing:
1. Numbers
2. Letters
on a keyboard, suggesting that the 2 tasks were competing for CE resources

Question 35

Research:
Baddeley (1996) discovered participants found it difficult to generate lists of random numbers while simultaneously switching between pressing numbers and letters on a keyboard, suggesting that the 2 tasks were competing for CE resources.
This supports the idea of the CE what?

Answer 35

This supports the idea of the CE:

1. Being limited in capacity
2. Only being able to cope with one type of information at a time

Question 36

Research:

Who (what year) used fMRI scans?

Answer 36

D’Esposito et al. (1995) used fMRI scans

Question 37

Research:

D’Esposito et al. (1995) used fMRI (what) scans?

Answer 37

D’Esposito et al. (1995) used fMRI (functional magnetic resonance imaging) scans

Question 38

Research:

D’Esposito et al. (1995) used fMRI (functional magnetic resonance imaging) scans to find what?

Answer 38

D’Esposito et al. (1995) used fMRI (functional magnetic resonance imaging) scans to find that the prefrontal cortex was activated when:
1. Verbal
2. Spatial
tasks were performed simultaneously

Question 39

Research:
D’Esposito et al. (1995) used fMRI (functional magnetic resonance imaging) scans to find that the prefrontal cortex was activated when verbal and spatial tasks were performed simultaneously, but not when?

Answer 39

D’Esposito et al. (1995) used fMRI (functional magnetic resonance imaging) scans to find that the prefrontal cortex was activated:
1. When verbal and spatial tasks were performed simultaneously
,but
2. Not when performed separately

Question 40

Research:
D’Esposito et al. (1995) used fMRI (functional magnetic resonance imaging) scans to find that the prefrontal cortex was activated when verbal and spatial tasks were performed simultaneously, but not when performed separately, suggesting what?

Answer 40

D’Esposito et al. (1995) used fMRI (functional magnetic resonance imaging) scans to find that the prefrontal cortex was activated:
1. When verbal and spatial tasks were performed simultaneously
,but
2. Not when performed separately
,suggesting the prefrontal cortex to be associated with the workings of the CE

Question 41

Evaluation:

Little is known about what?

Answer 41

Little is known about the central executive

Question 42

Evaluation:
Little is known about the central executive.
It isn’t clear what?

Answer 42

It isn’t clear:
1. How it works
Or,
2. What it does

Question 43

Evaluation:
Little is known about the central executive.
It isn’t clear how it works or what it does.
This what means that it can be used to explain what?

Answer 43

This vagueness means that it can be used to explain almost any experimental results

Question 44

Evaluation:
Little is known about the central executive.
It isn’t clear how it works or what it does.
This vagueness means that it can be used to explain almost any experimental results.
If 2 tasks cannot be performed together, then what?

Answer 44

If 2 tasks cannot be performed together, then:
1. The 2 processing components are seen as conflicting
Or,
2. It is argued that the tasks exceed the central executive’s capacity

Question 45

Evaluation:
Little is known about the central executive.
It isn’t clear how it works or what it does.
This vagueness means that it can be used to explain almost any experimental results.
If 2 tasks cannot be performed together, then the 2 processing components are seen as conflicting or it is argued that the tasks exceed the central executive’s capacity.
If 2 tasks can be done simultaneously, it’s argued that what?

Answer 45

If 2 tasks can be done simultaneously, it’s argued that they don’t exceed the available resources

Question 46

Evaluation:
Little is known about the central executive.
It isn’t clear how it works or what it does.
This vagueness means that it can be used to explain almost any experimental results.
If 2 tasks cannot be performed together, then the 2 processing components are seen as conflicting or it is argued that the tasks exceed the central executive’s capacity.
If 2 tasks can be done simultaneously, it’s argued that they don’t exceed the available resources.
The argument is what?

Answer 46

The argument is circular

Question 47

Evaluation:
Little is known about the central executive.
It isn’t clear how it works or what it does.
This vagueness means that it can be used to explain almost any experimental results.
If 2 tasks cannot be performed together, then the 2 processing components are seen as conflicting or it is argued that the tasks exceed the central executive’s capacity.
If 2 tasks can be done simultaneously, it’s argued that they don’t exceed the available resources.
The argument is circular - an argument that does what?

Answer 47

The argument is circular - an argument that continually proves itself

Question 48

Evaluation:

The CE is probably better understood as a what?

Answer 48

The CE is probably better understood as a component controlling the focus of attention

Question 49

Evaluation:

The CE is probably better understood as a component controlling the focus of attention rather than being a what?

Answer 49

The CE is probably better understood as a component controlling the focus of attention rather than being a memory store

Question 50

Evaluation:
The CE is probably better understood as a component controlling the focus of attention rather than being a memory store, unlike the what?

Answer 50

The CE is probably better understood as a component controlling the focus of attention rather than being a memory store, unlike the:

1. Phonological loop (PL)
2. Visuo-spatial sketchpad (VSS)

Question 51

Evaluation:
The CE is probably better understood as a component controlling the focus of attention rather than being a memory store, unlike the phonological loop (PL) and the visuo-spatial sketchpad (VSS), which are what?

Answer 51

The CE is probably better understood as a component controlling the focus of attention rather than being a memory store, unlike the:
1. Phonological loop (PL)
2. Visuo-spatial sketchpad (VSS)
,which are specialised memory stores

Question 52

The 3-store STM stemmed from research using what?

Answer 52

The 3-store STM stemmed from research using:
1. A ‘dual-task technique’
Or,
2. ‘Interference tasks’

Question 53

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby what is measured as participants do what?

Answer 53

The 3-store STM stemmed from research using:
1. A ‘dual-task technique’
Or,
2. ‘Interference tasks’
,whereby performance is measured as participants perform 2 tasks simultaneously

Question 54

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest what?

Answer 54

The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory

Question 55

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory.
If one store is utilised for both tasks, then what?

Answer 55

If one store is utilised for both tasks, then task performance is poorer

Question 56

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when what?

Answer 56

If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately

Question 57

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to what?

Answer 57

If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to the store’s limited capacity

Question 58

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to the store’s limited capacity.
Example

Answer 58

For example:
1. Repeating ‘the the the’ aloud
2. Reading a text silently
would use the articulatory-phonological loop for both tasks, slowing performance

Question 59

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to the store’s limited capacity.
2. If the tasks require what?

Answer 59

If the tasks require different stores

Question 60

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to the store’s limited capacity.
2. If the tasks require different stores, performance would be what when performing the tasks simultaneously?

Answer 60

If the tasks require different stores, performance would be unaffected when performing the tasks simultaneously

Question 61

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to the store’s limited capacity.
2. If the tasks require different stores, performance would be unaffected when performing the tasks simultaneously.
Example

Answer 61

For example, repeating ‘the the the’ aloud whilst:
1. Performing a reasoning task
Or,
2. Following a mobile stimulus with your eyes

Question 62

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to the store’s limited capacity.
2. If the tasks require different stores, performance would be unaffected when performing the tasks simultaneously.
For example, repeating ‘the the the’ aloud whilst performing a reasoning task (requiring what and so using the what) or whilst following a mobile stimulus with your eyes?

Answer 62

For example, repeating ‘the the the’ aloud whilst:
1. Performing a reasoning task (requiring attention and so using the CE)
Or,
2. Following a mobile stimulus with your eyes

Question 63

The 3-store STM stemmed from research using a ‘dual-task technique’ or ‘interference tasks,’ whereby performance is measured as participants perform 2 tasks simultaneously.
The following observations provided evidence to suggest that different limited-capacity STM stores process different types of memory:
1. If one store is utilised for both tasks, then task performance is poorer than when the tasks are completed separately, due to the store’s limited capacity.
2. If the tasks require different stores, performance would be unaffected when performing the tasks simultaneously.
For example, repeating ‘the the the’ aloud whilst performing a reasoning task (requiring attention and so using the CE) or whilst following a mobile stimulus with your eyes (using what)?

Answer 63

For example, repeating ‘the the the’ aloud whilst:
1. Performing a reasoning task (requiring attention and so using the CE)
Or,
2. Following a mobile stimulus with your eyes (using the VSS)

Question 64

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
What were the 2 tasks?

Answer 64

The 2 tasks were a:

1. Digit span task
2. Verbal reasoning task

Question 65

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to do what, and a verbal reasoning task?

Answer 65

The 2 tasks were a:

1. Digit span task, which required them to repeat a list of numbers
2. Verbal reasoning task

Question 66

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to do what?

Answer 66

The 2 tasks were a:

1. Digit span task, which required them to repeat a list of numbers
2. Verbal reasoning task, which required them to answer T or F in response to various questions

Question 67

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example what)?

Answer 67

The 2 tasks were a:

1. Digit span task, which required them to repeat a list of numbers
2. Verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B)

Question 68

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to do what?

Answer 68

The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions

Question 69

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but what?

Answer 69

The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer

Question 70

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only how long?

Answer 70

The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second

Question 71

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t do what in the verbal reasoning tasks as the number of digits increased?

Answer 71

As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased

Question 72

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased.
If digit span is really a measure of STM capacity, then participants would be expected to show what on what tasks?

Answer 72

If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks

Question 73

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased.
If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks, because what?

Answer 73

If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks, because their STM would be fully occupied

Question 74

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased.
If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks, because their STM would be fully occupied.
However, Baddeley and Hitch found that participants made few errors where?

Answer 74

Baddeley and Hitch found that participants made few errors in either tasks

Question 75

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased.
If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks, because their STM would be fully occupied.
However, Baddeley and Hitch found that participants made few errors in either tasks.
Baddeley and Hitch concluded that STM must be made up of what?

Answer 75

Baddeley and Hitch concluded that STM must be made up of separate components

Question 76

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased.
If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks, because their STM would be fully occupied.
However, Baddeley and Hitch found that participants made few errors in either tasks.
Baddeley and Hitch concluded that STM must be made up of separate components, all of which are involved in what?

Answer 76

Baddeley and Hitch concluded that STM must be made up of separate components, all of which are involved in processes other than simple storage

Question 77

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased.
If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks, because their STM would be fully occupied.
However, Baddeley and Hitch found that participants made few errors in either tasks.
Baddeley and Hitch concluded that STM must be made up of separate components, all of which are involved in processes other than simple storage.
The digit span tasks made use of the what?

Answer 77

The digit span tasks made use of the phonological loop

Question 78

Research:
For the WMM:
Baddeley and Hitch conducted an experiment in which participants were asked to perform 2 tasks simultaneously (dual-task technique).
The 2 tasks were a digit span task, which required them to repeat a list of numbers, and a verbal reasoning task, which required them to answer T or F in response to various questions (for example A is followed by B).
The results of this experiment were that as the number of digits increased in the digit span tasks, participants took longer to answer the reasoning task questions, but not much longer - only fractions of a second.
As well as this, participants didn’t make any more errors in the verbal reasoning tasks as the number of digits increased.
If digit span is really a measure of STM capacity, then participants would be expected to show impaired performance on the verbal reasoning tasks, because their STM would be fully occupied.
However, Baddeley and Hitch found that participants made few errors in either tasks.
Baddeley and Hitch concluded that STM must be made up of separate components, all of which are involved in processes other than simple storage.
The digit span tasks made use of the phonological loop and the verbal reasoning tasks made use of the what?

Answer 78

The:

1. Digit span tasks made use of the phonological loop
2. Verbal reasoning tasks made use of the CE

Question 79

The central executive (CE) has overall control of what?

Answer 79

The central executive (CE) has overall control of working memory

Question 80

Baddeley and Hitch state that people can perform 2 tasks at the same time, as long as the tasks use what?

Answer 80

Baddeley and Hitch state that people can perform 2 tasks at the same time, as long as the tasks use different components of the WMM

Question 81

Baddeley and Hitch state that people can perform 2 tasks at the same time, as long as the tasks use different components of the WMM.
However, if they are using the same parts of the same component, what will slow down?

Answer 81

If they are using the same parts of the same component, processing will slow down

Question 82

Evaluation:

What psychologists suggest that the CE component of the WMM is what?

Answer 82

Cognitive psychologists suggest that the CE component of the WMM is unsatisfactory

Question 83

Evaluation:

Cognitive psychologists suggest that the CE component of the WMM is unsatisfactory and doesn’t really what?

Answer 83

Cognitive psychologists suggest that the CE component of the WMM:

1. Is unsatisfactory
2. Doesn’t really explain anything

Question 84

Evaluation:
Cognitive psychologists suggest that the CE component of the WMM is unsatisfactory and doesn’t really explain anything.
Baddeley himself did what?

Answer 84

Baddeley himself recognised this

Question 85

Evaluation:
Cognitive psychologists suggest that the CE component of the WMM is unsatisfactory and doesn’t really explain anything.
Baddeley himself recognised this when he said what? (what year)

Answer 85

Baddeley himself recognised this when he said that, ‘The central executive is the most important, but the least understood component of working memory’ (2003)

Question 86

Evaluation:
Cognitive psychologists suggest that the CE component of the WMM is unsatisfactory and doesn’t really explain anything.
Baddeley himself recognised this when he said that, ‘The central executive is the most important, but the least understood component of working memory’ (2003).
The central executive needs to be more clearly specified than just being simply what?

Answer 86

The central executive needs to be more clearly specified than just being simply ‘attention’

Question 87

Evaluation:
Cognitive psychologists suggest that the CE component of the WMM is unsatisfactory and doesn’t really explain anything.
Baddeley himself recognised this when he said that, ‘The central executive is the most important, but the least understood component of working memory’ (2003).
The central executive needs to be more clearly specified than just being simply ‘attention.’
Example

Answer 87

For example, some psychologists believe that the central executive (CE) may consist of separate components

Question 88

Evaluation:
Cognitive psychologists suggest that the CE component of the WMM is unsatisfactory and doesn’t really explain anything.
Baddeley himself recognised this when he said that, ‘The central executive is the most important, but the least understood component of working memory’ (2003).
The central executive needs to be more clearly specified than just being simply ‘attention.’
For example, some psychologists believe that the central executive (CE) may consist of separate components.
What does this mean?

Answer 88

This means that the WMM hasn’t been fully explained

Question 89

There is a very good reason why it is against the law to use your mobile phone and drive at the same time.
Carrying out 2 tasks that use the same components of working memory can lead to what?

Answer 89

Carrying out 2 tasks that use the same components of working memory can lead to poor performance on:
1. One
Or,
2. Both
of them

Question 90

Evaluation:
Most people can successfully perform dual-tasks.
The MSM model cannot explain this, but what?

Answer 90

The MSM model cannot explain this, but the WMM can

Question 91

Evaluation:

Support for the WMM comes from whose (what year) case study of patient KF?

Answer 91

Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF

Question 92

Evaluation:

Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered what?

Answer 92

Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage

Question 93

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had what?

Answer 93

After this damage happened, KF had poor STM ability for verbal information

Question 94

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had poor STM ability for verbal information, but could do what?

Answer 94

After this damage happened, KF had poor STM ability for verbal information, but could process visual information normally presented visually

Question 95

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had poor STM ability for verbal information, but could process visual information normally presented visually.
KF had difficulty with what, but could recall what?

Answer 95

KF had difficulty with sounds, but could recall:

1. Letters
2. Digits

Question 96

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had poor STM ability for verbal information, but could process visual information normally presented visually.
KF had difficulty with sounds, but could recall letters and digits.
What does this suggest?

Answer 96

This suggests that just his phonological loop had been damaged

Question 97

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had poor STM ability for verbal information, but could process visual information normally presented visually.
KF had difficulty with sounds, but could recall letters and digits.
This suggests that just his phonological loop had been damaged, leaving what?

Answer 97

This suggests that just his phonological loop had been damaged, leaving other areas of memory intact

Question 98

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had poor STM ability for verbal information, but could process visual information normally presented visually.
KF had difficulty with sounds, but could recall letters and digits.
This suggests that just his phonological loop had been damaged, leaving other areas of memory intact.
This supports the existence of a separate what store?

Answer 98

This supports the existence of a separate:
1. Visual
2. Acoustic
store

Question 99

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had poor STM ability for verbal information, but could process visual information normally presented visually.
KF had difficulty with sounds, but could recall letters and digits.
This suggests that just his phonological loop had been damaged, leaving other areas of memory intact.
This supports the existence of a separate visual and acoustic store.
However, evidence from brain-damaged patients may not be what?

Answer 99

Evidence from brain-damaged patients may not be reliable

Question 100

Evaluation:
Support for the WMM comes from Shallice and Warrington’s (1970) case study of patient KF, who had suffered brain damage.
After this damage happened, KF had poor STM ability for verbal information, but could process visual information normally presented visually.
KF had difficulty with sounds, but could recall letters and digits.
This suggests that just his phonological loop had been damaged, leaving other areas of memory intact.
This supports the existence of a separate visual and acoustic store.
However, evidence from brain-damaged patients may not be reliable, because it concerns what?

Answer 100

Evidence from brain-damaged patients may not be reliable, because it concerns unique cases with patients who have had traumatic experiences

Question 101

Who (what year) gave their participants tasks that involved the central executive?

Answer 101

Braver et al. (1997) gave their participants tasks that involved the central executive

Question 102

Braver et al. (1997) gave their participants tasks that involved the central executive, while they were what?

Answer 102

Braver et al. (1997) gave their participants tasks that involved the central executive, while they were having a brain scan

Question 103

Braver et al. (1997) gave their participants tasks that involved the central executive, while they were having a brain scan.
The researchers found what?

Answer 103

The researchers found greater activity in an area known as the left prefrontal cortex

Question 104

Braver et al. (1997) gave their participants tasks that involved the central executive, while they were having a brain scan.
The researchers found greater activity in an area known as the left prefrontal cortex.
What was especially interesting was that the activity in this area (the left prefrontal cortex) did what as the task became harder?

Answer 104

What was especially interesting was that the activity in this area (the left prefrontal cortex) increased as the task became harder

Question 105

Braver et al. (1997) gave their participants tasks that involved the central executive, while they were having a brain scan.
The researchers found greater activity in an area known as the left prefrontal cortex.
What was especially interesting was that the activity in this area (the left prefrontal cortex) increased as the task became harder.
This makes a lot of sense in terms of what?

Answer 105

This makes a lot of sense in terms of the WMM

Question 106

Braver et al. (1997) gave their participants tasks that involved the central executive, while they were having a brain scan.
The researchers found greater activity in an area known as the left prefrontal cortex.
What was especially interesting was that the activity in this area (the left prefrontal cortex) increased as the task became harder.
This makes a lot of sense in terms of the WMM, because what?

Answer 106

This makes a lot of sense in terms of the WMM, because as demands on the CE increase, it has to work harder to fulfil its function

Question 107

Against the WMM:

Despite providing more detail of STM than the MSM, the WMM has been criticised for being what?

Answer 107

Despite providing more detail of STM than the MSM, the WMM has been criticised for being:

1. Too simplistic
2. Vague

Question 108

Against the WMM:
Despite providing more detail of STM than the MSM, the WMM has been criticised for being too simplistic and vague.
Example

Answer 108

For example, it is unclear:
1. What the CE is
Or,
2. Its exact role in attention

Question 109

Against the WMM:
Despite providing more detail of STM than the MSM, the WMM has been criticised for being too simplistic and vague.
For example, it is unclear what the CE is or its exact role in attention.
What will results from laboratory experiments researching the WMM often have?

Answer 109

Results from laboratory experiments researching the WMM will often have low ecological validity

Question 110

Against the WMM:
Despite providing more detail of STM than the MSM, the WMM has been criticised for being too simplistic and vague.
For example, it is unclear what the CE is or its exact role in attention.
Results from laboratory experiments researching the WMM will often have low ecological validity (they may not do what)

Answer 110

Results from laboratory experiments researching the WMM will often have low ecological validity (they may not relate to real life)

Question 111

Against the WMM:
Despite providing more detail of STM than the MSM, the WMM has been criticised for being too simplistic and vague.
For example, it is unclear what the CE is or its exact role in attention.
Results from laboratory experiments researching the WMM will often have low ecological validity (they may not relate to real life), because tasks such as what are arguably not representative of our everyday activities?

Answer 111

Results from laboratory experiments researching the WMM will often have low ecological validity (they may not relate to real life), because tasks such as repeating ‘the the the’ are arguably not representative of our everyday activities

Question 112

Evaluation:

A strength of the WMM is that there are many what applications for it?

Answer 112

A strength of the WMM is that there are many practical applications for it

Question 113

Evaluation:
A strength of the WMM is that there are many practical applications for it.
Example

Answer 113

For example:

1. The phonological loop plays a key role in the development of reading
2. Working memory capacity might be used as a measure of suitability for certain jobs

Question 114

Evaluation:

A strength of the WMM is that there is research support for it, such as what?

Answer 114

A strength of the WMM is that there is research support for it, such as physiological evidence from brain scans

Question 115

Evaluation:

A weakness of the WMM is that the model doesn’t account for what memory?

Answer 115

A weakness of the WMM is that the model doesn’t account for musical memory

Question 116

Evaluation:

A weakness of the WMM is that the model doesn’t account for musical memory, why?

Answer 116

A weakness of the WMM is that the model doesn’t account for musical memory, because people can listen to instrumental music without impairing performance on other acoustic tasks

Question 117

Evaluation:
A weakness of the WMM is that the model doesn’t account for musical memory, because people can listen to instrumental music without impairing performance on other acoustic tasks.
Example

Answer 117

For example, Clive Wearing can do this