Lesson 5- working memory model

Question 1

wmm

Answer 1

Baddeley and Hitch 1974 questioned msm and that people only have one type of stm, argued more complex, saw stm as active store holding several pieces of info being worked on, argued ltm is the passive store, holds info to be used by stm

Question 2

central executive

Answer 2

drives system, allocates data to other components known as slave systems, dealsw ith cognitive tasks such as decision making, reasoning, problem solving, we have limited attentional capacity, tasks that are automated make less attentional demands on ce and leaves us free to perform other tasks

Question 3

phonological loop

Answer 3

deals with spoken or written material
phonological store- inner ear, linked to speech perception, holds info in speech based form for 1-2 seconds
articulatory loop- inner voice, linked to speech production, used to rehearse and store verbal info from phonological store, allows for maintenance rehearsal

Question 4

visuo-spatial sketchpad

Answer 4

stores and processes info in a visual or spatial form, used for navigation, inner eye
visual cache- stores visual material about form and colour
inner scribe- handles spatial relationships

Question 5

episodic buffer

Answer 5

Baddeley 2000 added another component, model needed general storage component to operate properly, slave systems deal only deal with processing and temporary storage of specific types of info and ce has no storage capacity at all
limited caapcity store, integrating info from all slave systems as well as ltm

Question 6

wmm evaluation

Answer 6

-Shallice and Warrington, KF, poor stm for words presented verbally but not for words presented visually, suggests more than one type of stm and specific type
-Baddeley and Hitch 1974 gave participants a dual task, asked to complete a reasoning task (ce) at the same time as a reading aloud task (PL), could do both simultaneously well, supports separate components of stm
-Baddeley et al 1975 gave participants a brief visual representation of lists of words, made up of wither short or long, asked to recall the list immediately in correct order, found they could recall more short words than long words, called this word length effect- supports idea that PL can hold as many items as can be said in 1.5-2 secs rather than being limited by 7+-2 items
-practical applications, improved understandings of how people learn to read, helped psychologists assist those with dyslexia
-several criticised because they think idea of CE is vague and untestable, Damasio 1985 presented case of EVR who had cerebral tumour removed, had good reasoning skills, suggests CE was intact, but could not make decisions which suggests CE was damaged, indicates CE is more complicated than claimed