Working memory model. This is essentially a full 16-mark question which is all you need for the exam, you can also use it to answer all 4,6,8, 12 mark questions in the exam all you have to do is break it down.
Outline and evaluate the working memory model. (16 marks)
Baddeley and Hitch (1974) created the working memory model (WMM) which is an explanation of
how short term memory functions. Baddeley and Hitch (1974) argue that the image of the short-
term memory (STM) provided by the Multi-Store Model is far too simple. Baddeley and Hitch argued
that the STM must have more than 1 component and must be involved in processes other than
simple storage e.g. reasoning, understanding and learning. They foresee the STM as a sort of
workplace where a variety of operations should be carried out on both old and new memories.
Crucially for the model they concluded that two task can be carried out simultaneously in the STM if
they are being dealt with by different parts of the memory system. The working memory model
unlike the MSM is not a unitary system (single system).
The central executive (attentional process) is the main element (leader-boss) of the working memory
model as it monitors incoming data and makes decisions by allocating slave systems to tasks. The
central executive has a very limited processing capacity. The slave systems phonological loop,
visuospatial sketchpad and episodic buffer can also be used as temporary storage systems to free up
capacity within the Central executive in order to deal with other demanding tasks.
The phonological loop is the first slave system and it deals with auditory information (speech) and
preserves the order in which the information arrives. The phonological loop is divided into the
phonological store, (which stores the words you hear) and the articulatory process, which is used to
store and rehearse verbal information from the phonological store through a form of maintenance
rehearsal (repeating sounds or words in a ‘loop’ to keep them in working memory while they are
needed). The capacity (loop) is believed to be two seconds’ worth of what you can say.
The second slave system is the visuospatial sketchpad (VSS), it stores visual information/ and or
spatial information when required (e.g. if you are asked to work out how many windows there are
in your house you visualise it). The VSS has limited capacity. Loggie (1995) subdivided the
visuospatial sketchpad into a visual cache which stores visual data and an inner-scribe, which records
arrangement of objects in the visual field. The inner-scribe also deals with transfer of information
from the visual cache to the central executive.
The final slave system is the episodic buffer, which is a new add on to the model (Baddeley 2000).
The episodic buffer is a temporary store for information, integrating the visual, spatial and verbal
information processed by the other stores as well as the long-term memory. The episodic buffer
also maintains a sense of time sequencing basically recording events (episodes) that are happening.
The episodic buffer has limited capacity of about four chunks and is a storage component of the
central executive. The episodic buffer links working memory to LTM and wider cognitive processes
such as perception.
A strength of the working memory model is that clinical research evidence supports that there is a
separate visual and acoustic store. For example, evidence from the case study of KF, who suffered
from brain damage he had poor STM ability for verbal information but could process visual
information. So, he could recall letters and digits but had difficulty with sound. This suggests that just
his phonological loop had been damaged leaving other areas of memory undamaged (intact). Thus,
supporting the idea that there are separate visual and acoustic store. However, evidence from case
studies in particular studies on brain damage patients is not reliable and can’t be generalised to
others, as case studies with patients who had traumatic experiences are unique cases and our
experiences are subjective to ourselves.
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