working memory model, case study cw & evaluate msm

The Working Memory Model(Baddeley and Hitch, 1974)

L/O: to be able to outline and describe the model (AO1).

Starter:

Why might Baddeley and Hitch have been dissatisfied with the explanation of memory via the Multi-store Model? (think back to its limitations).

MSM (1968) WMM (1974)

• Baddeley and Hitch (1974) felt that the multi-store model UNDERESTIMATED the complexity of STM.

• In the WMM, STM is what you think about any one moment (what you are working on).

L/O: to be able to outline and describe the model (AO1)

Multi-store Model: MSM Working Memory Model: WMM

Passive. Active.

Unitary (single system of STM). Multi-component system (auditory and visual STM).

Linear system (one way from ‘waiting stage’ STM to LTM).

Two way: STM information combines with LTM information.

E.g. reverse digit span, mental arithmetic.

WMM study replicationYou will need some paper, a pen and to listen carefully.

Baddeley (1975): the effect of length of word on our ability to remember it.

Could you guess his directional hypothesis (AO3)?

L/O: to be able to outline and describe the model (AO1)

Baddeley (1975): the effect of word length on recall.

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Participants were presented with long

words list and asked to repeat the words out loud. Then same for

short words list.Count the number of

words recalled.

Compared two conditions:

1. Short word list2. Long word list

What have we found in our

version?

L/O: to be able to outline and describe the model. (AO1)

The Central Executive

Phonological store

Articulatory Loop

The Phonological

Loop The Visuo-Spatial

Sketchpad

(Scratchpad)

The STM in this model has separate but connected parts.

Active system.

L/O: to be able to outline and describe the model. (AO1)

The Central Executive

Phonological store

Articulatory Loop

The Phonological

Loop The Visuo-Spatial

Sketchpad

(Scratchpad)

- Sensory information comes in

- Decides what should and should not be done at any one time.

- Prioritises via ATTENTION.- Other modules are ‘slaves’

to this one.

LIKE A MANAGER?

L/O: to be able to outline and describe the model. (AO1)

The Central Executive

Phonological store

Articulatory Loop

The Phonological

Loop The Visuo-Spatial

Sketchpad

(Scratchpad)

Slave system 1- Auditory store.- REHEARSES

sound-based information to prevent DECAY.

L/O: to be able to outline and describe the model. (AO1)

The Central Executive

Phonological store

Articulatory Loop

The Phonological

Loop The Visuo-Spatial

Sketchpad

(Scratchpad)

2 sub-divisions:1. Phonological store:

‘inner ear’ for perception of sounds, speech.

2. Articulatory loop: ‘inner voice’ for speech production. e.g. saying things over and over.

L/O: to be able to outline and describe the model. (AO1)

The Central Executive

Phonological store

Articulatory Loop

The Phonological

Loop The Visuo-Spatial

Sketchpad

(Scratchpad)

2 seconds DURATION.

i.e. it holds as much as can be rehearsed in 2 seconds.

(Baddeley, 1986).

Think back to the study replication…

Baddeley (1975): the effect of word length on recall.

What did we find?Could you recall more short or long words?

How does this finding support the WMM?

L/O: to be able to outline and describe the model. (AO1)

The Central Executive

Phonological store

Articulatory Loop

The Phonological

Loop The Visuo-Spatial

Sketchpad

(Scratchpad)

Slave system 2- ‘inner eye’- deals with

information by visually organising it (sketching it out).

A.K.A. ‘mental rough paper’ for working out a maths sum.

What is 59 + 35?

1. Work out the answer.2. Try to trace the process you went through.

Map them to the WMM?

L/O: to be able to outline and describe the model. (AO1)

Working Memory ‘working’

• Info in (59+35)• Held temporarily and combined with LTM info

(what is 59? what is 35? How do I add?)• Sum 9+5 will be worked out and held• Sum 50+30 will be worked out and held• Then combined• Visual: maybe use ‘mental rough paper’

• Page 73 textbook

What did Baddeley’s (1976) study show?

L/O: to be able to outline and describe the model. (AO1)

Without notes.5 key facts for AO1 WMM model: 1.2.3.4.5.

L/O: to be able to outline and describe the model. (AO1)

8 mark question (May 2012)

a) Outline the main features of the working memory model (4 marks). AO1

b) Outline one strength and one limitation of the working memory model (2+2 marks).

AO2

L/O: to be able to outline and describe the model. (AO1)

• Your marked 12 markers.

Generally, the outlines/descriptions were great (AO1)

But evaluations were not so (AO2) hence us revisiting this.

Evaluating the WMM(Working Memory Model)

L/O: to be able to complete up to a 6 marker on evaluation of WMM (A02).

Get your 4 markers back.

What do we know already about the evaluation of the WMM linked to research?

Consider:- Case Studies- Research by Baddeley.

Strengths (AO2)

1. Baddeley (1975) short vs. long word list experiment. Participants were presented with a list of words (short or long). Tested recall following hearing the list. Found: participants recalled significantly more words in the short list condition. Support the 2 second duration of the articulatory loop.

2. Brain imaging research has shown that the two slave system functions utilised a different part of the brain. PL = Broca’s area, VSS= occipital lobe.

Limitations (AO2)

1. Limited evidence for the role of the CE, in particular its capacity has not been measured.

2. Communication between STM and LTM is not clearly explained or evidenced by research.

2a) outline (4 marks)2b) outline one strength and one

limitation of the WMM (2+2 marks)

• Elaboratione.g. limitation: the role of the CE is unclear/vague (1/2 marks)The CE is an important/vital part of the model but it’s exact role is unclear and lacks evidence (2/2 marks).

• You need some paper, a pen and to listen carefully.

1.Which study did I replicate?

2.Is it reliable?

Jacobs, 1890Test of STM

capacity.

Found: Digit span = just

over 9. Letter span = just

over 7.Did we?

Same method, same findings?

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Jacobs, 1890Test of STM capacity

The Multi-Store Model of Memory(Atkinson and Shiffrin, 1968)

Sensory memoryShort-term

memoryLong-term

memory

ENCODING: changing info to a memorable format = sound.

ATTENTIONdecay

CAPACITY: average 7 items.

ELABORATE

REHEARSAL

DURATION: up to 18 seconds.

ENCODING: changing info to a memorable format = semantic (meaning).

MAINTENANCE

REHEARSAL

DURATION: 48 years or longer.

CAPACITY: UNLIMITED IN LTM.

Unit 1: Cognitive PsychologyAQA Specification A

Unit 1: Cognitive PsychologyAQA Specification A

Who? When?Main 3

componentsOther main processes

STM vs. LTMKey studies

STM vs. LTMKey study

STM vs. LTMKey studies

Add your AO1 and AO3 information on to the diagram for revision.

L/O: To be aware of what a case study is (AO1)To be able to use a case study to evaluate the MSM (AO2)

• A case study is an investigation of a single individual.

• Because they are unique or rare in some way.• In-depth information is obtained as they are

conducted over a long time and use various methods of data collection.

• Primary data = researcher collects.• Secondary data = e.g. school or medical

records.

Case study: Clive Wearing

L/O: To be aware of what a case study is (AO1)To be able to use a case study to evaluate the MSM (AO2)

How does this case study provide both

support for and against the MSM?

(AO2)• STM completely gone.• Some LTM impaired.• Ability to play piano remains:

LTM procedural memory.

Support for:STM and LTM as two separate systems.

Evidence against: Part of his LTM is ok (procedural) but episodic is not, therefore LTM cannot be one single store.

L/O: To be aware of what a case study is (AO1)To be able to use a case study to evaluate the MSM (AO2)

How does this case study provide both

support for and against the MSM?

(AO2)

‘Evaluate’?e.g. Outline/Describe and Evaluate the MSM.

You need: • 2 strengths• 2 limitations• All linked to research ideally.

L/O: To be aware of what a case study is (AO1)To be able to use a case study to evaluate the MSM (AO2)

The Multi-Store Model of Memory(Atkinson and Shiffrin, 1968)

Sensory memoryShort-term

memoryLong-term

memory

ENCODING: changing info to a memorable format = sound.

ATTENTIONdecay

CAPACITY: average 7 items.

ELABORATE

REHEARSAL

DURATION: up to 18 seconds.

ENCODING: changing info to a memorable format = semantic (meaning).

MAINTENANCE

REHEARSAL

DURATION: 48 years or longer.

CAPACITY: UNLIMITED IN LTM.

Strengths

1. Case Studies (Clive Wearing / K.F. / H.M. ) supports STM and LTM as separate.

2. Offers a good explanation of Murdoch’s serial position effect. In a word list, primacy effect occurs (first few words are remembered due to maintenance rehearsal) and recency effect (last few due to capacity of STM).

Limitations

1. Case study Clive Wearing suggested that there are different types of LTM (procedural, episodic) which is not explained by the MSM.

2. Case study K.F. has STM problems with verbal material but not non-verbal, suggesting that the STM is also not a single store.

AO2