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Question

what is the working memory model

Answer 1

The WMM suggests that STM is an active processor is made up of the central executive, the phonological loop, the visuo-spatial sketchpad and the episodic buffer.

Answer 2

main component n coordinates the other “slave systems” n ensures they don’t go astray. slave systems (phonological loop, visuospatial sketchpad and episodic buffer) can also be used as temporary storage systems to free up capacity within CE to deal w other demanding tasks. Capacity for CE = very limited n it receives information from the senses or from LTM. It is also involved in directing “attention” and resources towards particular tasks.

Answer 3

processes speech-based info preserving its order within the phonological store which acts like an “inner ear”. The articulatory control process (inner voice) is linked to speech production and used to rehearse n store verbal info from phonological store through a form of maintenance rehearsal. this has limited capacity determined by amount of info which can be spoken out loud in 2 seconds. Confusions often occur w similar sounding words as its an acoustic store.

Answer 4

processes visual info through the senses (eyes) or LTM on what things look like, patterns of recognition n spacial info consisting of the relationship between things and perception of movement. Logie (1995) suggested VSS could be further sub-divided into a visual cache (CV) which stores visual material on colour n form and an inner-scribe (IS) which deals with spatial relationships, rehearsal and the transfer of information from the visual cache to the central executive. baddelly said capacity is 4-5 chunks

Answer 5

integrates info from all 3 main systems as well as LTM. The CE has no storage capacity of its own and Baddeley realised the model required a general store to explain why some amnesia patients with no longterm recall could recall info immediately. This suggested a temporary buffer existed as that store. has limited capacity n also maintains time-sequencing recording events as they happen n transferring this info into LTM.

Answer 6

little is known about the CE, the model's most important component. Research by Eslinger et al. supports this criticism through a case study of a patient - EVR, who had a cerebral tumour removed. Although EVR performed well on reasoning tasks, indicating part of his CE was intact, he showed poor decision-making skills. suggests that the CE may not be a single, unified system but could consist of multiple components. WMM does not account for this complexity, making it an oversimplified explanation of how the CE functions.;;;, the model lacks detailed understanding of CE, limiting its ability to fully explain how working memory operates. A weakness of the WMM is that much of the supporting evidence lacks external validity. Studies often use dual-task techniques to test components like the phonological loop and VS sketchpad, where ppts perform 2 tasks at the same time. These tasks are highly artificial and dont reflect real-life memory use. so, findings may not apply to everyday situations, --> the studies lack mundane realism and dec the ecological validity of the evidence supporting the model. ;;; weakens credibility of the WMM, as its core claims are based on research that may not accurately represent real-world memory processes.

Answer 7

its supported by clinical case studies. Shallice and Warrington studied a patient known- KF, had very poor stm for auditory info but relatively gd STM for visual INFO. : This finding suggests that auditory n visual info are processed by separate components in working memory, supporting WMM’s proposal of distinct systems — phonological loop for auditory data and the VS sketchpad for visual data.This provides strong support for WMM’s claim that STM is not unitary but is made up of multiple specialized components. +its support from dual-task performance studies. These studies require ppts to perform a visual n verbal task simultaneously n show dec performance on these tasks. This decrease suggests that the CE has a limited processing capacity and that slave systems (the phonological loop and VS sketchpad) compete for these limited cog resources, as WMM predicts ;;;, dual-task studies provide experimental evidence supporting WMM’s claim about the central executive’s role and capacity limits. +neuroscanning evidence regarding the CE. Braver et al. demonstrated a + correlation between inc cog load (task difficulty) n higher activation levels in prefrontal cortex. This shows that as the CE processes more difficult tasks, brain activity in prefrontal cortex inc, supporting its role in allocating tasks to slave systems and having a limited processing capacity. ;;;, neuroscanning evidence provides biological support that WMM acc describes function n limitations of CE.

Answer 8

interference retrieval failure

Answer 9

Interference theory argues forgetting occurs due to 2 memories competing n being affected by past memories or possible future learning. The more similar the two memories are the more interference it causes as the two memories become confused with one another.+ positive correlation between forgetting n similarity

Answer 10

proactive-(PI) occurs forward in time. the coding of new memories being interfered by past similar memories. eg, an old mobile number is recalled when trying to recall the new mobile phone number. retroactive- (RI) occurs backwards in time when coding of new INFO disrupts previously stored info. For eg, you learn your new mobile number but are unable to remember your old one. The new memory, therefore, affects recall of the old memory. unlearning theory-suggests new learning replaces old learning.

Answer 11

Keppel and underwood (1962) demonstrated PI. ppts were tasked w recalling consonant trigrams after varying intervals where they were tasked w counting backwards in threes. Forgetting inc after each interval however little forgetting occurred at start. PI can explain this as earlier consonants entered the LTM and interfered with the formation of new memories. Ceraso (1967) suggested 1 possible explanation for RI = there was no actual loss of info but merely wrong info was accessed as it had been moved. Muller (1900) identified RI through a study where ppts tasked with learning a list of syllables are given an intervening task between exposure to the syllables and recall. The intervening task (describing paintings) produced RI with participants struggling to recall their lists.

Answer 12

it is supported by a large body of reliable, controlled lab research. eg Keppel and Underwood (1962) and McDonald et al. (1931) demonstrated both proactive and retroactive interference using controlled memory tasks involving word lists. These lab studies use standardised procedures and tightly controlled environments, reducing the influence of confounding variables. This inc internal validity, allowing researchers to confidently attribute forgetting to interference effects.;;; This consistent empirical support enhances credibility of interference theory as a scientific explanation of forgetting. real-world research supports its claims, especially RI. Baddeley and Hitch (1977) found rugby players’ recall of previous games depended on how many games they had played since, not the time that had passed — supporting the idea that new memories can interfere with older ones. This shows that interference, particularly RI, occurs outside the lab in real-world, meaningful contexts, Inc the external validity of the theory.;;; ability of interference theory to explain forgetting in naturalistic settings strengthens its relevance n usefulness.

Answer 13

many supporting studies lack ecological validity due to the use of artificial materials. ppts often asked to learn lists of unrelated words or syllables that have little personal meaning, such as in Muller’s (1900) or McDonald et al.’s studies. Irl situations, memory tasks are more meaningful (e.g., studying for exams), and we use strategies n links between concepts to aid recall. This limits how well lab-based findings generalise to real-world memory processes. ;;;, while interference has been shown in lab settings, its applicability to everyday forgetting may be limited. it offers a narrow explanation of forgetting n ignores other important mechanisms. Anderson (2000) argued while interference does occur, its difficult to determine how much forgetting it accounts for. Ceraso (1967) proposed that RI might result from retrieval failure rather than actual memory loss. suggestS interference theory may oversimplify forgetting by focusing only on memory similarity n ignoring factors like retrieval cues, emotional state, or context. ;;; theory may be just one part of a more complex explanation of forgetting in long-term memory.

Answer 14

argues forgetting from the LTM is caused by failing to access the memory due to insufficient clues/ cues to aid recall rather than it being unavailable. the cues act as markers to aid recall N without these, mind is unable to locate the correct memory. A cues effectiveness depends on the no of items associated w it with fewer items leading to a more effective cue. According to Tulving’s encoding specificity principle, memory recall is most effective when the cues present during retrieval match those present at encoding. If the context or state has changed, recall becomes harder. Cues are also more effective when they are linked to fewer items.

Answer 15

context dependent failure and state dependent failure

Answer 16

happens when the ext environment at recall is different from when the memory was encoded, making it harder to remember. eg, you recall more if you take a test in the same room where you studied. Environmental cues like sights n sounds, can trigger memory if they were present during learning. Abernethy (1940) found that after ppts had learnt various material, they showed greater difficulty with recall when they were tested by an unfamiliar teacher in an unfamiliar room compared to a familiar teacher and familiar room. This shows support for the importance of context aiding memory retrieval process.

Answer 17

happens when a person’s internal state at recall is different from when they learned the info. eg, it may be harder to remember something learned while happy if you're now sad. shows that internal states like emotions can act as retrieval cues. Supported by Carter & Cassaday (1998) -gave ppts anti-histamines to make them drowsy.recall was up to 40% better when ppts were in the same internal state at learning and recall. supports state-dependent forgetting, showing that internal states like alertness or drowsiness can act as retrieval cues.

Answer 18

its practical application in real-world memory improvement. Its been used in witness investigations,-eg the 2001 reconstruction of Danielle Jones’s last known whereabouts. this prompted witnesses to recall new details that helped convict her uncle. ts demonstrates how context cues can aid memory retrieval. Retrieval failure research has also informed cognitive interview techniques, helping witnesses recall more accurate details in criminal investigations. shows that understanding how cues affect memory has positive real-world implications, esp in the justice system. it has theoretical support and is based on controlled research. Eysenck suggested retrieval failure may be 1 of main reasons for forgetting from LTM. theory supported by lab experiments conducted under strictly controlled conditions. These controlled settings help to dec the influence of EV's, allowing researchers to est a cause n effect rl between presence of cues and successful recall. This inc the internal validity of the findings, so we can place more confidence in the theory. ;;;, high-quality experimental methods strengthen the credibility of retrieval failure as a valid explanation

Answer 19

its difficult to test and verify, which questions its scientific validity. Baddeley (1997) criticised the encoding principle by arguing that if a cue helps retrieval, it is assumed to have been encoded with the memory, but if it does not help, it is assumed not to have been encoded.this circular reasoning means we can't objectively test whether a cue was acc encoded or not, making the theory unfalsifiable. w out ability to test it properly, the principle lacks the scientific rigour expected of psychological theories. ;;; despite its popularity, the principle may be an incomplete and unscientific explanation of how retrieval cues work. Retrieval failure research often lacks ecological validity. This is because Baddeley argued that it is difficult to find conditions in real-life which are as polar as water and land, This means studies may not accurately represent how forgetting works in real-world situations, limiting generalisability. Also, retrieval failure doesn’t explain forgetting procedural memories (e.g., riding a bike), showing it’s an incomplete explanation. Therefore, the theory’s real-life application is limited despite lab evidence.

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