Working Memory Deficit Analysis

People rely on incoming information and stored information to perform their everyday functions. However, humans have a natural capacity of how much information they can attain. We are unable to store all of our acquired information without different systems that organize our information. Working memory is one of these systems that temporarily holds and manages information for cognitive processing (119). Baddeley’s working memory model is made up of four components that allow for temporary information to be stored (109).

Working memory refers to one’s ability to complete immediate tasks through the use of short-term memory and precision to make actively conscious choices. This is especially important in one’s organizational ability, reasoning, and decision-making. Unfortunately, working memory is yet another function of your brain that only gets weaker as you age into your midlife years. If you’ve ever placed a soup can in the wrong cabinet drawer, or put on non-matching socks or shoes, then you know exactly what it feels like.

All participants in this study were right-handed and had normal to corrected normal vision. Following that, 14 participants were excluded due to suspected neurological abnormalities. The main aim of this study was to investigate the development of working memory across the lifespan and if age groups caused a different result for each group. They found that young children and older adults had a harder time distinguishing if the animal pictures were used in the trial before that, younger adults did significantly better. Therefore, item specific proactive interference is stronger in younger children and older adults. Older children and adults do significantly better than young children because their working has developed more over time. Also, with older adult studies have shown working memory decreases with age so this could be the cause of why they did worse than older children and adults. However, older adults did significantly better in the first trial identifying an animal's in one-word syllables. This information can be used in the future in schools for teachers to help improve children’s working memory and this information can also be used to try to improve older adults working memory with experiments and

Throughout my life, I have struggled with paying attention in class. In middle school, my parents thought it was my fault for not trying hard in school. They never got on to me about my grades because they assumed I was going to mature. But what they did not understand is that I have a common case of Attention Deficit Disorder. I remember my freshman year so vividly. I think it was because I had to face my first rude awakening in school. My US history teacher, Mr. Brown was a man that I looked up to and admired. He portrayed his lectures with much passion and enthusiasm. I was able to absorb the material because of his teaching style. I remember being eager to tackle my first test because I truly knew the information. But during the test, I

Memory- Long and short term both need to be examined. Short term memory impairment will result in difficulties in remembering and following directions. Long term memory can be examined by asking historical questions and short term memory can be examined by asking a patient to recall a series of words or numbers. There are optimal values that help determine whether or not a person has an impairment. This examination should take place because healthcare professionals need to know the current state of the person they are working with.

Do you know what the Working memory model is? Per the website explorable.com, the working memory model was proposed by Alan Baddeley and Graham Hitch in 1974. They had studied the 1968 Atkinson-Shiffrin model in 1968 and believed that the model’s short term memory store lacked detail. The 4 main components of the working memory model are; Central executive, Articulatory-Phonological loop, Visuospatial sketchpad, and Episodic buffer.

Memory, specifically working memory, is an extremely influential concept. Within the last 30 years, it has guided a great quality of empirical investigations that contribute to the understanding of developmental and adult cognition. This paper will focus specifically on developmental disorders and working memory along with contributing factors. Memory plays a fundamental role in the learning process, which is necessary for both long term and short term. For writing processes, it becomes necessary to recover lexical elements phonological or indirectly, and by visual orthographic means, generating recall of previously acquired knowledge, such as graphemes, phonemes, or words, and store them through memory. Therefore, memory is required for active

Having issues with the working memory can have major detriments to a child’s math abilities. For example, if you are trying to add two plus six, minus one, a child who struggles with their working memory cannot store the information in order to complete the math equation. They may be able to figure out two plus six is eight but then they may forget what they have to minus the one from. Struggles with inner speech also affect mathematical skills. With out inner speech, you loose the ability to “talk to yourself” which is a skill we use when solving problems (Hallahan et all,

Worrying it can have cause impairment to your cognitive system due to stress. Worrying is defined as fear of loss or failure of meeting expectations one may have in regards of a situation. Worrying is often initiated in stressful events, and it’s often correlated with high anxiety during the event. There are two effects that are associated with worrying such as it causes interferences with the processing of the temporary storage of the working memory (Eysenck et al, 2007). The increase concern causes restriction in attention that is associated with the working memory, which than can cause a hindrance in processing the task. There are also some effects in the central executive that is effected by worrying. Worrying thoughts increase impairment

By using these three groups, the researchers were able to separate the impact of auditory language modality from the quality of language, on WM scores. If poor WM is due to modality, then DCDP and DCHP would perform worse than hearing children. However, if the quality of language input has a greater effect on WM, then hearing children and DCDP should perform better than DCHP. Each group was administered a battery of non-verbal reasoning tasks, non-verbal working memory tasks (NVWM), and language tasks. NVWM scores were compared across groups and the relationship between language task scores and NVWM scores was investigated (Marshall et al.,

The Working Memory Index measured her ability to temporarily store and perform a set of cognitive operations on information, which requires divided attention and the management of the limited capacity of short-term memory. Carolanne obtained a score of 86 (18th percentile). Lastly, her ability to perform rapidly decide on cognitive tasks, particularly when measured on a timed task under pressure and required her to maintain attention was measured by the Processing Speed Index. Carolanne obtained an index score of 89 (23rd percentile). Catherine’s overall performance on the WAIS-IV was similar from her 2015 assessment on the Wechsler Intelligence Scale for Children- 4th Edition

An advantage of the working memory model is that it explains certain neurological results in a way that the multi-store model cannot. For example, Patient KF (Warrington & Shallice, 1974) had verbal difficulties, however his short-term memory for visual information and meaningful sounds (such as a phone ringing) were unaffected. The model explains these results. An impaired phonological loop can account for the verbal impairment, and the fact that his memory for visual information works well can be explained by an intact visuo-spatial sketchpad.

The Working Memory Composite measures EE106’s ability to register, maintain, and manipulate visual and auditory information in conscious awareness. Working Memory assists an individual in controlling attention and resisting distractions. This composite is composed of the Recall of Sequential Order and Recall of Digits- Backward subtests. On the Recall of Sequential Order subtest, EE106 looked at a picture of a person. He was reminded of the different body parts. Then, the examiner asked EE106 to identify which body was higher. EE106 was not able to successfully complete this task, possibly because he was not able to correctly identify body parts. On the Recall of Digits –Backwards, the examiner read a group of numbers and asked EE106 to repeat

Situations in which the pressure is very high, your working memory may diminish. Brain power is almost lost when under a stressful situation, such as test taking. Working memory originates in the prefrontal cortex. Ways to better your working memory under stress can be to meditate or practice taking tests under stressful circumstances. Also, it is proven that chewing a certain flavor of gum while studying specific material and then chewing the same flavor of gum while taking a test on that material, showed significantly higher test scores. Finding a way to “close the gap between practice and performance” (Harms, 2010) will greatly benefit you when performing in certain

As Loe and Feldman (2007) have noted, many children and adolescents who have Attention-deficit/hyperactivity disorder (ADHD) suffer from anxiety, depression, disruptive behavior disorder and learning problems. Specifically, the effects of stress show significant academic under-achievement, poor academic performance, and educational problems. As Bunketorp et al., (2015) have noted, many students who suffer from anxiety disorder find it hard to concentrate, have a destitute engagement in the classroom and rank lower than their peers in reading and math standardized test scores. Children in preschool who have Attention-deficit/hyperactivity disorder experience academics difficulties and fall behind in reading and academics skills (Allison et al.,