Working Memory

The memory span CogLab experiment requires most of my cognitive load, therefore leaving very little attention to my roommate’s conversation on their cellphone. To remember various lengthy items are challenging as it appears within seconds, must be retained, and recalled immediately. However, through controlled processing, I am able to use strategies of attention to pay close attention at all times even though there is distraction (Goldstein, 2011, p. 87,

This supports the idea of an immediate memory store for items that are neither visual nor phonological and that draw on long-term memory to link the related words. It is used as both the Phonological Loop and the Visuo-Spatial Sketch Pad have specific roles and the Central Executive has very limited storage capacity so as a result there was no where to store both visual and acoustic information. The Episodic Buffer is an extra storage system that has in common with all working memory units, a limited capacity. It is handy and can integrate information from the Central Executive, The Phonological Loop, The Visuo-Spatial Sketch Pad and also information from the Long-Term Memory.

* Levels of processing theory- proposes that deeper levels of processing results in us remembering information for a longer period of time

Further evidence for the existence of the phonological loop comes from Conrads and Hulls (1975 in Passer, 2009) experiment in which they examined the effect of phonological similarity. They found that serial recall in a list of similar sounding words tended to yield poorer results with participants finding it difficult to remember compared to words that sounded different. It has also been found that recall in semantically similar words tended to have little or no effect, supporting the idea that verbal information is transferred in a phonological manner in working memory. In addition, Vallar and Papagno (1995 in Smith, 2007) found that the phonological store in brain damaged patients were dysfunctional.

They proved this by making participants follow a light on a screen with a pointer and imagine the letter F and move around its edges at the same time. When done separately the tasks were completed fine, but when participants were asked to complete the two tasks at the same time it was almost impossible for them. This suggests that it is not possible to complete two tasks that use the same component of the working memory model as they would compete for limited resources within the store.

Baddeley (2001) suggests a working memory system which consists of four components; a modality-free central executive, a phonological loop which holds information in speech based form, a visuo-spatial sketchpad and an episodic buffer which is the temporary storage system that holds and integrates information from the phonological loop, visuo-spatial sketchpad and long-term memory (Eysenck & Keane, 2005).

Craik and Lockhart (1972) suggested that memory is just a product of the complexity of handling data and there is no clear variance between short term memory and long term memory. This theory then resulted in different theories being brought forward in order to prove this statement correct or incorrect. Craik and Lockhart then suggested the concept of shallow processing. This style of processing usually takes one of two forms: Phonemic processing, which is encoded by sound or structural processing which is encoded visually. Shallow processing only encompasses maintenance rehearsal and leads to fairly short-term holding of information. They also suggested the idea of ‘deep processing’ which primarily involves semantic processing. Deep processing

In Nicholas Carr’s article “Cognitive Load,” he introduces cognitive overload as a reoccurring element in everyday life. He describes working memory as the mind’s temporary information store. Furthermore, he believes that if instead of trying to process and learn everything at once, we instead break it into pieces. Covering only a little at a time and gradually putting the pieces together kind of like a puzzle.

The ability to supersede sensory capture differs greatly between individuals, but working memory typically has a functional capacity of seven “chunks” of information (plus or minus two) (Miller, 1956).

Low levels of processing include operations like counting the letters in words and higher levels of processing might include forming semantic relationships such as understanding what the words’ meaning is. According to Craig and Lockhart who formulated this theory memory recall would improve as the information is processed in greater depth. However it has been hard to define exactly what depth is and it has been found that there are other factors that make people remember things. (Zachmeister, E.B., Nyberg 1982)

It comprises fundamentally or the like of reiteration of the new data, and in the event that it is not handled further will be lost. Truth be told, contemplates on the constraints of working memory have uncovered a particular number of units that the psyche can handle at any given time, and it is currently by and large acknowledged that 5 + 2 is the most extreme number of boosts that can be prepared without a moment's

Reisberg (2013) states that working memory "is the memory you use for information that you are actively working on" (p. 17). Working memory holds information in a way that is easily obtainable when needed. Sadly, working memory has a very small capacity. One way they have tested this capacity is with a span test. For instance, researchers would read a list of four items to participants. The text uses letters as an example. Each time the participant would repeat the sequence of letters back to the researcher correctly, the researcher would then add on another letter to the sequence. Though this time, it would be a different sequence of five letters. Not the same sequence as before. Researchers found that people's letter span was normally around seven or eight (Reisberg, 2013). It was discovered though, that working memory isn't one unit. Because of its several different parts, it is called a working-memory system, and the central executive is the one in charge (Reisberg, 2013). Just like any system or business, you have your leader (the central executive), and you have your assistants. For example, let's say you have a piece of information that you will eventually need, however, you don't need it at this exact moment. The "assistants" of your working-memory system would take that information and temporarily store it. One of the most important jobs of the assistants

While reading the article, it goes to talk about the relationship between attention and working memory. Attention and working memory, they are very similar but different. There was an experiment that

The term cognition refers to all the mental structures and processes involved in reception, storage, and use of knowledge, which involves the analysis of memory and mind. (Psychology book) Copious research has been conducted by psychologists on memory and different methods to how to better recall words. Studies by Atkinson and Shiffrin, Paivio, and Bower accordingly came to the conclusion that words tied to visual imagery have a stronger chance of being remembered than just their verbal associations.

Then, using attention, you move some of this information into your working memory. To process this information in your working memory, you must retrieve related information from your temporary memory and your long-term memory: • "I see a person. My temporary memory tells me that I was just introduced her. What is her name?"• "I've just been given a math problem which involves adding two three-digit numbers whose last digits add up to a number greater than 9.