Working Memory Rehearsal

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).

Researchers such as Logie, Baddeley and Bunge generally agree that the short-term memory is made up of a number of components or subsystems. The working memory model has replaced the idea of a unitary store short-term memory as suggested by the multistore model. The working memory model explains a lot more and in a lot more detail than the multistore model. It makes sense a range of tasks- verbal reasoning, comprehension, reading, problem solving and visual and spatial processing, it also applies to real life tasks such as reading which involves the phonological loop subsystem, problem solving which involves the central executive and navigation which involves the visual and spatial subsystem. The Working Memory Model is supported by

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).

As for the evidence of the working memory system, two British researches, Alan Baddley and Graham Hitch, have proposed a model in how to explain the working memory system. They have suggested that the system contains many different parts, and that the main working part of the system is the central executive. This central part is able to delegate tasks for the low-level “assistants” to handle, since these assistants are not able to actually analyze a situation on their own. The articulatory rehearsal loop is one of the assistances that allows a person to remember, and is the most beneficial in many ways. This assistant allows you to recall information that is previously stated by repetitively stating the information in our head, which is known as subvolcalization, or silent speech. Furthermore, Baddley and Hitch’s model suggest that we are able to see the existence of this working memory through “sound-alike” errors, because our bodies rely on this rehearsal loop or memory to recall information. In a study, there was a control group which was given a normal digit-span test. In the other group, people were asked to perform concurrent articulation when they took the test. Although this concurrent articulation is not difficult, it does affect the use of the articulatory loop and decreases the memory. With that being said, manipulation of a

This essay addresses the working memory model which was proposed by Baddeley and Hitch (1974 in Smith & Kosslyn, 2007) as a response to Atkinson and Shiffrins (1968 in Smith, 2007) multi-store model. According to Baddely and Hitch the multi-store model failed to explain most of the complexities of the human memory and viewed it as being too simplistic. They argued that the short term memory store must have more components rather it being a single inflexible store as suggested previously by Atkinson and Shiffrin (1968). The working memory model is therefore an enhancement of the multi store model. According to Baddeley and Hitch working memory is a limited- capacity system that stores and processes information.

In previous research, it was found that there are significant deficits when comparing the composite working memory of both low socioeconomic status and high socioeconomic status children. These deficits impact the daily lives and futures of children from a low-income background. Working memory is a necessary cognitive ability needed in everyday life. It is needed to process information in short term memory and to maintain and manipulate information in the memory system actively. Even when the researchers controlled specific variables such as gender, ethnicity, and age, the deficit was still evident. The study conducted by Michele Tine at Dartmouth College was the first to compare the verbal working memory deficits and visuospatial working memory

I observed that Michelle had reduced her working memory because she could not perform multitasking. She was not able to talk on the phone while cooking. She could focus on her cooking only. In addition, Michelle lost the ability understanding and following the recipes. She asked her son to read and explain it to her in order to cook. According to Erikson’s final stage “integrity vs. despair”, Michelle was satisfied with her life. She gained interest in children because she loved and enjoyed playing with her grandchildren. She said it was her happy moments when playing with them. When she played with her grandchildren, her memories of playing together with her mother were exposed because she told her grandchildren about the great memories with

To broaden my knowledge and understanding of ‘Working Memory’, I analysed several online articles. In order to ensure that the information I was interpreting was reliable, background research was conducted on the authors and their credentials. By doing this, it was established that some of the

This experiment was a replication of Tulving and Pearlstone’s (1961) study, investigating the effect of cued and non-cued recall on memory retrieval. It was hypothesised that participants will recall more words from the stimulus when using cued recall, compared to free recall. The experiment was conducted in a laboratory setting and used an independent measures design, using sixteen participants, aged 14-16 years from an academic high school by means of opportunity sampling. Participants were split into two conditions of equal size. In the first condition, participants were read aloud the stimulus (24 words from 6 categories) and then told to recall the words onto a test paper. In the second condition, participants were read aloud the same

Working memory is arguably the most studied area of memory research. Yet, the underpinnings of its functionality remain to reveal astonishing insights. Thus, to supplement the literature, Goodman and Vogel (2005) broadly examine if the regions responsible for memory consolidation are distinctly different from networks responsible for VWM maintenance. Additionally, while attempting to shed light on what can been deemed as a daunting task, Goodman and Vogel assess whether concurrently held representations alter the efficiency rate of new incoming information. Consequently, to illuminate this long investigated perplexity, participants were introduced to a masked change-detection paradigm. Results suggest that the relationship between consolidation

Past work has found that forgetting what one was doing prior to interruption is an every day problems (Morgan, Patrick, Waldron, King, & Patrick, 2009). A recent hypothesis (Gray, Sims, Fu, & Schoelles, 2006) emphasizes the strategic adaptation of information processing strategy to the task environment. For instance, load theory predicts that concurrent working memory; load impairs selective attention and increases distractor interference (Park, Kim, & Chun, 2007). The type of concurrent working memory load determines whether load impairs selective attention or not. Working memory load was paired with a same/different-matching task that required focusing on targets while ignoring distractors. The main focus is distractors in the two articles even when the time available to refresh memory traces is kept constant, increasing the processing time still results in poorer recall, confirming that time-related decay is the source of forgetting within working memory (Portrat, Barrouillet, & Camos, 2008).

I have learned a lot in this chapter. I have learned how working memory works and some of the things that I can do to improve my working memory. I have relearned that working memory only keeps information that is limited and that information can be remembered only some seconds. Before learning about short term memory, I used to wonder what was happening with me. I usually forget instructions and even forgetting some of the things I planned to do. Furthermore, I still struggle to keep some information,

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

Through their examination of a multitude of studies centered around two prominent theories of working memory, Honig theory and Braddely and Hitch Theory, Becker and Morris (1999) generally define working memory “…as a system of interacting components that maintain newly acquired and reactivated stored information, both verbal and nonverbal, and make it available for further information processing” (p. 1). Essentially, the working memory is what processes the information that’s at the front of someone’s mind; it’s the words, equations, and pictures that form a running dialog that is their active thought process. The working memory has a limited capacity of 7 ± 2 items (Miller, 1956), and this limitation is key to understanding a primary difference between expert and novice problem solvers.

Individuals of these age groups would use the rehearsal cognitive strategies to be able to remember information for a short time. An example of a child using the rehearsal cognitive strategies would be repeating and spelling their spelling words for their spelling test. An another example is when youth of this age group repeat their multiplication to memorize the answer. An example of an adolescence using the rehearsal cognitive strategies would be memorizing their math formula for a test by repeating the formula to their self. An another example of rehearsal cognitive strategies that is used by the adolescence group would be memorizing their state driver license book by repeating the rules their