Working Memory Trainings and Limits of Its Transfer

The following research studies the effects of distractions on working memory in order to test this theory. Given the research, it is hypothesized that information processing will be adversely affected by distractions.

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

Atkinson’s and Shiffrin’s (1968) multi-store model was extremely successful in terms of the amount of research it generated. However, as a result of this research, it became apparent that there were a number of problems with their ideas concerning the characteristics of short-term memory. Building on this research, Baddeley and Hitch (1974) developed an alternative model of short-term memory which they called working memory. Baddeley and Hitch (1974) argued that the picture of short-term memory (STM) provided by the Multi-Store Model is far too simple. According to the Multi-Store Model, STM holds limited amounts of information for short periods of time with relatively little processing. It is

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).

Working memory's current understanding largely stems from the model in 1974 by Baddeley and Hitch, since then it has been recently advanced. The boss being the central executive, who controls and monitors all the information processing. The two other separate storage systems that support the central executive: phonological loop, who functions as the temporarily store for phonological information, and the visuospatial sketchpad where visual and spatial representations are temporarily stored and manipulated (Baddeley, 1996). The integrator of information from the subcomponents of working memory and long term memory is known as the episodic buffer, it is the recently proposed addition (Baddeley, 2000). Many people when they think of an individual

The main weakness of the Working Memory Model is its main component, the central executive. It is not easy to investigate at it is not a “tangible” store like the phonological loop or the visuo-spatial sketchpad. It doesn’t store any kind of information so it is very hard to measure it like the other stores, also because it does not have a very specific task.

(Abernathy, 2010). Working memory includes several components, for example, short-term storage, rehearsal, and executive processes operating on the contents of storage (Smith, 2000).

(2010) and Melby-Lervag et al. (2012) both researched the effectiveness working memory training programs as treatments for attention-deficit/hyperactivity disorder (ADHD) and other cognitive disorders in children which also helped improve cognitive abilities in developing children and healthy adults. The Buschkuehl article gave a more general overview of the studies’ procedures by providing a gist of the studies and whether or not they showed a significant improvement of intelligence through the use of working memory training programs . Both articles also took note of the issues with the lack of use of a consistent methodological criteria used to accurately measure the effectiveness cognitive performance training programs. The Melby-Lervag article was more specific in terms of providing more information on the theoretical issues on the capacity of training working memory, giving more examples on the variety of working memory programs available, provided more details in terms of its meta-analytic procedure, and discussed in more detail the effects of working memory training on verbal and visuospatial working memory and their long-term training

Working memory is the immediate memory for the finite amount of material an individual is processing at the moment. This memory capacity allows an individual to keep information attainable and active in order to use them in various cognitive tasks. Working memory is similar to the outdated term known as short- term memory. According to the working memory approach proposed by Baddeley (1996), this immediate memory is a multipart system consisting of four components known as the phonological loop, visuospatial sketchpad, central executive, and the episodic buffer. The component in question is the central executive, which is responsible for integration of the other components. Is the central executive an essential part of working memory or is it simply a glorified homunculus?

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.

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).

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

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

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

believe that two factors are responsible for this feature: the functioning of the working memory and of inhibitory