Memory: Working Memory Model | AQA A-Level Psychology

This topic quiz tests A-Level Psychology students' knowledge and understanding of the working memory model.

Click here for the quiz: Memory: Working Memory Model | AQA A-Level Psychology

Academic Summary: Working Memory Model

The Working Memory Model (WMM), proposed by Alan Baddeley and Graham Hitch in 1974, is a prominent cognitive theory explaining how we hold and manipulate information in the short term. Unlike the earlier Multi-Store Model, which viewed short-term memory (STM) as a unitary passive store, the WMM depicts it as a more active and multifaceted system with specialized components:

1. Central Executive:

• Acts as the "control center", allocating attention and coordinating processes throughout the system.
• Responsible for planning, decision-making, and multitasking.
• Limited capacity, easily overloaded by complex tasks or distractions.

2. Phonological Loop:

• Processes and temporarily stores auditory and verbal information.
• Consists of two subcomponents:
  • Articulatory loop: Subvocal rehearsal of sound-based information ("inner voice").
  • Phonological store: Holds the auditory content and its sequential order.
• Primarily involved in tasks like remembering phone numbers, repeating instructions, and comprehending spoken language.

[Image depicting the Phonological Loop with its subcomponents: Articulatory Loop and Phonological Store]

3. Visuo-spatial Sketchpad:

• Processes and temporarily stores visual and spatial information.
• Responsible for mental imagery, navigation, and spatial reasoning.
• Limited capacity, can be disrupted by visual distractions.

[Image representing the Visuo-spatial Sketchpad]

4. Episodic Buffer (added later):

• Integrates information across the other components and links it to long-term memory.
• Creates a coherent sense of the present moment and provides context for ongoing thought.

Strengths of the WMM:

• Explains a wider range of cognitive phenomena than the Multi-Store Model.
• Accounts for parallel processing of different types of information.
• Supported by numerous experimental findings, including neuroimaging studies.
• Has practical applications in education, cognitive rehabilitation, and forensic psychology.

Limitations of the WMM:

• Overly simplified view of a complex cognitive system.
• Precise roles and interactions of components remain debated.
• Difficulty defining and measuring working memory capacity.
• Needs further development to incorporate individual differences and cultural variations.

Overall, the Working Memory Model remains a valuable framework for understanding how we hold and manipulate information in the short term. Its multi-component structure and emphasis on active processing have significantly advanced our understanding of short-term memory and its crucial role in various cognitive functions.

Further Resources:

• Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of Learning and Motivation, 8, 47-90.
• Miyake, A., & Shah, P. (1999). Models of working memory: Mechanisms and capacity. In C. M. Shah & A. Miyake (Eds.), Models of working memory: Mechanisms and capacity (pp. 11-43). Cambridge University Press.
• Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87-114.