P there is real-life application for understanding different

P: there is real-life application for understanding different types of LTM. E: being able to identify different aspects of LTM allows psychologists to target different kinds of memory in order to improve people’s lives. E: For example, Belleville et al (2010) demonstrated that episodic memories can be improved in older people who had mild cognitive impairment. After, training, this group performed better on a test of episodic memory than the control group. L: therefore there are benefits to being able to distinguish between different types of LTM as we can develop specific treatments.

AO 3 P: there are studies to support different stores in LTM E: CW had trouble recalling events that happened in his life for example birthday parties ect. However, he was able to perform procedural skills such as playing the piano E: this provides evidence that there are different types of LTM. Clive was unable to recall certain types of LTM, suggesting that there are different types of long term stores L: therefore, this supports the idea that there is more than one store in LTM.

AO 3 P: There is scientific evidence from brain scans to support the different stores within LTM E: for example, Tulving et al carried out an experiment where pts performed memory tasks whilst scanning their brains using PET scans. He found that semantic memories were recalled from the left prefrontal cortex and episodic memories from the right E: this shows that there are different types of LTM as different brain regions are responsible for separate areas of LTM. L: therefore providing reliable, clinical evidence of separate memory stores for different types of LTM.

The Working Memory Model Objectives: • To be able to outline and explain the working memory model • To know the parts of the model • To be able to apply coding and capacity to the model

Copy onto page 16

Working Memory Model Aim: To outline and evaluate the working memory model

Starter • Think back to your evaluation of the multistore model, with a partner be able to explain what was wrong with it?

Baddeley and Hitch (1974) • Keep saying this number to yourself whilst completing the following task sheet. ‘ 482917’

Looking at the letters following each statement, circle if the statement is true or false. Keep the number from the previous slide in mind! 1. B is followed by A BA True/False 2. A is preceded by B AB True/False 3. A is not followed by B BA True/False 4. B follows A AB True/False 5. B does not follow A BA True/False 6. B is not followed by A AB True/False 7. A follows B AB True/False 8. B is not preceded by A AB True/False 9. A is not followed by B BA True/False 10. B does not precede A AB True/False

Baddeley and Hitch (1974) • Findings: Participants could remember the number as well as do the true/false sheet at the same time. • These 2 tasks are using different parts of your STM. • Conclusion: STM can be broken into separate processing components.

Task 1. Work out how many windows there are in your house… How did you do it? • Discuss your answer with the person next to you… Did you use similar strategies?

How can the Working Memory Model explain this? • How did you both count the windows and walk through your house? • Did you walk through your house or count the windows by thinking about the outside? • Where is this all taking place? ? ?

The Working Memory Model Central Executive Visuo-spatial sketchpad Sees the windows as you imagine going through your house Organises the process Phonological loop Counts the number of windows under your breath

The Working Memory Model • Central Executive - A key component which supervises and coordinates the other two components (slave systems). The ‘manager’ of the working memory model. • Filter to determine which information received by the sense organs is and isn’t attended to • Directs information to the slave systems • Attains a balannce between tasks when attention needs to be divided e. g talking whilst driving • Limited storage capacity

The Working Memory Model • Phonological loop • Deals with auditory information (acoustic coding) and the order of the information (e. g whether words occurred before or after each other) • Limited capacity, determined by the amount of information that can be spoken out loud in about two seconds.

The Working Memory Model Phonological loop • Split into 2 parts The Phonological store (inner ear) • Receives and holds sound information for a short while (2 seconds approx. ). The articulatory control process (articulatory process) AP (inner voice) • Allows maintenance rehearsal (repeating words and sounds in a ‘loop’ to keep them in working memory whilst they are nedded. • 2 second duration.

The Working Memory Model Visuo-spatial sketchpad ‘inner eye’ • Visual/spatial information objects/places (i. e spatial) • Converts written or sound information into visual images • Can ‘visualise’ the distance of layout betw • Second slave system – visual and/or spatial information • Limited capacity about 3 or 4 objects • Subdivided into: - Visual cache – stores visual data - Inner scribe – records the arrangement of objects in the visual field • Coding: visual and auditory

The Working Memory Model Episodic Buffer • Third slave system • Added to the model in 2000 • Temporary store for information, incorporating the visual, spatial, and verbal information processed by other stores • Recreates a time sequence, recording events that are happening. • Storage component of central executive • Limited capacity (4 chunks) • Coding all types • Links working memory to LTM

Baddeley – Interview on the Working Memory Model

Story/Storyboard • Create a story/storyboard outlining the WMM • - Things to include: Central executive Slave systems Phonological loop Visuo-spatial sketchpad Episodic buffer Auditory information Visual information

• • • Once upon a time there lived a very important business man. He was the central executive of a very busy company. Being the central executive was extremely stressful as he had overall control of the company’s operations and processes. He was talented controller who had responsibility for a wide range of important processes, which included setting targets, making sure errors did not occur, dividing attention between tasks and preventing unnecessary information from getting in the way. Phew! The list seemed endless. Time was short and the demands were great. You might wonder how one man might could cope with all these tasks. Luckily for the central executive he had two slave systems to help him. They had separate responsibilities and worked independently from each other. This helped free up some of the executive’s capacity so he could deal with more demanding information processing tasks. You may not think it is polite to call these systems slaves but as they were under the central executives control he felt it summed them up nicely. The two slave systems had different names; one was known as the phonological loop and she dealt with verbal-speech based information. Any auditory information that came into the business was her responsibility. She felt like she demonstrated two key skills in her work: holding information she heard in a phonological store (like an inner ear) and carrying out articulatory processing (repeating information to herself, like an inner voice). All day long she busied herself with acoustic tasks. The other slave system was called the visuo-spatial sketchpad and he dealt with visual information, what things look like and spatial information, where things are in relation to each other. As he dealt with information very different to the other slave (the loop) they could work independently of each other. Should either of the slaves become overloaded, the central executive was able to step in and help them out for a short time.

Baddeley and Hitch (1974) • Keep saying this number to yourself whilst completing the following task sheet. ‘ 482917’

Looking at the letters following each statement, circle if the statement is true or false. Keep the number from the previous slide in mind! 1. B is followed by A BA True/False 2. A is preceded by B AB True/False 3. A is not followed by B BA True/False 4. B follows A AB True/False 5. B does not follow A BA True/False 6. B is not followed by A AB True/False 7. A follows B AB True/False 8. B is not preceded by A AB True/False 9. A is not followed by B BA True/False 10. B does not precede A AB True/False

Task 1. Work out how many windows there are in your house… How did you do it? • Discuss your answer with the person next to you… Did you use similar strategies?

When revising, many young people say that they are able to make revision notes at the same time as listening to music. How does the working memory model explain this? (4 marks)

Plenary • Draw the WMM