Understanding the Working Memory Model

Introduction

• Presented by Badley and Hitch
• Focuses on how memory works, specifically the working memory model
• Builds on previous discussions about the multi-store model of memory, which was deemed too simplistic regarding short-term memory

Working Memory Model

• Another term for short-term memory
• Involves both storing and processing information
• Essential for complex tasks that require active manipulation of information

Components of the Working Memory Model

1. Phonological Loop

• Responsible for processing sound-based information
• Subcomponents:
  • Articulatory Control Process (Inner Voice):
    • Rehearses verbal sounds
    • Helps in preparing speech and thinking in words
  • Phonological Store (Inner Ear):
    • Receives and stores sounds for speech perception
    • Example of rehearsing sounds: "Blue flower red nose"

2. Visual-Spatial Sketchpad

• Known as the "inner eye"
• Handles visual information and the spatial location of objects
• Helpful in visualizing object placement and movement
• Example: Visualizing moving from one class to another
• Teaching Tip: Use dual coding by combining visual and phonological information to enhance understanding

3. Central Executive

• Controls the phonological loop and visual-spatial sketchpad
• Decides attention priorities, especially when overloaded
• Similar to a business executive managing various company parts
• Example of usage: Deciding to focus on reading a book or a new distraction from TV

4. Episodic Buffer

• Added by Badley in 2000
• Integrates information from all components of working memory and long-term memory
• Stores and processes both visual and verbal short-term memories
• Example: Recalling a Quidditch match from Harry Potter

Application Example

• Counting windows in your home:
  • Episodic Buffer: Links long-term memory with working memory
  • Visual-Spatial Sketchpad: Uses the inner eye to visualize windows
  • Phonological Loop: Counts windows using the inner voice and inner ear
  • Central Executive: Manages attention and resources between visual and phonological tasks

Conclusion

• The video provided an overview of the working memory model without delving into research evidence
• Further research evidence is available in another video

Note

• Emphasis on the need for teachers to pause for students to process and write down information
• Encouragement for students to use diagrams and images to aid understanding (dual coding)
• The video is part of a larger series exploring memory theories