Working Memory Model (Baddeley and Hitch, 1974)

by Yum Yum Mama Team

The Working Memory Model (WMM), developed by Baddeley and Hitch (1974), provides a more comprehensive explanation of short-term memory (STM) compared to the Multi-Store Model (MSM). It suggests that STM is an active processor rather than a passive store. The model consists of four main components:

  • Central Executive: Oversees and allocates tasks to different subsystems.

  • Phonological Loop: Processes verbal and auditory information.

  • Visuo-Spatial Sketchpad: Handles visual and spatial information.

  • Episodic Buffer: Integrates information from all components and links it to long-term memory.

Key Features of the Working Memory Model

  1. Limited Capacity: Each component has a restricted amount of information it can handle at one time.

  2. Processing is Active: Unlike the MSM, the WMM explains how we manipulate information in real-time.

  3. Dual-Task Performance: The WMM explains why we can perform two tasks simultaneously if they involve different components.

Components of the Working Memory Model

Central Executive

  • The supervisory system that directs attention and allocates resources.

  • Has a limited capacity and processes information from any modality.

Phonological Loop

  • Handles verbal and auditory information.

  • Phonological Store (inner ear) holds sounds for 1-2 seconds.

  • Articulatory Control Process (inner voice) allows subvocal rehearsal.

Visuo-Spatial Sketchpad

  • Stores and manipulates visual and spatial data.

  • Visual Cache holds form and colour.

  • Inner Scribe records spatial arrangement and movement.

Episodic Buffer (Added in 2000)

  • Integrates information from different components.

  • Links working memory to long-term memory.

Strengths and Weaknesses of the Working Memory Model

Strengths:

  1. Empirical Support: Dual-task studies (e.g., Baddeley et al., 1975) show that people can perform a verbal and visual task simultaneously but struggle with two tasks of the same type.

  2. Explains Real-World Cognitive Processing: The WMM accounts for multitasking in everyday activities like driving and talking.

  3. Application to Learning Difficulties: The model has helped explain conditions like dyslexia, where phonological processing is impaired.

Weaknesses:

  1. Central Executive is Vague: The exact functions and limitations of the central executive remain unclear.

  2. Does Not Fully Explain LTM: Unlike the MSM, it does not detail how information is transferred to long-term memory.

  3. Artificial Research Tasks: Many supporting studies use laboratory settings, reducing ecological validity.

AQA A-Level Psychology Exam Questions

1. Describe and Evaluate the Working Memory Model (8 Marks)

AO1 (4 Marks):

  • The WMM describes STM as an active processor.

  • It consists of four components: central executive, phonological loop, visuo-spatial sketchpad, and episodic buffer.

  • Each component has a specific role and a limited capacity.

  • The phonological loop is responsible for verbal processing, while the visuo-spatial sketchpad handles visual information.

AO3 (4 Marks):

Strength: The WMM is supported by dual-task studies (Point). Baddeley et al. (1975) showed that participants could perform a verbal and visual task simultaneously but struggled with two verbal tasks (Because). This suggests that short-term memory is not a unitary store, unlike the MSM (Why). However, dual-task studies are conducted in highly controlled laboratory conditions, which may lack ecological validity (Counterargument).

Limitation: The central executive remains poorly defined (Point). Researchers struggle to measure its precise function, making it difficult to test (Because). This reduces the model’s credibility as a scientific explanation (Why). However, brain imaging studies have identified areas of the prefrontal cortex linked to attentional control, lending some support to its existence (Counterargument).

2. Discuss the Working Memory Model. Refer to Rory’s Behaviour (16 Marks)

AO1 (6 Marks):

  • Description of the WMM components.

  • Explanation of the phonological loop and visuo-spatial sketchpad.

  • Evidence from Baddeley et al. (1975) supporting the model.

AO2 (4 Marks):

  • Rory can talk and play a game at the same time because his phonological loop and visuo-spatial sketchpad are separate systems.

  • When asked to describe his route, he stops playing because both tasks require the visuo-spatial sketchpad, exceeding its capacity.

AO3 (6 Marks):

Strength: The WMM explains dual-task performance (Point). Research shows that different components can handle different types of tasks, supporting the idea of separate stores (Because). This helps explain Rory’s ability to multitask when tasks involve different subsystems (Why). However, the model does not account for the role of emotions in memory processing, which could influence Rory’s ability to focus (Counterargument).

Limitation: The central executive is poorly understood (Point). Its functions are vague, making it difficult to test experimentally (Because). This reduces the overall explanatory power of the model (Why). However, case studies of brain-damaged patients like KF, who had impaired verbal memory but intact visual memory, suggest that separate stores exist, reinforcing the WMM (Counterargument).

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