Lecture 10: memory part 2 Baddeley and Hitch working memory model

CE: Coordinates other systems and controls attention while being responsible for information processing. VSSP: Storage system for visual and spatial information. PL: Is a storage system for verbal information and has two components:
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Phonological loopHolds rapidly-decaying speech-like codes) Subvocal articulatory rehearsal mechanism (refreshes phonological codes)

EB: Multidimensional storage system, enabling Binding (interrogation) of different memory codes Interaction between other subsystems.

Assessment of verbal STM Simple Verbal Span tasks: Include digit span, letter span and word span. Non Word repition tests: Nonword = nonsense word which conforms to common phonological patterns, e.g. porn (single syllable) or woogalamic (4 syllables) On each trail: A single nonword presented auditorily Child attempts to pronounce nonword

Across trials: Difficulty of nonwords increases (i.e. Number of syllables increases).

Assessment of Verbal WM Tasks that require storage and processing of verbal information e.g. listening span task which is a series of sentences spoken, and child indicates if each is true or false, e.g.:Sharks have no teeth false, Koalas like to eat leaves- True. Child is then asked to recall the final word from each sentence (e.g. teeth leaves) numbers then increases across the task. Assesment of Viso-spatial STM Simple visuo-spatial span tasks e.g. Corsi task On each trail: Sequenced of locations presented and child attempts to repeat the sequence by touching it out. Across trails: sequence length increases and testing ends when incorrect recall occurs. Span = estimate of max. Sequence length that can be recalled correctly. Assessment of Visuo-spatial WM Tasks requiring processing as well as storage of visuo-spatial information e.g. Mr X task.

Alloway et al. Tested these areas of working memory and found the following results: 1) Very similar developmental trajectories in all four of the domains (verbal STM, Verbal WM, Visuo-spatial WM, Visuo-spatial WM). 2) Relationships among span scores broadly supported the 3 components of the baddeley and Hitch WM model. In conclusion: Verbal and Visuo-spatial STM and WM show similar patterns of development across childhood. However, there appear to be separate storage systems for verbal and visuo-spatial information processing So B and H WM model is generally supported

Chuah and Mayberry (1999) Most of the development in verbal and spatial STM is linked to changes in processing speed.

Usefulness of WM model is understanding development Different WM components implicated in developments of particular cognitive domains Language acquisition

Maths development

Different patterns of Wm impairment present in different developmental disorders SU ADHD

PL as language learning device Primary school schildren aquire about 3,000 new words per year PL plays a critical role in holding phonological form of new word while LTM representation established. Large PL capacity assists this process

Mathematics and the VSSP Maybery and Do: The 5 lowest scorers in maths all had low spatial spans (In the lowest 25% of sample) Geary (1993): One particular from of maths disability relates to visuospatial difficulties, consistent with impairment in the VSSP. Attention Deficit Hyperactivity Disorder: Extreme levels of inattention, hyperactivity and impulsivity.