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The Working Memory Model, proposed by Baddeley and Hitch in 1974, describes short-term memory as a system with multiple components. It comprises the central executive, which controls attention and coordinates the phonological loop (handling auditory information) and the visuospatial sketchpad (processing visual and spatial information).
Baddeley's model of working memory is a model of human memory proposed by Alan Baddeley and Graham Hitch in 1974, in an attempt to present a more accurate model of primary memory (often referred to as short-term memory).
Working Memory is the function of short term memory that processes language and perception data in the brain. This memory allows us to manipulate objects, items, and numbers to perform complex tasks. Intelligence and working memory are very closely related.
Working Memory Model. Level: AS, A-Level. Board: AQA, Edexcel, OCR, IB. Last updated 7 Nov 2023. Share : Baddeley and Hitch (1974) developed the Working Memory Model (WMM), which focuses specifically on the workings of short-term memory (STM).
The working memory model is a very influential theory of memory designed to account for how we temporarily manipulate and store information dur-ing thinking and reasoning tasks.
Theories. Numerous models have been proposed for how working memory functions, both anatomically and cognitively. Of those, the two that have been most influential are summarized below. The multicomponent model. Baddeley and Hitch's model of working memory. In 1974 Baddeley and Hitch [11] introduced the multicomponent model of working memory.
Baddeley and Hitch (1974) proposed a working memory model that revolutionized the rigid and dichotomous view of memory as being short or long-term, although the term “working memory” was first introduced by Miller et al. (1960).
In recent years, psychological theory and cognitive neuroscience data have converged on the idea that information is encoded into working memory via the allocation of attention to internal representations – be they semantic long-term memory (e.g., letters, digits, words), sensory, or motoric.
I present an account of the origins and development of the multicomponent approach to working memory, making a distinction between the overall theoretical framework, which has remained relatively stable, and the attempts to build more specific models within this framework.
While IQ typically measures the knowledge acquired by the student, working memory measures what they do with that knowledge. Working memory skills are linked to key learning outcomes, including reading and math. In the final section, we present classroom strategies to support working memory.