1. Justine Muller
July 29, 2009

2. “The brain system that provides temporary
storage and manipulation of the information
necessary for complex cognitive tasks such as
learning, language comprehension, and
reasoning” (Baddeley, 1992).

3.  Working memory is an active process where
information is manipulated and processed, it is
not stored here (only temporarily).
 Working memory & short term memory are “highly
related constructs”, but have important differences
(Engle et. al, 326).
 Some research has shown a limit to the amount
of information that can be processed.

4.  George A. Miller (1956) found that most
individuals have the capacity to remember
seven “units” plus or minus two.
 However, this number was found to be
variable, depending on the task and the
participants.

6. Write down as many words as you can
remember.

8. The Modal Model
Atkinson & Shiffrin (1968)

10.  Central Executive: attention-controlling
system.
 Controls & monitors overall thinking and memory
processes
 Two separate storage systems:
1. Visuo-spatial sketch pad: manipulates visual
information.
1. Phonological loop: rehearses verbal information.
 Can keep a small amount of auditory information
fresh through repetition (Ormrod, 199).

11.  The prefrontal cortex gets
information from other parts
of the cortex and keeps it for
available for immediate use.
 The central executive allows
us to switch between
information from any of the
senses.
 When you make a decision the
CE is sorting & reasoning
through previously stored
information in LTM as well as
new information being
processed.

12.  Learning the alphabet
 Completing a puzzle
 Reading comprehension
 Mental arithmetic
 Word problems
 Writing essays
 Studying for an exam
 Keeping focus/interest during a lecture

13.  Mayer and Moreno (1998) gave 78 psychology
undergraduates a short lesson on meteorology
 The lesson included pictures either with a concurrent
narration or with concurrent on-screen text.
 On all three test conditions, the individuals in
the narration group outperformed the other
group.
 These results are consistent with the predictions of
the dual-processing hypothesis

14.  Having modality-specific mechanisms seems to
help us “stretch” our working memory
capacity (Ormrod, 199).
 We have an easier time performing two tasks at
the same time when one task involves auditory
information and the other task is visual in
nature (Ormrod, 199).
 In the previous study by Mayer & Moreno (1998), it
was found students had better recall when pictures
& words were presented in separate modalities.

15. Baddeley, A. (1992). Working memory. Science, 255, 556-559.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. The
psychology of learning and motivation, 8, 47-90.
Engle, R.W., Tuholski, S.W., Laughlin, J.E., & Conway, A.R.A. (1999).
Working memory, short-term memory, and general fluid
intelligence: a latent variable approach. Journal of Experimental
Psychology, 128, 309-331.
Mayer, R.E. & Moreno, R. (1998). A split-attention effect in
multimedia learning: Evidence for dual processing systems in
working memory. Journal of Educational Psychology, 90, 312-320.
Miller, G.A. (1956). The magical number seven, plus or minus two:
some limits on our capacity for processing information.
Psychological Review, 63, 81-97.
Ormrod, J.E. (2004). Human Learning. Columbus, Ohio: Pearson.