1. The Working Memory Model
(Baddeley and Hitch, 1974)
L/O: to be able to outline and describe the model (AO1).
Starter:
MSM (1968) WMM (1974)
Why might Baddeley and Hitch have been dissatisfied with
the explanation of memory via the Multi-store Model?
(think back to its limitations).

2. L/O: to be able to outline and describe the model (AO1)
• Baddeley and Hitch (1974) felt that the multi-store
model UNDERESTIMATED the complexity of STM.
• In the WMM, STM is what you think about any one
moment (what you are working on).
Multi-store Model: MSM Working Memory Model: WMM
Passive. Active.
Unitary (single system of STM). Multi-component system (auditory E.g.
and visual STM). reverse
digit span,
Linear system (one way from Two way: STM information mental
‘waiting stage’ STM to LTM). combines with LTM information. arithmetic.

3. L/O: to be able to outline and describe the model (AO1)
WMM study replication
You will need some paper, a pen and to listen
carefully.
Baddeley (1975): the effect of length of word on
our ability to remember it.
Could you guess his directional hypothesis (AO3)?

4. Baddeley (1975): the effect of word length on recall.
Participants were
link opportunity presented with long
win platinum words list and asked to
repeat the words out
add livelihood loud. Then same for
short words list.
cup overestimate Count the number of
words recalled.
list regiment
Compared two
knot government conditions:
1. Short word list
spade horizon 2. Long word list
watch timetable
rule elephant What have we
found in our
slim cathedral version?

5. L/O: to be able to outline and describe the model.
(AO1) The STM in this
model has
separate but
The Central connected parts.
Executive
Active system.
The
Phonological
Loop The
Visuo-
Phonological
store
Spatial
Sketchpad
Articulatory (Scratchpad)
Loop

6. L/O: to be able to outline and describe the model.
(AO1) - Sensory information comes
in
- Decides what should and
The Central should not be done at any
one time.
Executive - Prioritises via ATTENTION.
- Other modules are ‘slaves’
to this one.
The
Phonological LIKE A
The MANAGER?
Loop
Visuo-
Phonological
store
Spatial
Sketchpad
Articulatory (Scratchpad)
Loop

7. L/O: to be able to outline and describe the model.
(AO1)
The Central
Executive
The Slave system 1
Phonological - Auditory store.
Loop - REHEARSES The
sound-based Visuo-
Phonological information to
store
Spatial
prevent DECAY. Sketchpad
Articulatory (Scratchpad)
Loop

8. L/O: to be able to outline and describe the model.
(AO1)
The Central
Executive
The 2 sub-divisions:
Phonological 1. Phonological store:
Loop ‘inner ear’ for The
perception of sounds, Visuo-
Phonological speech.
store
Spatial
Sketchpad
1. Articulatory loop:
‘inner voice’ for
Articulatory (Scratchpad)
speech production.
Loop
e.g. saying things over
and over.

9. L/O: to be able to outline and describe the model.
(AO1)
Think back to the study
The Central replication…
Executive Baddeley (1975): the effect
of word length on recall.
The What did we find?
Phonological Could you recall more short
Loop or long words?
The
2 seconds DURATION. Visuo-
Phonological How does this finding
store
Spatial
support the WMM?
i.e. it holds as much as Sketchpad
can be rehearsed in 2
Articulatory seconds. (Scratchpad)
Loop
(Baddeley, 1986).

10. L/O: to be able to outline and describe the model.
(AO1)
The Central
Executive
The
Phonological Slave system 2
Loop - ‘inner eye’ The
- deals with Visuo-
Phonological
store
information by Spatial
visually organising Sketchpad
it (sketching it out).
Articulatory (Scratchpad)
Loop A.K.A. ‘mental rough
paper’ for working out
a maths sum.

11. L/O: to be able to outline and describe the model.
(AO1)
What is 59 + 35?
1. Work out the answer.
2. Try to trace the process you went through.
Map them to the WMM?

12. Working Memory ‘working’
• Info in (59+35)
• Held temporarily and combined with LTM info
(what is 59? what is 35? How do I add?)
• Sum 9+5 will be worked out and held
• Sum 50+30 will be worked out and held
• Then combined
• Visual: maybe use ‘mental rough paper’

13. L/O: to be able to outline and describe the model.
(AO1)
• Page 73 textbook
What did Baddeley’s (1976) study show?

14. L/O: to be able to outline and describe the model.
(AO1)
Without notes.
5 key facts for AO1 WMM model:
1.
2.
3.
4.
5.

15. L/O: to be able to outline and describe the model.
(AO1)
8 mark question (May 2012)
a) Outline the main features of the working
memory model (4 marks). AO1
b) Outline one strength and one limitation of
the working memory model (2+2 marks).
AO2

16. • Your marked 12 markers.
Generally, the outlines/descriptions were great
(AO1)
But evaluations were not so (AO2) hence us
revisiting this.

17. Evaluating the WMM
(Working Memory Model)
L/O: to be able to complete up to a 6 marker on
evaluation of WMM (A02).
Get your 4 markers back.
What do we know already about the evaluation of the
WMM linked to research?
Consider:
- Case Studies
- Research by Baddeley.

18. Strengths (AO2)
1. Baddeley (1975) short vs. long word list
experiment. Participants were presented with a
list of words (short or long). Tested recall
following hearing the list. Found: participants
recalled significantly more words in the short list
condition. Support the 2 second duration of the
articulatory loop.
2. Brain imaging research has shown that the two
slave system functions utilised a different part of
the brain. PL = Broca’s area, VSS= occipital lobe.

19. Limitations (AO2)
1. Limited evidence for the role of the CE, in
particular its capacity has not been
measured.
2. Communication between STM and LTM is not
clearly explained or evidenced by research.

20. 2a) outline (4 marks)
2b) outline one strength and one
limitation of the WMM (2+2 marks)
• Elaboration
e.g. limitation:
the role of the CE is unclear/vague (1/2 marks)
The CE is an important/vital part of the model
but it’s exact role is unclear and lacks evidence
(2/2 marks).

21. • You need some paper, a pen and to listen
carefully.
Jacobs, 1890
1.Which study did I replicate? Test of STM
capacity.
Found:
Same method, Digit span = just
2.Is it reliable? same findings? over 9.
Letter span = just
over 7.
Did we?

22. Jacobs, 1890
Test of STM capacity
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51374 ftndw
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7904861 gpydlhb
52603714 pzgxmjhs
586403791 vbjytrqfz
6713802534 dcsfwmxlgj

23. The Multi-Store Model of Memory
(Atkinson and Shiffrin, 1968)
DURATION: up to 18 seconds.
CAPACITY: average 7 items.
ENCODING: changing info to a
memorable format = semantic
(meaning).
CAPACITY: UNLIMITED IN LTM.
decay
Short-term Long-term
Sensory memory memory memory
ENCODING: changing info to a
memorable format = sound. DURATION: 48 years or longer.

24. Unit 1: Cognitive Psychology
AQA Specification A

25. Unit 1: Cognitive Psychology
AQA Specification A
STM vs. LTM
Key studies
STM vs. LTM
Key study
Who?
When?
STM vs. LTM
Main 3 components Key studies
Other
main
processes
Add your AO1 and AO3 information on to the diagram
for revision.

26. L/O: To be aware of what a case study is (AO1)
To be able to use a case study to evaluate the MSM (AO2)
• A case study is an investigation of a single
individual.
• Because they are unique or rare in some way.
• In-depth information is obtained as they are
conducted over a long time and use various
methods of data collection.
• Primary data = researcher collects.
• Secondary data = e.g. school or medical
records.

27. L/O: To be aware of what a case study is (AO1)
To be able to use a case study to evaluate the MSM (AO2)
Case study: Clive Wearing
How does this case
study provide both
support for and
against the MSM?
(AO2)
• STM completely gone.
• Some LTM impaired.
• Ability to play piano remains:
LTM procedural memory.

28. L/O: To be aware of what a case study is (AO1)
To be able to use a case study to evaluate the MSM (AO2)
Support for:
STM and LTM as two
separate systems.
How does this case
study provide both
Evidence against: support for and
Part of his LTM is ok against the MSM?
(procedural) but episodic (AO2)
is not, therefore LTM
cannot be one single
store.

29. L/O: To be aware of what a case study is (AO1)
To be able to use a case study to evaluate the MSM (AO2)
‘Evaluate’?
e.g. Outline/Describe and Evaluate the MSM.
You need:
• 2 strengths
• 2 limitations
• All linked to research ideally.

30. AO2 The Multi-Store Model of Memory
(Atkinson and Shiffrin, 1968)
Strengths
Limitations
1. Case Studies (Clive Wearing18 seconds.
DURATION: up to /
1. Case study Clive Wearing
K.F. / H.M. ) supports STM and
CAPACITY: average 7 items.
ENCODING: changing info to a are
suggested that there
LTM as separate. memorable format = semantic
(meaning). types of LTM
different
decay (procedural, episodic) which LTM.
CAPACITY: UNLIMITED IN
is
2. Offers a good explanation of
not explained by Long-term
the MSM.
Murdoch’s serial position effect. Short-term
memory
In a word list,memory effect memory
Sensory
primacy
2. Case study K.F. has STM
occurs (first few words are
problems with verbal material
remembered due to
but not non-verbal, suggesting
maintenance rehearsal) and
ENCODING: changing info to a that the STM is also not a
recency effect (last few due to
memorable format = sound.
single store. 48 years or longer.
DURATION:
capacity of STM).