...Outline and Evaluate the Working Memory Model The working memory model (WM) explains why we can do two different tasks at the same time, but not two similar tasks. It replaced the idea of a unitary short term memory (STM) in the working memory model information is passed from STM to the central executive and this decides if the information is visual or auditory. Information is then passed to the corresponding store. The central executive is a key component of the WM. It directs information from STM to one of the "slave systems" It also has a very limited capacity and duration so can't attend to too many things at once. The first "slave system" is the phonological loop. This deals with auditory information and maintains the order of the information. It consists of two stores, the phonological store which is like an inner ear and deals with sounds and the articulatory process is used for words which are heard or seen. These words are silently repeated (looped) like an inner voice. The next "slave system" is the visuo-spatial sketchpad. This deals with visual information and spatial information is the relationship between this information. This store is used when you have to plan a spatial task such as getting from one room to another or counting the number of windows your house has. Hitch and Baddley showed support for the WM by conducting an experiment where they gave participants two tasks to do at the same time. They found participants were slower completing these tasks...
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...Outline and evaluate the working memory model In the working memory model, there are four main components; The central executive is the most important component as it is involved in problem solving and decision making. It controls attention and plays a vast part in planning and processing information from subsidiary systems and LTM. It is flexible and can process information. It has a limited capacity and can only contain a limited amount of information at one time, Secondly the phonological loop stores a limited amount of speech-based sounds for quick periods. It contains two components. The phonological store (inner ear) allows acoustically coded items to be stored for a brief timing. The articulatory control process (inner voice) allows subvocal repetition of the items stored in the phonological store. Repetition can be prevented by a technique known as ‘articulatory suppression’. The visuo-spatial scratch pad (inner eye) stores visual and spatial information. It is responsible for setting up and manipulating mental images. It has a limited capacity but the limits of the system are independent. The episodic buffer interrogates and manipulates material in the working memory. It has a limited capacity, depending a lot on executive processing. It is capable of binding together information from different sources into chunks/episodes. It interrogates material from LTM to meet the requirements of working memory. The working memory model has many advantages which are that it...
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...Atkinson and Shiffrin's (1968) Multi-Store model of memory was extremely successful in terms of the amount of research it generated. However, it became apparent that there were a number of problems with their ideas concerning the characteristics of short-term memory. Baddeley and Hitch (1974) developed an alternative model of short-term memory which they called working memory. Baddeley and Hitch (1974) argue that the multi-store model is too simplistic. Instead of all information going into one single store, there are different systems for different types of information. Working memory consists of a central executive which controls and co-ordinates the operation of two subsystems: the phonological loop and the visuo-spatial sketchpad. Baddley and Hitch investigated if participants can use different parts of working memory at the same time. They conducted an experiment in which participants were asked two perform two tasks at the same time - a digit span task which required them to repeat a list of numbers, and a verbal reasoning task which required them to answer true or false questions. The result was that as the number of digits increased in the digit span task, participants took longer to answer the reasoning questions, but not much longer. They didn't make any more errors in the verbal reasoning task as the number of digits increased. This was also known as the dual method. They concluded that the verbal reasoning task made us of the central executive and the digit span...
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...Outline and evaluate the working memory model (12 marks) Baddeley and Hitch proposed that memory has 4 components. The central executive, phonological loop, visuospatial sketchpad and the episodic buffer. The central executive decides how to share out and direct attention to incoming information. The phonological loop can be thought of as a maintenance rehearsal mechanism for retaining verbal information. It is sub-divided into two other components, the phonological store (inner ear), which holds acoustically coded information, and the articulatory process (inner voice), which allows for sub vocal rehearsal (words you are about to say). Furthermore, the visuospatial sketchpad (inner eye) is responsible for storing visual and spatial information. In other words, it codes information in images and can create and manipulate visual and spatial images. Finally, the episodic buffer. This component takes information from different sources and integrates them together. For example, Baddeley suggested if we imagine an elephant playing ice hockey, we have to draw out images stored in long term memory and combine them into a moving image. The working memory model is good and is an improvement over the multi-store model. It demonstrates how the short term memory works because it explains how we can store information briefly and simultaneously manipulate it, for example, mental arithmetic. This shows that the model has face validity, which means that the test appears to measure what it is...
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...The working memory model (Baddeley and Hitch 1974) replaced the idea of a unitary STM, it suggests a system involving active processing and short term storage of information. The working memory model consists of four components which each have a different job. The Central executive (CE) is the key component and can be described as attention. It has a limited capacity and controls two ‘slave’ systems that also have limited capacity. The function of the CE is to direct attention to particular tasks, determining how the brain's ‘resources’ are used for the task. The ‘resources’ are the three ‘slave’ systems. Data arrives from the senses or from the long term memory. Because the CE has a very limited capacity it can’t attend to too many things at once and has no capacity for storing data. The next component is the Phonological loop (PL) which is one of the ‘slave’ systems. This deals with auditory information and preserves the order of information. Baddeley (1986) further subdivided this loop into: - The phonological store which holds the words you hear, like and inner ear. - An articulatory process which is used for words that are heard or seen. These words are silently repeated like an inner voice. This is a form of maintenance rehearsal. The next component is the episodic buffer which is another ‘slave’ system. Baddeley (2000) added the episodic buffer because he realised the model needed a general store. The Phonological loop and Visuo-Spatial Sketchpad...
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...Outline and evaluate the multi-store model (12) | A01Atkinson and Shiffrin argued that there are three memory stores: 1. sensory store 2. short-term store 3. long-term storeAccording to the theory information from the environment is initially received by the sensory stores. (There is a sensory store for each sense.) Some information in the sensory stores is attended to and processed further by the short-term store. In turn some information processed in the short-term store is transferred to the long-term store through rehearsal or verbally repeating it. The more something is rehearsed the stronger the memory trace in the long-term memory. The main emphasis of this model is on the structure of memory on rehearsal | A02Case studies support to the multi-store modelGlanzer and Cunitz found that when rehearsal is prevented, the recency effect disappears.There is evidence that encoding is different in short term and long-term memory. For example Baddeley There are huge differences in the duration of information in the short term and long term memory (Peterson & Peterson). (Bahrick et al.)oversimplified. (reductionist) | Outline and evaluate the working memory model (12) | Episodic buffer was added by Baddeley in 2000 | Active process: PET scans Amnesiac case studies Shallice & Warrington (1974) Baddeley (1986) found that patients with damage to their frontal lobe had problems concentrating suggesting damage to the central executive (researcher biased) | Outline...
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...you do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 72. Question 7 should be answered in continuous prose. You may use the space provided to plan your answer. In Question 7, you will be assessed on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. (JAn13psyA101) G/T87042 6/6/6/ PSYA1 Section A Cognitive Psychology and Research Methods Answer all questions in the spaces provided. Total for this question: 4 marks 1 Research has suggested that the encoding and capacity of short-term memory are different from the encoding and capacity of long-term memory. 1 (a) Explain what is meant by encoding. The way in which information is stored as a memory...
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...Outline and evaluate the working memory model. The working memory model was proposed in 1974 by Baddeley and Hitch, who felt that Atkinson and Schifrin’s multi store model, was too simplistic, therefore the working memory model acted as an alternative, unlike the multi store model the working memory model presents short term memory stores because it focuses on the short term memory. The term working memory is used by Baddeley and Hitch to refer to the part of the memory that is active, for example calculating sums or reading a sentence all of which are collecting data to be stored. There are three parts main of the original working memory model: the central executive, phonological loop, visual spatial sketch pad and the later added episodic buffer. The central executive controls attention and draws on the other the other two systems also known as slave systems. The central executive only has a limited capacity, which is supported by the dual task technique. This is when an individual struggles to do tasks that require the same component – this is because they are competing for the central executive’s capacity. There is evidence to suggest that there may be more than one component of the central executive, for example Eslinger and Damasio study. Their findings were that a patient, who had recently had a brain tumour removed, performed well on tasks that required reasoning, but not on decision making tasks. The two slave systems in the working memory model have similarities...
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...marked. TOTAL Information The marks for questions are shown in brackets. The maximum mark for this paper is 72. Question 8 should be answered in continuous prose. You may use the space provided to plan your answer. In Question 8, you will be assessed on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. (JUn13psyA101) G/T90614 6/6/6/6/ PSYA1 2 Do not write outside the box Section A Cognitive Psychology and Research Methods Answer all questions in the spaces provided. Total for this question: 4 marks 1 According to the multi-store model of memory, there are several ways in which short-term memory and long-term memory differ. Explain how the findings of one or more studies demonstrate that short-term memory and long-term memory are different. ...............................................................................................................................................
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...do not want to be marked. Information The marks for questions are shown in brackets. The maximum mark for this paper is 72. Question 8 should be answered in continuous prose. You may use the space provided to plan your answer. In Question 8, you will be assessed on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. 10 TOTAL (JUn13psyA101) G/T90614 6/6/6/6/ PSYA1 2 Section A Cognitive Psychology and Research Methods Answer all questions in the spaces provided. Do not write outside the box Total for this question: 4 marks 1 According to the multi-store model of memory, there are several ways in which short-term memory and long-term memory differ. Explain how the findings of one or more studies demonstrate that short-term memory and long-term memory are different. ...............................................................................................................................................
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...messages are used and how meanings are constructed. 6. Face-to-Face Communication- Refers to situations in which the participants who are physically or bodily present speak to one another during the interaction. 7. Mediated Communication- Refers to communication or messages that are transmitted through some type of medium. 8. Interpersonal Communication- Refers to communication with or between persons. 9. Small Group Communication- Refers to the communication among the members of a small group of people working together to achieve a common goal or purpose. 10. Public Communication- Refers to situations in which a person delivers a message to an audience. 11. Mass Communication- Refers to messages transmitted by electronic and print media to large audiences that are distant and undifferentiated. 12. Communication Metaphors- Comparing one thing to a different, usually more familiar thing. 13. Transmission Metaphor- The communication model that describes communication...
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...individuals, their mind and their behaviour, and attempts to understand and explain thought, emotion and behaviour (Wilhelm Wundt 1832-1920). Individual Differences Vast Variation among biological populations inspired the formulation of Darwin’s Theory of Natural Selection. Individuals are different and in fact unique based on a number of variables such as:- voice, skin tone, disposition, ethnicity, stature, attitude, physical symmetry, trainability, intelligence, aptitude, extroversion, introversion, sex, gender, neuroticism, expressiveness, memory, creativity, conscientiousness, agreeableness, values, beliefs and so on. The intelligence of the individual varies greatly. Intelligence (which is also referred to as Intelligent Quotient and Cognitive Functioning) concerns the mental ability to learn, the application of knowledge, aptitude - the ability of rational thought, and the capability of abstract thought. It involves also the memory of the candidate (J.P. Guilford’s Structure of Intellect Theory – 1967). Through...
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...What major psychological processes influence consumer responses to the marketing program? 3. How do consumers make purchasing decisions? 4. In what ways do consumers stray from a deliberative, rational decision process? CHAPTER SUMMARY 1. Consumer behavior is influenced by three factors: cultural (culture, subculture, and social class), social (reference groups, family, and social roles and statuses), and personal (age, stage in the life cycle, occupation, economic circumstances, lifestyle, personality, and self‐concept). Research into these factors can provide clues to reach and serve consumers more effectively. 2. Four main psychological processes affecting consumer behavior are motivation, perception, learning, and memory. 3. To understand how consumers actually make buying decisions, marketers must identify who makes and has input into the buying decision; people can be initiators, influencers, deciders, buyers, or users. Different marketing campaigns might be targeted to each type of person. 4. The typical buying process consists of the following sequence of events: problem recognition, information search, evaluation of alternatives, purchase decision, and postpurchase behavior. The marketers’ job is to understand the behavior at each stage. The attitudes of others, unanticipated situational factors, and perceived risk may all affect the decision to buy, as will consumers’ levels of postpurchase product satisfaction, use and disposal...
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...Personal Knowledge Management : Who, What, Why, When, Where, How? Jason Frand and Carol Hixon December, 1999 Our students, who will spend most of their working lives in the 21 st century, will need to see the computer and related technologies as an extension of themselves, as a tool as important as the pencil or quill pen was for the last several hundred years. Fifteen years ago, few people knew what a personal computer was. Now personal computers are ubiquitous. With the proliferation of personal computers and linked computer networks, there has been an increase in the amount of information produced, as well as new avenues of finding the information. Personal Knowledge Management (PKM) attempts to utilize the computer to help the individual manage the information explosion in a meaningful way. What is personal knowledge management? It’s a system designed by individuals for their own personal use. Knowledge management has been described by Davenport and Prusak as a systematic attempt to create, gather, distribute, and use knowledge. Lethbridge characterizes it as the process of acquiring, representing, storing and manipulating the categorizations, characterizations and definitions of both things and their relationship. PKM, as conceived at the Anderson School, is a conceptual framework to organize and integrate information that we, as individuals, feel is important so that it becomes part of our personal knowledge base. It provides a strategy for transforming what might be random...
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...SAGE COURSE COMPANIONS K N O W L E D G E A N D S K I L L S for S U C C E S S Operations Management Andrew Greasley © Andrew Greasley 2008 First published 2008 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc. 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Library of Congress Control Number: 2006939578 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 978-1-4129-1882-4 ISBN 978-1-4129-1883-1 (pbk) Typeset by C&M Digitals (P) Ltd, Chennai, India Printed in Great Britain by The Cromwell Press, Trowbridge, Wiltshire Printed on paper from sustainable resources contents Part One Part Two 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10...
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