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Posted: September 26th, 2022
Describe the Baddeley and Hitch model of working memory
Task: Essay
Length: 1375 words
Describe the Baddeley and Hitch model of working memory and critically evaluate evidence (including studies drawing upon articulatory suppression) in support and against the separability of working memory resources for visual and verbal working memory.
Starter References:
• Attneave, F., & Arnoult, M.D. (1956). The quantitative study of shape and pattern perception. Psychological Bulletin, 53, 452 – 471.
• Baddeley, A. (1992). Working memory. Science, 255, 556 – 559.
• Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 157 – 171). Academic Press.
• Bahrick, H. P., & Boucher, B. (1968). Retention of visual and verbal codes of the same stimuli. Journal of Experimental Psychology, 78, 417 – 422.
• Henson, R. N. A., Burgess, N., & Frith, C. D. (2000). Recoding, storage, rehearsal and grouping in verbal short-term memory: An fMRI study. Neuropsychologia, 38, 426 – 440.
• Logie, R. H., & Pearson, D. G. (1997). The inner eye and the inner scribe of visuo-spatial working memory: Evidence from developmental fractionation. European Journal of Cognitive Psychology, 9(3), 241 – 257.
• Postle, B. R., D’Esposito, M., & Corkin, S. (2005). Effects of verbal and nonverbal interference on spatial and object visual working memory. Memory & Cognition, 33(2), 203 – 212
• Shah P., & Miyake A. (1996). The separability of working memory resources for spatial thinking and language processing: An individual differences approach. Journal of Experimental Psychology: General, 125, 4–27. http://dx.doi.org/10.1037//0096-3445.125.1.4
• Vanderplas, J. M., & Garvin, E. A. (1959). The association value of random shapes. Journal of Experimental Psychology, 57, 147 – 154.
This assessment task will assess the following learning outcome/s:
•
• be able to describe the complexities of human information processing
• be able to discuss the dominant paradigm in cognitive psychology
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