Homework this week: revise for a test of all key terms so far on MONDAY 25 th FEBRUARY

1. Homework this week: revise for a test of all key terms so far on MONDAY 25th FEBRUARY DO NOW: How do the pieces of research by Logie and Paulesu support the working memory model?

2. Learning Objective: To evaluate the working memory model • ALL will be able to describe a further piece of research evidence for the working memory model • MOST will be able to describe the difference between using a study as A01 and A02 • SOME will structure effective evaluation points for the working memory model

3. Post-it task: Robbins’ research • The final piece of research you will learn about in detail for the working memory model is by a psychologist called Robbins • In order to improve your summarising skills you will collect information from around the room BUT you only have your post-it to make a brief note of the different parts of the study!

4. Robbins: AIM • To study the role of working memory in the visuo-spatial task of memorising chessboard pieces

5. METHOD • 20 male chess players from universities • FOR 10 SECONDS they were shown 16 chess pieces from actual chess games, had to memorise their position • Had to re-create the positions from memory on another board x20

6. METHOD: conditions – additional tasks to complete whilst re-creating the chess board • Articulatory suppression condition – had to repeat the word ‘the’ • Visuo-spatial blocking condition – press numbers on a calculator • Central executive blocking condition – had to say random letters in time to a beat • Control – no additional task ‘The thethethethethethethe’

7. RESULTS • Articulatory suppression task had no effect on performance • Visuospatial and central executive blocking conditions made performance on the task much worse ‘The thethethethethethethe’

8. CONCLUSION • The articulatory rehearsal process (part of the phonological loop) and visuo-spatial scratchpad are separate • The visuo-spatial scratchpad and central executive have a limited capacity

9. Post-it task: reflection Robbins’ research TASK: to reflect on your learning answer these questions now with the person you are sat with • What was the aim of the study? • Imagine you were a participant in this study. What would you have to do? • What were the 4 conditions? • Which parts of the model are supported by this study? Why?

10. The essay and using studies • Different ways to use a study: • ‘Robbins conducted an experiment to see if... The aim was.... The results were....’ • ‘Robbins’ study provides evidence for the articulatory and visuo-spatial components of working memory being separate, this is because...’ • Which is A01? Which is A02? WHY?

11. Evaluation of the model: 20 minutes • In pairs you should look on page 177-178 for information about the GENERAL EVALUATION of the model (strengths and weaknesses) • You should choose a MINIMUM of 4 and a make a note of them, ensuring that you can structure them as PEE • At least one of the points should be a comparison!! • Remember if you’re aiming for a high grade you need to include a wide range of evaluation and analysis in lots of detail

12. Creating a recipe for success • For homework this week you will be working on the essay for this final model of memory • You are going to make a ‘recipe for success’ for yourself to use before you write this essay • If you don’t make use of these resources and your work is of poor quality EXPECT to do it again! • Review any previous essays so you can check the comments – don’t make the same mistakes over and over!

13. January 2009: Describe and evaluate the working memory model. Refer to empirical evidence in your answer. (10 marks) [AO1 = 5 AO2 = 5] • AO1 Up to 5 marks for description with up to 3 marks for definition/description of features ofthe model: a central executive with series of subsystems which are named/described: articulatory loop/articulatory control system/‘inner voice’; primary acoustic/phonological store/‘inner ear’; visuo-spatial sketchpad/scratchpad/‘inner eye’; phonological loop; limited capacity; episodic buffer; limited/short duration/ short term memory. • Description of how model works, eg the central executive allocates data to slave systems, or the idea that dual tasks are unimpaired if they rely on different subsystem/slave components. • Credit description of relevant studies up to 2 marks. • AO2 Up to 5 marks. • Application of knowledge of the model to examples, eg use of articulatory loop as temporary store for short sequences of words or digits, use of VSS for navigation. Analysis of the implication of studies. Evaluation of the model including support from studies and practical application/relevance and comparison with other models eg, the multistore model view of STM. • Credit use of relevant studies up to 2 marks • Maximum 6 marks – no evidence

14. Meta-puddings...thinking about our learning • How are you going to remember this learning? • What is the key aspect you will remember from this lesson? • What has this lesson reminded you of? • Which senses were most important in today’s learning? • What did you learn today that you didn’t know before? • What have you learned that could be useful elsewhere? • What have you learned elsewhere that is like this? • How will you apply what you have learnt?

15. Next lesson • As starter – use summary questions on page 178