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Chapter VI Cognitive Models of Working Memory 86 Chapter VI Nous: Cognitive Models of Working Memory Zoe Bablekou Aristotle University of Thessaloniki, Greece ABSTRACT The path to the study of cognition has to take into account working memory, as it is a key process of thinking operations in the human cognitive system. Naturally, this also holds for cognitive operations in the Web. The chapter introduces readers to current trends regarding models of working memory. The major models proposed in the literature are discussed here: Baddeley and Hitch’s multi-component model, Daneman and Carpenter’s account, Cowan’s embedded-process model, Kane and Engle’s executive at- tention model and long-term working memory model by Ericsson and Kintsch. The chapter focuses on the Baddeley and Hitch model, and the author argues that this specific model offers a more theoretically sound account of working memory operations. Unresolved issues and inefficiencies are also discussed and research directions are proposed. INTRODUCTION web is basically based on cognitive technology. Recent advances in the psychology of learning In order to explain how learning occurs, we have point towards four dimensions of importance in to thoroughly investigate phenomena like memory, web learning: a) individual differences that are language and thinking. Learning and memory provided for in a web environment, b) learning provide the theoretical substratum for the study as a social process, c) the learning context, which of education. Therefore, research in cognition, web learners seem to be very sensitive to, and d) from perception to memory and from problem fundamental cognitive processes, such as percep- solving to higher-order interactions, is of great tion, memory and metacognition. importance. That evidently applies to learning In order to introduce memory structures and in the Web because, as Wolfe (2001) stresses, the operations, we should at this point refer to the Copyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. Nous most basic distinction proposed in the literature, The chapter also aims at demonstrating how the the distinction between short-term memory (STM) system is intertwined to learning and academic and long-term memory (LTM) (see Atkinson & performance. It introduces working memory ac- Shiffrin, 1968). Short-term memory is the part of counts by Daneman and Carpenter (1980), Cowan memory that deals with our “psychological pres- (1995; 2005), Kane and Engle (2000), Ericsson ent”; it receives and retains stimuli for very short and Kintsch (1995) and focuses on the multi- periods of time. It is a fragile system of very limited component model by Baddeley and Hitch (1974; capacity (typically 7 ± 2 items of information at Baddeley, 2000). I will argue that the Baddeley any given time) and duration (information is re- and Hitch model is better equipped to offer a tained there for approximately 20 seconds). When theoretical explanation of how working memory short-term memory capacity becomes overloaded, operates and how it is connected to higher-order information is very susceptible to loss, because cognitive functions. it either decays or is replaced by new items. Loss of information also occurs when stimuli remain in the system longer than approximately 20 sec- BACKGROUND onds. After 20 seconds elapse, items must either be transferred to a permanent memory system, The working memory (WM) framework was long-term memory, or they are cleared from short- proposed to replace the traditional STM concept. term memory. Long-term memory deals with our Since the new framework was introduced, about “psychological past”. It is viewed as a huge store 30 years ago, research has exploded. However, the of practically unlimited capacity and duration. bridging has not been achieved to a significant Information from short-term memory is trans- extent. Although the concept of WM has invaded ferred there and can remain for long periods up to cognition research, in everyday life much un- a lifetime. Everything we know about ourselves certainty is related to its nature and functions. and the world is stored in this system. Among this voluminous research, the chapter In the past 30 years, the concept of working will inevitably present selective work in the area, memory has appeared to challenge the traditional based on the author’s theoretical views. However, view of short-term memory. Working memory an effort has been made to include the main ap- is, no doubt, one of the “hottest” and most excit- proaches to the WM concept. ing areas in cognitive psychology and cognitive Elaborating on the distinction mentioned in neuroscience. It also is one of the most researched the Introduction, between STM and LTM, let us areas, as it serves as a backbone to cognitive point that memory was initially conceptualized processes. Various work i ng me mor y models have as a tri-partite structure (see Figure 1). This struc- been developed, quite diverse in their scope and ture comprises a sensory register (receiving and emphasis. As Miyake and Shah (1999, p. xiii) identifying all environmental stimuli), a limited rightly point, existing models account for certain capacity short-term store (holding information aspects of processes and functions in a sophis- temporarily and at the same time processing ticated manner, nevertheless they tend to omit that information for the needs of the task to be specifying in detail some other aspects. executed) and an essentially unlimited capacity This chapter is concerned with the ways long-term store, which is fed by the elements that working memory plays a major role in informa- remained long enough in the short-term store tion processing. The objective set is to present (Atkinson & Shiffrin, 1968). Keeping memory the main theoretical frames of working memory traces active in STM (mainly by using rehearsal) and to describe its structure and organization. was considered to achieve transfer to LTM and, 87 22 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the publisher's webpage: www.igi-global.com/chapter/nous-cognitive-models-working-memory/35960 Related Content Virtual Reality in Education Chris Christou (2010). Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience (pp. 228-243). www.irma-international.org/chapter/virtual-reality-education/40560 Technology for Decision-Making (Level 3.0) Lawrence A. Tomei (2005). Taxonomy for the Technology Domain (pp. 147-170). www.irma-international.org/chapter/technology-decision-making-level/30049 Mapping Discourses Luca Iandoli and Giuseppe Zollo (2007). Organizational Cognition and Learning: Building Systems for the Learning Organization (pp. 148-158). www.irma-international.org/chapter/mapping-discourses/27894 Multimedia Learning and Working Memory Capacity Peter E. Doolittle (2009). Cognitive Effects of Multimedia Learning (pp. 17-33). www.irma-international.org/chapter/multimedia-learning-working-memory-capacity/6603 Concept Mapping and Formative Assessment: Elements Supporting Literacy and Learning Jeffrey Beaudry and Polly Wilson (2010). Handbook of Research on Collaborative Learning Using Concept Mapping (pp. 449-473). www.irma-international.org/chapter/concept-mapping-formative-assessment/36308.
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