The Working Memory

The Working Memory: Theory Development

As we have studied, the working memory (Baddeley, 2000b) includes multiple components responsible for various functions of short-term encoding, processing, storing, sorting, planning, and problem-solving. The phonological loop stores sounds, and the visual-spatial sketchpad stores visual and spatial information. The episodic buffer, which is the newest component of working memory, provides a temporary storage and combination spot for information from the phonological loop, the visual-spatial sketchpad, and the long-term memory. The episodic buffer allows for this new stored information to be combined with previously learned information that is now part of the long-term memory. In the meantime, the central executive has a hand in all of the processes of the working memory, combining and processing information from the phonological loop, the visual-spatial sketchpad, and the episodic buffer. The CE is the control center that aids in attention, planning strategies, and coordinating behavior, as well as suppressing irrelevant information. The CE does not store, but does aid in strategy selection to solve problems.

To understand Baddeley’s (2000b) working memory model, theorists and researchers have put the model to the test. Baddeley (2001) himself has reviewed his model. He has discovered that the hypothesis in early research that the visual-spatial sketchpad and phonological loop cause more problems in the working memory than the central executive is not necessarily accurate (Baddeley, 2001). Deficits in the performance of the phonological loop impact vocabulary development and language acquisition (Baddeley, 2000). Andersson and Lyxell (2007) have found that deficits in the central executive and phonological loop impact learning in children with mathematical deficits. Children with developmental coordination disorder experience problems with visual-spatial memory (Packiam-Alloway, 2007). In the meantime, Swanson and Kim (2007) have found evidence to correlate with Andersson and Lyxell (2007) that the central executive and phonological loop are the key components in all children’s mathematical performance. Tests done on children with mild intellectual disabilities suggest once again that the phonological loop and central executive play a major role in learning outcomes (Van der Molen, et al. 2007). In all of the above studies (Baddeley, 2001; Andersson & Lyxell, 2007; Packiam-Alloway, 2007; Swanson & Kim, 2007; Van der Molen, et al. 2007), the evidence suggests that the visual-spatial sketchpad does not pose a problem with learning unless individuals suffer developmental coordination disorder or Williams syndrome or experience an overload of concurrent visuospatial tasks.