strengths

• Attempts to explain how memory functions not just its structure

  (link to phonological loop evidence)

  • Key role in understanding the development of reading + dyslexia
• Influential as explained STM in terms of both temporary storage + active processing + incorporates verbal rehearsal as one optional process within the articulatory loop instead of being the sole modality of transferring info to LTM as suggested in MSM
• Baddeley & Hitch (1976)

  Pp has two tasks to perform at the same time

  1: true/false occupies central executive as tests verbal reasoning

  2: 'the the the' = articulatory loop OR random digits = central executive and articulatory loop

  2 is harder as can only use one slave system at a time
• Evidence for phonological loop + articulatory process

  Word length effect:

  The phonological loop explains why the word-length effect occurs

  People cope better with short words than long (STM)

  Capacity = 1.5-2 secs

  Harder to remember words that surpass this (e.g. association)

  = inhibits rehearsal
• Case studies

  Brain-damaged patient - KF

  Shows STM works independently of LTM

  STM forgetting auditory info was much greater than that of visual stimuli

  Thus, brain damage restricted to the phonological loop

  • letters / meaningful sounds
• Evidence for Visuospatial Sketchpad

  Baddeley (1975)

  Pp given visual tracing task - track moving light with a pointer at the same time as tasks

  1: Describe angles on the letter F

  2: perform a verbal task

  Task 1 was found to be more difficult as task 2 uses 2 different slave systems
• Evidence for episodic buffer

  Baddeley (1987)

  Pp shown words then immediate recall

  Recall was much better fro sentences (related words) than unrelated

  = supports idea of 'general' memory store that draw on LTM (semantics)