Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-2-working-memory [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Cognitive Science for Teachers - Seneca Certified Educator](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator.md) › Working Memory # Working Memory CPD: Cognitive Science Level 1, topic 1.2.2 ## Working Memory Working Memory is used to keep information in mind while we manipulate and use this information to complete a task. Alan Baddeley's model proposes four components of working memory. ### Visuo-spatial sketch pad ![Visuo-spatial sketch pad](https://image-v2.cdn.app.senecalearning.com/2018-08/e0907467-7279-4478-aea3-14752d4e00b4/eye-1173863_1920.jpg) - The visuo-spatial sketchpad stores information that is in a visual form. - It can also process spatial information. ### Phonological loop ![Phonological loop](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/AQA%20New%20Modules/2.1.5/speakers%20vibrating.jpg) - The phonological loop stores speech-like information. - Can be kept for longer by subvocal or verbal rehearsal (saying the words again & again). - Such as repeating a telephone number in your head until finish dialling it. ### Central executive ![Central executive](https://image-v2.cdn.app.senecalearning.com/2018-09/77fa9fa7-0756-49a4-bb94-2186ae8d01a1/business-suit-690048_1920.jpg) - The central executive is modeled to coordinate the other parts of working memory & controls where your attention is. - It controls how information will be stored and manipulated in the other components. ### Episodic buffer ![Episodic buffer](https://image-v2.cdn.app.senecalearning.com/2018-09/602b59a5-6e55-4132-bd8c-6cc770243cc3/buffer-train.png) - This component allows information from the other components to be combined and processed together. - This allows us to make sense of all information being encountered at one time. - Information previously stored in long-term memory is also processed here in combination with novel information from the other working memory components. - The buffer can also send information to long-term memory storage. ## Long-Term Memory vs Working Memory Although long term memory and working memory are very different, their interaction is the basis of learning. ### Long-term memory ![Long-term memory](https://image-v2.cdn.app.senecalearning.com/2018-07/269ff597-d23e-4c4e-baed-e795cf61e4fa/Storage-Computer-Warehouse-Boxes-Cardboard-Truck-.jpg) - Storage system. - Unlimited capacity. - No expiry date. - Several sub-types. ### Working memory ![Working memory](https://image-v2.cdn.app.senecalearning.com/2018-07/e2638090-d1c0-41de-b50f-248719d3f9ca/Capacity-Storage-Space-Computer-Hard-Drive-.jpg) - Manipulates information. - Limited capacity. - Holds information only as long as it is being used. - "Where thought takes place". ### Analogies ![Analogies](https://cdn.pixabay.com/photo/2017/10/18/14/31/box-2864333__340.png) - We can think of working memory as a shoe box. It offers limited space and can break if you add too much to it. - We can think of long-term memory as Mary Poppins’ bag. You can fit as much as you want there and still be able to walk (or fly!) around. ## Test yourself on Working Memory - Which researcher developed the model of working memory with four components? - What types of information is the visuo-spatial sketchpad modelled to store? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9f6bf15c-23fe-401c-810a-3bc66d761885/section/505b94ac-6145-4212-b33c-5b43d33b75ea/session) - Previous topic: [1.2.1 Types of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-1-types-of-memory.md) - Next topic: [2.1.1 Neural Model of Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-1-neural-model-of-learning.md) ## CPD: Cognitive Science Level 1 contents ### 1 Memory - 1.1 Memory Processing - [1.1.1 Overview of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-1-overview-of-memory.md) - [1.1.2 Memory Processing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-2-memory-processing.md) - 1.2 Types of Memory - [1.2.1 Types of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-1-types-of-memory.md) - [1.2.2 Working Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-2-working-memory.md) ### 2 How Do We Learn? - 2.1 Neural Model of Learning - [2.1.1 Neural Model of Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-1-neural-model-of-learning.md) - [2.1.2 Desirable Difficulties](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-2-desirable-difficulties.md) - [2.1.3 The Forgetting Curve](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-3-the-forgetting-curve.md) ### 3 Cognitive Load Theory - 3.1 CLT - [3.1.1 CLT](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-1-clt.md) - [3.1.2 Background Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-2-background-knowledge.md) ### 4 Effective Strategies - 4.1 Rosenshine's Principles - [4.1.1 Rosenshine's Top 1-5](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-1-rosenshines-top-1-5.md) - [4.1.2 Rosenshine's 6-10](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-2-rosenshines-6-10.md) - 4.2 Dunlosky's Strategies - [4.2.1 Dunlosky's Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-2-1-dunloskys-strategies.md) - 4.3 Dylan Wiliam - [4.3.1 Dylan Wiliam](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-3-1-dylan-wiliam.md) - 4.4 Daniel Willingham - [4.4.1 Daniel Willingham](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-4-1-daniel-willingham.md) - 4.5 The Learning Scientists - [4.5.1 The Learning Scientists](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-1-the-learning-scientists.md) - [4.5.2 Practical Ideas](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-2-practical-ideas.md)