Central Executive Functioning

Researchers such as Logie, Baddeley and Bunge generally agree that the short-term memory is made up of a number of components or subsystems. The working memory model has replaced the idea of a unitary store short-term memory as suggested by the multistore model. The working memory model explains a lot more and in a lot more detail than the multistore model. It makes sense a range of tasks- verbal reasoning, comprehension, reading, problem solving and visual and spatial processing, it also applies to real life tasks such as reading which involves the phonological loop subsystem, problem solving which involves the central executive and navigation which involves the visual and spatial subsystem. The Working Memory Model is supported by

The central executive directs the flow of information. It functions more with delegating the way resources are used in cognitive tasks. The central executive also coordinates information from the person’s current environment with retrieval of their prior information (119). The phonological loop is used to carry out rehearsed maintained verbal material. It plays an important role in the acquisition of vocabulary, learning how to read, and comprehending language. The visuospatial sketchpad maintains material through visualization. The visuospatial sketchpad creates and manages our mental images. The episodic buffer is a temporary system that connects information from long term memory to working memory.

The Working Memory Index measures the EE104’s ability to register, maintain, and manipulate visual and auditory information in conscious awareness. Working Memory assists an individual in controlling attention and resisting distractions. This index is composed of the Digit Span and Picture Span subtests. EE104 exhibited a strength on the Picture Span (high average) subtest compared to the Digit Span subtest (low average). This discrepancy may indicate that EE104 can best utilize working memory in problem solving when a visual, rather than a verbal, stimulus is presented. During the administration of the Digit Span subtest, EE104 listened

The participants will be given The Working Memory Test Battery for Children (WMTB-C) devised by Gathercole and Pickering (2001). This test consists of four tasks which include

The hippocampus collects different bits of information that affect the senses and puts all of it into an event of a memory. In the Working Memory, it quotes, “The hippocampus is where the vast amount of knowledge you have acquired over your lifetime is housed for long-term storage.” Page 6. When the hippocampus collects different information and holds it for use at any time later in life. Said in the Working Memory…, “The PFC is the home of working memory. Located in the front of the brain, the PFC coordinates with other areas of the brain through electrical signals and receives information from those regions so your working memory can make use of it.” Page 6. Partial Frontal lobe is controlled other parts of the brain and sends signals and take in information, so it gets saved in your memory. This is important for long-term memory is used in further or moderately in life. “The amygdala is the brain’s emotional center. When you are experiencing a strong emotion, like fear, your amygdala is activated.” Quoted by the Working Memory…, page

Tiyana completed a series of performance based tasks (NAB, WAIS-IV) assessing executive function abilities including working memory, inhibition, verbal fluency, nonverbal planning, and shifting. Her performance on these tasks was variable, with scores falling into the average to well below average range.

This essay addresses the working memory model which was proposed by Baddeley and Hitch (1974 in Smith & Kosslyn, 2007) as a response to Atkinson and Shiffrins (1968 in Smith, 2007) multi-store model. According to Baddely and Hitch the multi-store model failed to explain most of the complexities of the human memory and viewed it as being too simplistic. They argued that the short term memory store must have more components rather it being a single inflexible store as suggested previously by Atkinson and Shiffrin (1968). The working memory model is therefore an enhancement of the multi store model. According to Baddeley and Hitch working memory is a limited- capacity system that stores and processes information.

Cognitive dysfunction is a hallmark feature in neuropsychiatric disorders. Especially, domains including working memory, executive function, attention and information processing are defective.Deficits are observed in multiple domains, including working memory, executive function, attention and information processing. Disability caused by cognitive dysfunction are is frequently as debilitating as the prominent emotional disturbances. Interactions between the hippocampus and the prefrontal cortex are

The prefrontal cortex is the most anterior region of the frontal lobe. It occupies one-third of the cerebral cortex and is key for executive functions such as problem solving, working memory, and emotional control. It is also crucial in decision making and the expression of personality. The prefrontal cortex is imperative for efficient cognitive functioning; damage can result in severe impairment to skills such as emotional regulation, moral behavior, and empathy.

As for the evidence of the working memory system, two British researches, Alan Baddley and Graham Hitch, have proposed a model in how to explain the working memory system. They have suggested that the system contains many different parts, and that the main working part of the system is the central executive. This central part is able to delegate tasks for the low-level “assistants” to handle, since these assistants are not able to actually analyze a situation on their own. The articulatory rehearsal loop is one of the assistances that allows a person to remember, and is the most beneficial in many ways. This assistant allows you to recall information that is previously stated by repetitively stating the information in our head, which is known as subvolcalization, or silent speech. Furthermore, Baddley and Hitch’s model suggest that we are able to see the existence of this working memory through “sound-alike” errors, because our bodies rely on this rehearsal loop or memory to recall information. In a study, there was a control group which was given a normal digit-span test. In the other group, people were asked to perform concurrent articulation when they took the test. Although this concurrent articulation is not difficult, it does affect the use of the articulatory loop and decreases the memory. With that being said, manipulation of a

Working memory refers to one’s ability to complete immediate tasks through the use of short-term memory and precision to make actively conscious choices. This is especially important in one’s organizational ability, reasoning, and decision-making. Unfortunately, working memory is yet another function of your brain that only gets weaker as you age into your midlife years. If you’ve ever placed a soup can in the wrong cabinet drawer, or put on non-matching socks or shoes, then you know exactly what it feels like.

Working memory is a part of our executive functions, the functions that are involved with the planning and regulation of one’s behavior. Despite that during the first year of life working memory is developed, working memory can trained and enhanced throughout you life with experience. Julia Morales Castillo, from the Department of Experimental Psychology of the University of

For my second reflection, I am going to focus on Module 6 and “how would executive functioning deficits affect a student’s ability to acquire reading, writing, or math skills.” To begin, executive functioning, according to Virginia Nusca, refers to our ability to regulate our thoughts, behaviour, and emotion, including behavioural inhabitation (Nusca, Virginia). Behavioural inhibition is an executive function that allows us to attend to one thing inhibiting other sensory information or motor responses (Nusca, Virginia). This allows children to regulate attention and motor responses as well as their behaviour. Executive functioning deficits can greatly affect a student’s ability to read, write or mathematical skills. Many skills are affected including working memory and inner speech which can in turn affect the student’s reading, writing and mathematical skills (Hallahan et all, 179).

Realizing that the individual, who is attempting or engaging the self-learning methods towards educational improvements. The working memory must be considered as a factor in the effectiveness of each individual’s success. Baddeley and Hitch (1974) developed a substitute reproduction of short-term recall which they called “working memory.” Understanding the process and storage process of Short term memory with its limited storage, working memory would not be characterized by, or aiming toward unity. Instead of all information going into one single store, the working memory would utilize separate components like the “central executive,” that is designed for controls and coordinates of the operation of two subsystems, or the phonological

The study conducted by Gregory J. Spillers examined the length to which attention control abilities, secondary memory abilities, or both work in the working memory capacity. Participants were asked to perform numerous attention control, secondary memory, working memory and fluid intelligence measures. Conformity factor analysis later suggested that attention control, secondary memory, and working memory capacity were best represented as three separate yet mutually factors. And each attention control, secondary memory, and working memory capacity are correlated with fluid intelligence. Both attention control and secondary memory are viewed for unique variance in the working memory capacity. Additionally a crucial part of the shared variance between working memory capacity and fluid intelligence is brought upon attention control and secondary memory abilities. This is seen through structural equation modeling. The point of the study was to examine whether the working memory capacity is best interpreted by secondary memory processes, attention control or both. A latent variable method was used to study the relations with working memory capacity, attention control, secondary memory, and fluid intelligence. Attention control measures antisaccade, which is voluntary eye movement when stimulus is presented, this measurement has shown some spect in which it highy relates to a variation in the working memory capacity. It was suggested by Pole and Kane(2009) that attention control was