Visual spatial sketchpad8/4/2023 ![]() ![]() The visuo-spatial sketchpad updates and accesses information in our long-term memory as well, which makes it perfect for remembering the layout of your classroom and the number of bushes in the backyard. Not only do we store temporary information in sound form, we also store visual and spatial information to our working memory in our visuo-spatial sketchpad, also referred to as visual-spatial sketchpad (Baddeley & Hitch, 1974). If we need to remember something longer than a few seconds, the articulatory control process works as an inner voice, repeating the information on a loop. Usually we can only keep the sound-based information for a few seconds. When we hear words spoken, we can hold the sound of the words in a part of our working memory called the phonological store. When you keep auditory information in your mind, you use your phonological loop to retain the order of the phone digits. Have you ever had to remember a phone number for a few seconds while you searched your desk for a pen to write it down? You likely repeated the number to yourself until you could jot it down. The fourth system, the central executive, is different from the slave systems because its use is effortful and strategic. Three of the components are “slave systems” in which we automatically and temporarily store sound and image sensory information. According to Baddeley’s model, there are four components of working memory that all have separate jobs. When researchers want to measure working memory they may use a task such as asking a student to evaluate the meaning of a series of sentences and remembering the last word of each sentence (e.g., Daneman & Carpenter, 1980). Working memory is the capacity to store information while doing other cognitively draining tasks (Gathercole, Alloway, Willis, & Adams, 2006). Working memory is similar to our concept of short term memory, but it is different in important ways. For example, while students may have the steps of long division recorded in long term memory, they may also need to store the instructions of the teacher while solving a math problem. Keeping information in our working memory is incredibly important when learning new concepts. Working memory is a theoretical model (Baddeley & Hitch, 1974) that explains how we can store information for the short-term without having to put it into long-term memory and decide which information to encode to long term memory. For students who have working memory deficits, such as those with LDs, losing the information that was stored in the working memory can be a huge obstacle to learning. Our capacity for working memory is limited and if we break our attention or overload the memory system, we can lose some of the information stored there. We use our working memory to learn language, solve problems, and complete countless other tasks. Working memory is our ability to store information temporarily while our brain is busy with a different task. Even though we’ve known for some time that working memory and learning disabilities (LDs) are related, we still don’t fully understand their relationship. ![]()
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