The chapter on working memory discussed several studies about individual differences in working memory. Which of the following students provides the best information about how working memory is related to academic skills?
a. Samantha: People who have an unusually large capacity in their episodic buffer are likely to earn poor grades in school.
b. Aroona: People who are especially skilled on a task that uses the central executive are likely to score high in reading comprehension.
c. Sanjay: The research failed to support Baddeley's model; most academic tasks require the equal participation of all four components of working memory.
d. James: The research failed to support Baddeley's model; there is no relationship between central-executive skills and a wide variety of other measures that should be related to the central executive and a wide variety of academic skills.
Question 2
Baddeley's current model of working memory includes a feature called the episodic buffer. According to Baddeley's description, the episodic buffer
a. contains material that has not yet reached our conscious awareness.
b. has a smaller capacity than any of the other components of working memory.
c. briefly holds material from the phonological loop, the visuospatial sketchpad, and long-term memory.
d. stores our very earliest memories from early childhood, which have an important effect on other components of working memory.
Cellular changes associated with short-term and long-term memory in the sea slug.
Older adults working
Laboratory mice demonstrate that genetic differences can have profound effects on the propensity to
Infant monkey is shown with cloth mother from Harlow’s studies.
Differences in the antigen-processing pathways between MHC molecules class I and class II.
Memory Changes