Clarendon Press, 1986 - 289 стор.
Based on ten years of research, this volume describes a new model for temporary memory--the brief, nonpermanent storage of information necessary for learning, reasoning, and comprehension. The proposed model involves a central controller and a number of "slave systems." The author outlines two of these hypothetical slave systems: the articulatory loop, which actively stores verbal material, and the visuo-spatial sketchpad, which is capable of storing and manipulating images. Supporting evidence derives from experiments on both normal and brain damaged subjects. The central executive component of working memory is related to models of attention and can account for the cognitive deficits observed in patients suffering from frontal lobe damage.
Відгуки відвідувачів - Написати рецензію
Не знайдено жодних рецензій.
Beyond the modal model
Working memory and learning
9 інших розділів не відображаються
appears argue articulatory loop articulatory suppression assumed attempt auditorily auditory presentation Baddeley and Hitch central executive clear cognitive component comprehension concept concurrent digit load concurrent load control condition Craik deficit digit span disruption dyslexia encoding errors evidence example experiment explore eye movements free recall frontal lobes function hence Hick's Law hypothesis imagery impaired input interference theory interpretation latency LD-S group letters Levels of Processing material memory span memory task mnemonic modal model normal occur patients performance phonemic phonological coding phonological similarity effect phonological store poor readers predict problem random range reading recency effect response retrieval rote learning SAS system secondary task semantic semantic memory sentences sequences Shallice short-term memory showed sketchpad spatial strategy subjects were required subsequent subvocal rehearsal suggest syllables tion trace decay verbal visually presented visuo-spatial VSSP word length effect