Engles working memory model

from Wikipedia, the free encyclopedia

The working memory model by Randall W. Engle is a model representation of the short-term memory . In contrast to the working memory model of Alan Baddeley and Embedded Processing Model of Working Memory of Nelson Cowan deals Randall W. Engle with the individual differences in the capacity of working memory and their causes.

Individual differences in working memory capacity

References to the Baddeley and Cowan models

Common shares of working memory and short-term memory correlate with a measure of intelligence . As a result, Engle suspects the representation of the individual fluid intelligence in the capacity of the working memory.

Randall W. Engle, Professor of Experimental Psychology at the Georgia Tech School of Psychology , postulates that working memory does not consist of area-specific memories (see Baddeley's phonological loop and visuospatial notepad) , but rather functions in an area-free manner. According to Cowan, the focus of attention is limited in size. Engle, on the other hand, emphasizes that it is not the size of the focus, but rather distraction and overlapping (interference) that demand our working memory. Only the ability of the individual to deal with these confounding variables defines the individual capacity of the working memory and the ability to control our attention.

Characteristics

Controlled attention is limited in its capacity and is subject to individual differences. The abilities and mechanisms for maintaining attention also differ in the respective tasks, between, but also within, individuals ( depression , daily form). The controlled processing is always stressed by interference and distraction and thus limits the capacity of the working memory. The dorsolateral prefrontal cortex mediates the functions of controlled processing and, according to Engle, individual differences are mediated by functional differences in the prefrontal cortex.

causes

Long-term memory content is called up automatically, according to Engle, and controlled processing is then required in order to be able to work with the results of the call . At this point, the individual abilities and skills decide to deal with spatial-visual representations; in shifting attention; To be able to maintain or inhibit activations; in the knowledge and thus the options for action to solve tasks.

The resulting individual limits can be expanded through practice and expert knowledge, but reappear when the task level changes.

Measurement of working memory capacity

Engle et al. were able to use experimental measurements to show connections between working memory and other cognitive functions such as reading comprehension, complex learning and logical thinking. By measuring the reading span, thinking span and counting span, the capacity of the working memory can be ascertained. The execution of the tasks correlates with higher cognitive tasks such as reading or listening comprehension. The working memory storage is loaded with other task contents during processing in order to occupy or occupy executive attention processes. Of interest here is the test person's ability to control their attention in the face of the distraction in order to store or suppress information. This ability can be classified into so-called “high spans” and “low spans” (high = high working memory capacity, low = low working memory capacity) based on the number of retrievable elements.

Operation span as an example

(8/2) + 2 = 6 "tree"

The arithmetic problem is read out loud and answered with “yes” (correct solution) or “no” (incorrect solution). The test person should also memorize the following word. Two to seven of these rounds follow, and at the end the test person should repeat the remembered words.

The operation span task provides three results:

  1. Accuracy of the math solution
  2. time required to solve the math problem
  3. Number of retrievable words

With the help of these results (especially 3.) individual differences in memory performance and the ability to exercise controlled attention can be determined.

literature

  • Engle, RW, Kane, MJ & Tuholski, SW (1999): Individual Differences in Working Memory Capacity and What They Tell Us About Controlled Attention, General Fluid Intelligence, and Functions of the Prefrontal Cortex. In: Miyake & Shah (Eds.): Models of Working Memory: Mechanisms of active maintenance and executive control. Cambridge University Press, New York.
  • Engle, RW (2002): Working Memory Capacity as Executive Attention. In: Current Directions In Psychological Science. 11, 19-23.