Introduction
In 1968, Atkinson and Shiffrin introduced the multi-store model of memory. It quickly gained a lot of attention from the scientific community, which proceeded to further research the multi-store model. Over time, however, some of the concepts of this model were found to be too simplistic and not representative of reality. As an alternative, Baddeley and Hitch created a new concept called working memory. This paper will provide an overview of the working memory model, including its general process of functioning and how false memories can form during its operation.
The Function of Working Memory
The idea of short-term memory proposed by Atkinson and Shiffrin was unitary and far too limited in its flexibility. With a capacity for only five to nine items over the duration of 30 seconds, it could not be applied to more complex cases and did not explain many of the issues that can arise when a person’s short-term memory is damaged. To address these problems, Baddeley and Hitch proposed a non-unitary model of working memory.
This model consists of three primary components: the central executive, the phonological loop, and the visuo-spatial sketchpad. The central executive is responsible for allocating the processing resources of the brain between the loop and the sketch pad. The phonological loop represents the person’s inner voice and analyzes phonological information. The visuo-spatial sketchpad processes visual and spatial information, as well as representing the inner eye of the person. The working memory model proposes that the functions of the phonological loop and the visuo-spatial sketchpad are performed simultaneously and independently of each other (D’Esposito and Postle 139).
The central executive, as the name implies, is the primary component of the working memory system; every other component is subservient to it. Not much is known about the central executive, but it is known that it is responsible for coordinating secondary components, monitoring their work, and relaying their results to long-term memory. The central executive chooses which component should process the received information, and it is also responsible for prioritizing one memory activity over another. Because of its importance, any impairment to the central executive can lead to significant issues with short-term memory.
The name “phonological loop” comes from the system’s ability to store and repeat the sound of the inner voice. It usually operates for around 20-30 seconds and is capable of storing larger amounts of information as long as it is grouped into meaningful chunks of about five to eight digits. The loop itself consists of two subcomponents. The first is the phonological store, which represents the inner ear. It can store portions of sounds from around the person, as well as those recalled from long-term memory. The second is called the articulatory control process, and it represents the inner voice.
This process is what causes people to hear their own voice while thinking. The visuo-spatial sketchpad is in charge of the visual short-term memory. It can recall both two-dimensional and three-dimensional images. This model of memory proposes an explanation for memory disorders in which a person has an impaired digit span but is able to use visual short-term memory without problems. Later, the original model was updated to include another component called the “episodic buffer,” a feature that is also controlled and monitored by the central executive. Its function is to act as backup storage that communicates between long-term memory and other components of the model (Ma et al. 348).
False Memory
Memories are often not an accurate representation of the real events. This fact is due to a vast variety of reasons, from the presence of strong emotions to different memory disorders. Memories that elicit a strong emotional response are called flashbulb memories. These emotions often distort the person’s memory of the event, making it less accurate. For example, the terrorist attacks on the World Trade Center tend to elicit memories affected by emotions, which even with yearly reminders from media do not retain their accuracy over time (Hirst et al. 620).
Personally, I have experienced the phenomenon of possibly false memories when I was almost hit by a bus six years ago. I was returning home after going out with my friends when I carelessly started to cross the road without looking. A large white bus stopped only a few inches from me, honking its horn loudly and stopping with a screech of the tires. The problem is that even though I remember this happening, there is no guarantee that the bus was white or that it was actually that close to me. After six years, my mind could have unintentionally changed the details of the story.
Memories can not only become distorted but can also be completely false. Cryptomnesia causes a person to substitute his or her personal memory with someone else’s. For example, a person can come to believe that he or she invented something because they learned how it was invented long ago. False memories can be implanted by suggestion or may be created due to brain damage or immature frontal lobes.
Repressed memory therapy can lead to the creation of false memories as well. Some of the more common false memories come from the human desire to create a consistent reconstruction of past events in their lives. I have experienced this type of false memory as well. When I think about my time in school, there is a relatively small number of memories that are clear. Because this period covers everything from primary to high school, there is no way for me to accurately remember all the events in order. This is where false memories come in; I might misremember when I last saw classmates who I did not know too well.
I often misremember when certain classes were introduced into my curriculum, and I even find myself having false memories of when I met my school friends. With no record of most events, I can only hope to reconstruct these events with some portion of accuracy. The problem of false memories also makes eyewitnesses less reliable. Coupled with the effects of flashbulb memory and personal biases, there is a high chance of receiving false information from eyewitnesses. Other factors like sleep deprivation, intoxication, and stress can also lead to inaccurate memories and even the creation of false ones. Such things as illusion and dreams can become a part of memory, especially during intoxication (Conway and Loveday 579).
Conclusion
There are still things that the scientific community does not understand about memory. Despite the great research that has gone into this topic, information on the working memory system is lacking. False memories are common and can be created under a variety of conditions. However, with the help of new neuroscientific technology, scientists should be able to gain new insights into this topic and, over time, gain a better understanding of how memory actually works.
Works Cited
Conway, Martin A., and Catherine Loveday. “Remembering, Imagining, False Memories & Personal Meanings.” Consciousness and Cognition, vol. 33, no. 5, 2015, pp. 574-581. Web.
D’Esposito, Mark, and Bradley R. Postle. “The Cognitive Neuroscience of Working Memory.” Annual Review of Psychology, vol. 66, no. 1, 2015, pp. 115-142. Web.
Hirst, William et al. “A Ten-Year Follow-Up of a Study of Memory for the Attack of September 11, 2001: Flashbulb Memories and Memories for Flashbulb Events.” Journal of Experimental Psychology: General, vol. 144, no. 3, 2015, pp. 604-623. Web.
Ma, Wei Ji et al. “Changing Concepts of Working Memory.” Nature Neuroscience, vol. 17, no. 3, 2014, pp. 347-356. Web.