MEM - 3 -  Working Memory Model - part 2 (PQ)

MEM - 3 - Working Memory Model - part 2 (PQ)

12th Grade

10 Qs

quiz-placeholder

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MEM - 3 -  Working Memory Model - part 2 (PQ)

MEM - 3 - Working Memory Model - part 2 (PQ)

Assessment

Quiz

Other

12th Grade

Practice Problem

Medium

Created by

Garry Honey

Used 4+ times

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10 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main case study that supports the Working Memory Model?

Case study of Patient HM

Case study of Patient KF

Case study of Patient JW

Case study of Patient LM

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main issue with the Working Memory Model?

It only focuses on LTM

It only focuses on sensory memory

It only focuses on STM

It only focuses on procedural memory

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main limitation of the Working Memory Model?

It does not explain the link between LTM and sensory memory

It does not explain the link between STM and LTM

It does not explain the link between LTM and procedural memory

It does not explain the link between STM and sensory memory

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main function of the central executive in the Working Memory Model?

Temporary storage of visual information

Processing information from LTM

Supervisory function and controls the two slave systems

Temporary storage of verbal information

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main component of the Working Memory Model for visual information?

Phonological loop

Episodic buffer

Central executive

Visuo-spatial sketchpad

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the main component of the Working Memory Model for acoustic information?

Episodic buffer

Visuo-spatial sketchpad

Central executive

Phonological loop

7.

MULTIPLE SELECT QUESTION

45 sec • 1 pt

What is the main finding of dual-task studies in relation to the Working Memory Model?

Participants perform better when both tasks require the phonological loop

Participants perform better when one task requires the phonological loop and the other requires the visuo-spatial sketchpad

Participants perform better when both tasks require the visuo-spatial sketchpad

Participants perform better when one task requires the phonological loop and the other requires the central executive

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