The Theoretical Concept of Working Memory - Assignment Example

Learning different ways to study or knowing the importance of taking visual breaks could result in better academic performance. Researchers have proposed that if students take a break to look out the window, they are more likely to remember what they just read or studied. In addition, it is probable that if students can remember what they learned and apply it to everyday situations, they will be more successful on tests and exams. However, more research is needed to verify these claims.

This paper attempts to find out how taking occasional breaks during studies affects the memorization of learnt material. To begin, a student must know the material to do well on tests and exams. When a student is studying course material, they are using working memory. Baddeley and Hitch (1974) used the theoretical concept of working memory in their article, which stated, “working memory is a limited capacity system, which temporarily maintains and stores information, supports human thought processes by providing an interface between perception, long-term memory, and action” (Baddeley, 2003, p.

829 in Bower, 1974). In addition, the working Memory is divided into four parts: the central executive, phonological loop, episodic buffer, and visuospatial scratchpad. The prominent executive supervises the entire brain, organizing and coordinating the other three components, which act as slaves. The phonological loop is responsible for the storage of phonological memory, whereas the visuospatial system is responsible for handling visual information. The last slave, the episodic buffer, is responsible for integrating the two slaves and managing any other information not covered by them.

If a student is constantly taking in new information without a break, they are most likely not retaining the information that was just read. While discussing the Attention Restoration Theory, Felstendiscussed the four properties that promote recovery from mental fatigue. The four properties are: being away, extent, fascination, and compatibility (Kaplan, 1989, p. 162). The theory proposes various types of attention: Directed attention fatigue, Effortless concentration and restored attention.

Directed attention refers solely to those tasks that need total brain concentration, thereby requiring an individual to delay emotional reactions and stop thoughts that would destroy their lines of thought. Directed attention fatigue is the resultant effect of direct attention fatigue, which is the tiresome nature of the brain following prolonged immediate attention. On the other hand, effortless attention refers to the attention the brain gives without needing forced concentration, such as watching a movie for leisure. Restored attention refers to the attention the brain gets following changes in brain functions. They were not exhausted and could focus on the work at hand. Students who take breaks while studying do not suffer from attention restoration. Being relaxed and having a moment to catch up allows their working memory to expand. The more the student’s working memory extends, the more knowledge the student can obtain.