Working Memory and Cognitive Control

A system responsible for holding and manipulating information temporarily for cognitive tasks like planning, problem solving, and memory retrieval.

A model of working memory with three components: phonological loop (verbal), visuospatial sketchpad (visual/spatial), and central executive (control).

The component of working memory responsible for processing and holding verbal information, including inner speech and auditory rehearsal.

The component of working memory involved in processing and temporarily storing visual and spatial information, like mental images.

The control center of working memory, manages the other components, allocates attention, and retrieves information from long-term memory.

A measure of verbal working memory, it's the maximum number of digits you can accurately recall in order.

People tend to make more errors when recalling lists of words that sound similar, suggesting verbal information is coded in an auditory form.

The ability to remember and manipulate spatial information, like remembering the locations of objects or navigating through a maze.

The idea that people have consistent preferences for how they learn (visual, auditory, kinesthetic, etc.) and that teaching to these styles improves learning.

Memory is better when information is encoded in both verbal and visual formats.

Easier to create a mental image for concrete words (e.g., 'tree') than abstract words (e.g., 'justice').

Learning is enhanced when materials involve a mix of visual and auditory formats, compared to one mode alone.

The ability to manipulate working memory to achieve goals, including planning, task switching, and inhibiting distractions.

Tasks performed with minimal conscious effort due to extensive practice.

Tasks that require attention, are slower, and rely on working memory.

Adjusting behavior based on goals, feedback, or changes in the environment.

A psychological test that measures cognitive control by presenting words written in different colors. Participants must either name the color of the word or read the word itself, while overcoming interference from the other task.

In a Stroop task, when the word printed on a colored card doesn't match the color of the ink it's written in. Example: "red" printed in blue ink.

In a Stroop task, when the word printed on a colored card matches the color of the ink it's written in. Example: "blue" printed in blue ink.

A learned behavior pattern that becomes automatic and routine after repeated exposure to a specific situation or cue.

An internal representation of a desired outcome or objective that guides behavior, directs attention, and organizes thoughts.

A constant interplay between controlled and automatic responses. Habits are learned and automatic, while goals require cognitive control and effort. When cognitive control is low, habits take over.

Requires a conscious effort to replace habitual behaviors with new, desired actions by using strategies like mindfulness, self-monitoring, and reward systems.