WORKING

MEMORY
MODEL
Godfroid & Hopp (2023) & Walter (2023)

Group 3
 Table of Contents

1. Theoretical Models of Working Memory

2. Measurement Tasks of Working Memory
3. SLA Theoretical Frameworks
4. Impact on Language Domains
5. Conscious and Unconscious Processes
 Members

Octavia Salwa Azzahro’ Arga Roihan Setiawan

23020330054 23020330043

Saeman Baka Muhammad Taufiqul Akmal

22202241195 23020330259

Ananda Aprilia Kirani

23020330258
 Theoretical Models of Working Memory
The Working Memory Model (WMM) is a system for temporarily holding and
processing information (Baddeley & Hitch, 1974). While early theories saw it as a single,
passive store (Atkinson & Shiffrin, 1968), modern experts define it through two main
lenses:
Multi-Component (Baddeley, 2000): Working memory is a modular architecture
with specialized "slave systems" for different data types, such as the Phonological
Loop (sound) and Visuo-spatial Sketchpad (images), all managed by a Central
Executive.
Unitary/Embedded-Process (Cowan, 1999): Working memory is not a separate
"box" but the Activated portion of Long-Term Memory (ALTM). It relies on a limited
Focus of Attention (FA) that provides Direct Access (DA) to existing memory traces
without needing to transfer data.
Executive Attention (Engle, 2002): Defines working memory as the ability to control
attention. It focuses on how well a person can stay on task and block out
distractions (interference).
Theoretical Models of Working Memory
Multi-Component Model
 Multi-Component Model of Working Memory
Central Phonological Visuospatial Episodic
Executive Loop Sketchpad Buffer
The main Stores verbal Stores visual Combines
controller of and sound and spatial information
working memory. information for information. from different
It controls a short time. Helps process sources.
attention and Very important images, written Connects
manages the for learning new words, or visual working
other components. vocabulary and context. memory with
It decides what pronunciation. long-term
information is memory.
important.
The Process of Unitary Memory Model

Activated Long-Term Memory → Direct Access → Focus of Attention

 The Process of Unitary Memory Model

aLTM DA FA
Activated Long-Term Direct Access (DA) Focus of Attention (FA)
Memory (aLTM) Some of the The most important
Information from activated information is
long-term memory information brought into focus.
becomes activated. becomes easier to This is where we
It is related to what access. think about it and
we are seeing or The brain prepares process it directly.
hearing. it for use.
 Measurement Tasks of Working Memory

What is it?
Measurement tasks of working memory are tests used to find out how well someone can:
store information temporarily
and process that information
In psycholinguistics, this is important because working memory affects how we understand and learn
language.
 There Are 2 Main Types
1. Simple Tasks (Storage Only)
Focus: only storing information
In these tasks, you don’t need deep thinking. You just remember and repeat.
Examples:
→
Digit Span remember numbers
Word Span→ remember words
→
Nonword Repetition repeat unfamiliar words
→
Visual Matrix remember positions or patterns
Simple idea:
How much information can you remember in a short time?
 [Link] Tasks (Storage + Processing)
Focus: remembering + thinking at the same time
You need to:
process information (think)
while keeping information in memory
Examples:
Reading Span Task
→ read sentences + judge meaning + remember last words
Operation Span Task
→ solve math + remember letters
Listening Span Task
→ listen + understand + remember words
Simple idea:
Can you think and remember at the same time?
 Executive Function
Working memory also involves a control system (central
executive), including:
Inhibition→ control automatic responses
Shifting → switch between tasks
Updating → refresh information in memory
Simple idea:
How well can your brain manage multiple tasks?
SLA Theoretical Frameworks
 Interaction Hypothesis (Selective Attention)
by Michael Long (2015)

Interaction helps people learn a language

Suggesting on selective attention - executive functions of
working memory (inhibition, shifting, and updating)
 Skill Acquisition Theory (Explicit vs Automatic)
by DeKeyser (2020)

Language learning is a step-by-step process

Working memory is most important at the beginning stages
 Cognition Hypothesis (Task Demands)
by Robinson (2011)

More difficult tasks help language learning

Complex tasks use more working memory than simple tasks
 Usage-based Theories (Associative Learning)

Learners gradually learn the structures and connections

through repetition
Phonological loop is very important
Impact on Language Domains
Working memory plays an important role in
several language domains in second language
learning, including reading, speaking, grammar,
and vocabulary. It helps learners temporarily
store and process linguistic information while
understanding or producing language.
Main domains influenced by working memory:
Reading
Speaking
Grammar
Vocabulary
 [Link] Memory and Reading
Working memory plays an important role in second language reading comprehension
because readers must process new information while remembering previous parts of the
text.
Threshold Hypothesis (Prior L2 Proficiency Correlation
Knowledge)
Working memory capacity is
Learners need a certain level of
positively related to L2 reading
language proficiency before working
ability.
memory can fully support
Learners with stronger working
comprehension.
If vocabulary and grammar knowledge
memory can retain earlier
are limited, most working memory information, connect ideas, and
resources are used to decode words understand complex texts more
rather than understand the text. effectively.
 [Link] Memory and Speaking

Speaking requires several cognitive

processes that occur simultaneously.
Working memory helps speakers plan
ideas, organize language structures, and
produce speech smoothly.
 Stages of Speaking
Conceptualization
Planning the message or idea to be communicated
Selecting relevant information and organizing thoughts
Working memory temporarily holds ideas before they are
expressed in language
Formulation
Transforming ideas into linguistic structures
Selecting appropriate vocabulary
Arranging words according to grammatical rules
Working memory helps maintain the message while constructing
sentences
Articulation
Producing speech sounds using the vocal organs
Delivering the planned sentence in spoken form
Effects of Working Memory on Speaking

Fluency
Enables faster sentence planning
Reduces pauses and hesitation during speech

Accuracy
Supports correct grammar and appropriate vocabulary use
Helps speakers monitor their language production
 [Link] Memory and Explicit Feedback Processing
Helps learners notice and process
Grammar Learning corrective feedback from teachers or
interlocutors
Working memory plays an important role in Allows learners to compare incorrect and
processing and learning grammatical structures in correct grammatical forms
a second language. It helps learners hold and Example:
analyze linguistic information while identifying Incorrect: He go to school yesterday
correct grammatical patterns. Correct: He went to school yesterday

Role of Working Memory in Grammar Learning Initial vs Advanced Learning Stages

Processing Grammatical Structures Initial stage:
Helps learners temporarily store words while Grammar learning relies heavily on working
analyzing sentence structure memory because learners consciously think
Supports understanding of complex sentences about grammatical rules.’
and word order
Advanced stage:
Grammar becomes more automatized, so
learners rely less on working memory.
 4. Working Memory and Vocabulary
Working memory is essential for learning and retaining new
vocabulary, especially during the early stages of word acquisition.

Role of Working Memory in Vocabulary Learning

Phonological Loop and New Words
The phonological loop temporarily stores the sound form of new words
Allows learners to mentally rehearse unfamiliar vocabulary
Example:
When a learner hears a new word, the phonological loop keeps the sound in
memory so the learner can repeat and remember it.
Short-Term Memory and Long-Term Memory

Short-term memory (working memory):

temporarily stores new vocabulary.
Long-term memory:
stores vocabulary permanently after repeated exposure.

Working memory acts as a bridge between language

input and long-term vocabulary knowledge.
 Conscious and
Unconscious language
learning
 Conscious vs Unconscious
Conscious Processes
1. require attention
2. intentional learning
3. controlled by the learner

Unconscious Processes
[Link]
[Link] without awareness
[Link] through experience
Example:
learning grammar rules vs using
language naturally.
 Background / Automatic Processes
Automatic processes develop through practice and repetition.

[Link] processing
The brain receives language input, processes the meaning, and produces a
response. With practice, this process becomes faster and more automatic.

[Link] & Visual integration

Learners combine what they hear (auditory) and what they see (visual) to
understand language better. This helps improve comprehension and memory.

[Link] information
Repeated exposure to language creates automatic habits, such as recognizing
common words or using familiar expressions without thinking.
Volition & Control
Learners consciously pay attention to language
[Link] and Focus input in order to understand and learn new
information.
Learners become aware of specific language
[Link] features, such as new vocabulary or grammar
patterns.
Learners think about and regulate their own
[Link] learning process, such as planning, monitoring,
and evaluating their learning.

Learners set learning goals that help guide their

[Link] Orientation motivation and effort in language learning.
 Conclusion
Language learning involves both conscious and unconscious processes.

1. Conscious processes help learners focus, notice, and

control their learning.
2. Unconscious processes help learners use language
automatically and efficiently.

Both processes work together to support successful second language

acquisition.
 Let’s Discuss
1. Explain about Multi-Component Model and Unitary Model of working
memory.
2. What is the difference between simple tasks and complex tasks?
3. Why is phonological short-term memory (phonological loop)
important in usage-based theories of L2 learning?
4. .Which component of working memory helps store the sound of new
words?
5. Can you give an example of something in English that you can say
automatically without thinking?
Questions and
Comments?