How did you go about this? Probably, you created a visual image of your home and took a mental tour around it counting windows to yourself as you went. To understand how this works, Baddeley (2013) suggests in his talk that you try to count the number of windows in the house or apartment where you live. They realized that there were at least three components to their WM model: 1) a central executive which is linked to attention and drives the whole system, 2) the visuo-spatial sketch pad, which works with images, and 3) the phonological loop, which relies on sound. In the early 1970s, cognitive psychologists Alan Baddeley and Graham Hitch started working on the relationship between long-term memory (LTM) and working memory (WM). We will return to the topic of how people born deaf succeed in learning to read a little later. He demonstrated a link between this problem and the difficulty deaf people have in learning to read, and devoted his life to working with the deaf from then on. Conrad also demonstrated that people born deaf had reduced capacity for remembering and recalling visually presented sequences of numbers and letters. He also found that certain sequences of similar-sounding letters were harder to recall correctly than letters that sounded very different (e.g., b t c v and g were harder to recall correctly than k w x l and r). This indicated reliance on some kind of acoustic memory trace that faded over time. For example, b would be remembered as v even when the letters were presented visually. He was studying the memorability of British post codes and telephone numbers and found that when people were asked to remember sequences of letters, errors tended to be similar in sound to the correct item. A cognitive psychologist who contributed greatly to theory about how we learn to read by making the link between visually presented letters and the role of sound in memory was R.
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