Opinion for Isaac 3.2

Re:Module 3 DQ 2

In the relationship between working and long-term memory, does one depend on the other? Why or why not? Can each provide input to the other? Why or why not? What asymmetries, if any, exist in this relationship? Why? How might instruction be different if one or the other is the primary goal of an instructional process? Why?

Working memory and long term memory can be considered dependent on one another in some ways and some ways they are not. With working memory it is dependent on long term memory because the stored information is constantly being called upon to interact with new information. When new information is stored in working memory it is in constant contact with long term memory so it can be stored appropriately. Recent work has suggested that individual differences in working memory capacity WMC reflect not only differences in active maintenance abilities (Engle & Kane, 2004) but also differences in the ability to retrieve information from long-term memory ( Unsworth & Engle, 2007). Both provide input to each other as new information is processed. This happens because information or input comes from both types of memory as they are increased. The asymmetries that exist here is that working memory is always working and longterm memory is not as active therefore creating the asymmetrical relationship. The approach to instruction may differ from one is the primary goal because of the process that it takes to effectively reach both types of memory. Take for example the instruction that we received as grade schoolers, we were given information in a way that was repetitive so that we can remember it. This hopefully helped us to remember some of the information and store it in long term memory. With working memory or short term memory repetition is not as important. Here exposure to information is whats needed. 

Reference

Engle, R. W., & Kane, M. J. (2004). Executive attention, working memory capacity, and a two-factor theory of cognitive control. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 44, pp. 145–199). New York, NY: Elsevier. 

Unsworth, N., & Engle, R. W. (2007). The nature of individual differences in working memory capacity: Active maintenance in primary memory and controlled search from secondary memory. Psychological Review, 114, 104–132. http://dx.doi.org/10.1037/0033-295X.114.1.104