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?
(1) 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?
Long-term memory involves large quantities of information that is stored for long periods of time. Information is transferred (encoded) into long-term memory from short-term memory, which is the memory that has a limited duration. As Sternberg (2006) points out, when a person fails to effectively encode information into long-term memory, the memory of a person, place or event declines. Working memory is the ability to store important information in the course of mental activity. For example, efforts to solve problems (mentally) without performing calculations are the utilization of working memory. Consider the reciting of a set of numbers in a multiplication problem, and don't write the numbers down. When the calculations are performed mentally, working memory is being used to recall the numbers (Gathercole & Alloway, 2007). Thus, working memory refers to the ability to hold in storage information that is used over a short period of time. This kind of memory is involved in situations where people, places ...
This solution discusses the relationship between long-term and working memory.