A completed PS 350 Unit 3 working memory paper: the term used technically, the models compared on their predictions, and each account attributed to its proposers. Searches like "ps 350 unit 3 assignment example", "ps350 unit 3 sample" and "ps 350 unit 3 example" land here.
What a finished PS 350 Unit 3 working memory paper looks like
The paper earns its first marks on vocabulary. It opens by separating working memory from short-term storage, saying what each term covers and what the difference implies about the operations involved, with the definitions credited to the sources the course assigns. The models follow, each described by its components and by the specific predictions it makes: what should happen when a secondary task competes for the same resource, when material is rehearsed, when load rises, and where the account expects performance to break down. Evidence is then brought against those predictions rather than summarized alongside them, so the comparison has something to decide. Individual-difference research appears carefully, reported as correlational work on measured span. The closing states what the models still disagree about.
How a PS 350 Unit 3 example is structured
Terminology is settled in the opening because everything downstream depends on it: a paper that uses the two terms interchangeably will describe evidence for one and attribute it to the other. Components come before predictions so the reader can see where a prediction originates in the architecture rather than in the writer's summary. Predictions come before evidence, because that ordering turns two descriptions into an actual comparison, and a model with no stated expectation can never be caught failing one. Dual-task findings are reported with both tasks specified, as an interference result means nothing without knowing what was competing with what. Correlational span work is labeled correlational wherever it appears. Unresolved disagreements close the paper, because this is an active area and a tidy verdict would misreport it.
The two terms separated at the start
Working memory and short-term storage are defined apart in the opening, because a paper that conflates them misattributes evidence throughout.
Components before predictions, predictions before evidence
Each model's architecture is described first, letting the reader locate the component that generates the expectation being tested.
Both tasks named in interference studies
A dual-task result is reported with the primary and secondary activities specified, since interference means nothing without knowing what competed.
Span research labeled as correlational
Work relating measured capacity to other abilities is described as correlational every time it appears, whatever the correlation is with.
Models credited to their proposers
Each account names the researchers who put it forward and roughly when, because these are proposals under revision rather than settled anatomy.
Open disagreements reported at the close
The closing says what the accounts still argue about, since this area is active and a clean verdict would misdescribe it.
Where marks go in PS 350 Unit 3
These papers lose points on one word used two ways. Writing working memory where the evidence concerns simple storage, or the reverse, undoes the distinction this unit rests on and usually costs the vocabulary criterion outright. Models described component by component, with no prediction attached to any component, produce a labeled diagram in prose. Papers that summarize two accounts and then declare both useful have avoided the comparison. Interference findings reported without naming the competing activity cannot be evaluated. Span correlations written as though capacity produced the other ability overstate a correlational design. Capacity figures quoted as fixed properties misreport measures that vary by material and method. And a paper offering readers ways to improve their own memory has left the criteria behind entirely.
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PS 350 Unit 3 questions, answered
How many models should the comparison cover?
Two handled properly is usually plenty, and your instructions may name them. Each model you add has to be given its components, its predictions and the evidence bearing on them, so a third account often means three thin descriptions instead of one real comparison. Where the choice is yours, pick accounts your readings actually cover in detail.
Do I need to report capacity limits as a number?
Report whatever the source reports, with the source named, and resist rounding it into a slogan. Published estimates differ by material, by procedure and by how the limit is defined, so a figure quoted without those conditions says less than it appears to. If your readings give a range rather than a value, write the range.
Can I report my own performance on a span test I tried online?
Interesting to try, not usable as evidence. An unsupervised web version has no controlled procedure, no comparison condition and no documented scoring, so it cannot support a claim in a paper built on experimental method. If your classroom runs a demonstration, your instructions will say how the data may be used, and that is the version to rely on.